Prática de Shadowing: Condenser: Đề thi IELTS LISTENING (actual test)(Full part) - Aprenda a falar inglês com vídeo

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78 frases
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Hi Magda, how was your placement?
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It went really well.
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The kids really enjoyed the science I did with them.
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So did mine.
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I think they found it very motivating.
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Yes, the programme we had to teach was much better than the old style science experiments we did at school.
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Yes, though I don't understand why the children should have to build a model of a steam engine.
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I tried it with the kids, but I couldn't get it to work.
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Me neither.
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And it really shows it's hard to get any real results.
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Yes.
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And it's usually the children's parents, rather than the kids themselves, who favour that type of experiment.
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So what experiments did you do?
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Well, one day a discussion started in class about breakfast cereals, about which one was best.
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One child then said that we should test them in class.
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That's a nice idea.
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Yes, and it wasn't expensive.
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We brought four different brands of cereal and had everyone evaluate them for taste, appearance and sogginess in milk.
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And are you going to tell me which one won?
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No, I'll let you do it yourself.
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It obviously isn't difficult to set up.
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Another experiment we did, the sports teacher's idea actually, was to spend a morning seeing how high various balls bounced.
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For example, do new tennis balls bounce higher than old ones, and do basketballs that are fully inflated bounce better than flatter ones?
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And I guess you got some interesting data.
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We did, and they had to make a chart to plot the results.
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It really improved their grasp of charts and graphs and calculation.
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Apparently they'd had problems understanding the point of graphs in the past.
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Did all your experiments work out OK?
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Well, we had one lesson on making paper from grass.
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The children made a terrible mess in the classroom.
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Whatever they did didn't work, and it wasn't because it was difficult.
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I think it was because it didn't engage them at all.
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It didn't seem to motivate them.
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My tie-dying experiment went well.
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They had to get a piece of material and twist it into a rope and then dye it.
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The children did end up with blue and green hands for a few days, though.
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But don't you need to spend more than one lesson on that?
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Yes, we did it over three classes.
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The children really loved it, though, and one suggested we make scarves from the result.
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I declined, as my sewing skills aren't up to much.
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I guess the one experiment that everyone loved in my class was making glue from milk.
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I thought it would be a complete failure, but in fact it worked brilliantly.
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One reason, I suspect, is that they got feedback straight away.
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Some children get really restless if they have to wait for anything interesting to happen.
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Yes, I think that's always a good idea.
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Really helps to make it a success.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 7.
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Now listen and answer questions 27 to 30.
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I see you've got a diagram there for one of your experiments.
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Yes, it was an idea I got from the internet.
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It was very easy and straightforward to set up.
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The idea is to make a condenser to extract essences from plants.
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The large container's made of metal.
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Right, and that holds the hot water?
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That's right.
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And it has a strainer which sits inside it.
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This is where you put the plant matter.
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We use plants like rosemary, as the essence you can extract is quite strong.
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So what's the container right at the top?
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It's made of glass.
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It's where we put the ice.
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The glass container has a drip tip at the bottom.
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What's that for?
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It's where the essence collects.
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Where does the essence go then?
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Into the dish at the bottom.
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It's made of pottery.
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Sounds good.
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I might try it with my class.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.

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Contexto e Fundo

O vídeo apresenta uma conversa entre duas professoras sobre experimentos científicos realizados com crianças, discutindo seus sucessos, fracassos e o que os torna motivadores. Essa situação cotidiana é perfeita para aprender inglês com vídeos, pois expõe linguagem natural, expressões coloquiais e temas relevantes. A dinâmica da conversa, repleta de interações reais, ajuda a treinar a compreensão auditiva e a pronúncia, fundamentais para quem quer melhorar a fala.

5 Frases Principais para Comunicação Diária

  • "It went really well" – Expressão usada para dizer que algo deu muito certo. Útil em relatos de atividades.
  • "I don't understand why" – Forma natural de questionar uma decisão ou situação, comum em discussões.
  • "It didn't engage them at all" – Significa que algo não prendeu a atenção das pessoas. Importante para avaliar atividades.
  • "My sewing skills aren't up to much" – Diz que não se tem habilidade em algo. Uma maneira humilde de negar competência.
  • "They get really restless" – Descreve pessoas que ficam impacientes ou inquietas. Útil para falar de comportamento.

Guia Passo a Passo para Shadowing

O shadowing (técnica de repetir frases imediatamente após ouvi-las) é excelente para aprimorar a fluência e a entonação. Aqui está como aplicá-lo nesse vídeo:

  1. Escute o trecho uma vez: Foque na compreensão geral da conversa, sem se preocupar com detalhes.
  2. Identifique frases curtas: Selecione expressões como "It went really well" ou "Me neither" para começar. Elas são fáceis de repetir e ajudam a adaptar o ouvido à velocidade da fala.
  3. Repita imediatamente: Pause o vídeo após cada frase e repita-a, tentando imitar a entonação e o ritmo. Isso treina a memória auditiva e a pronúncia.
  4. Aumente a complexidade: Avance para trechos mais longos, como a descrição dos experimentos. Isso ajuda a lidar com estruturas gramaticais mais elaboradas.
  5. Use um shadowing site: Plataformas especializadas permitem ajustar a velocidade do áudio, facilitando o aprendizado. Pratique diariamente por 10 minutos para ver resultados rápidos.

Essa técnica, conhecida também como shadowspeaks ou shadow speech, é comprovada para melhorar a confiança na fala. Ao imitar a pronúncia e a fluência dos falantes nativos, você se adapta a padrões naturais de comunicação, tornando sua fala mais clara e autêntica.

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.

Técnica de shadowing: leia o guia completo passo a passo →