Prática de Shadowing: IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript) - Aprenda a falar inglês com vídeo

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Section 3.
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You will hear two primary school trainee teachers called Stefan and Magda discussing their placements for science teaching.
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First, you have some time to look at questions 21 to 26 on page 6.
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Now listen carefully and answer questions 21 to 26.
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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, and it really shows it's hard to get any real results results.
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Yes, 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,
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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 in the past.
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Did all your experiments work out okay?
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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, 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.

Sobre Esta Aula

Nesta aula, você irá praticar a escuta e interpretação do inglês em um contexto educacional. O diálogo entre dois professores trainees, Stefan e Magda, sobre suas experiências de ensino de ciências em uma escola primária, oferece um rico vocabulário e situações práticas para aprender a structure certa da língua inglesa. Este exercício é ideal para desenvolver habilidades de comprensão auditiva e aprimorar a pronúncia com a técnica de shadowspeak, que combina a escuta e repetição em tempo real.

Vocabulário e Frases Importantes

  • Placement - Estágio
  • Motivating - Motivador
  • Experiment - Experimento
  • Evaluate - Avaliar
  • Grasp - Compreensão
  • Feedback - Retorno
  • Engage - Envolver
  • Sogginess - Moleza (no contexto do cereal)

Dicas de Prática

Para aproveitar ao máximo esta lição e melhorar seu shadowing em inglês, siga estas dicas:

  • Ouça com atenção: Escute o áudio ao menos duas vezes, focando na entonação e na pronúncia de Stefan e Magda. Preste atenção à maneira como eles falam sobre seus projetos de ensino.
  • Repita assim que ouvir: Use a técnica de shadow speech para repetir imediatamente o que foi dito. Isso ajudará a aprimorar seu ritmo e fluência.
  • Faça pausas estratégicas: Se necessário, pause o vídeo após frases importantes e tente repetir o que você ouviu, ajustando sua pronúncia e entonação.
  • Registre seus esforços: Grave-se praticando as falas para ouvir como está seu progresso. Isso é ótimo para identificar áreas que precisam de mais atenção.
  • Pratique em voz alta: A prática auditiva não é suficiente; você precisa falar. Experimente discutir as experiências abordadas no vídeo com um amigo ou em um grupo de aprendizado.

Com a técnica do shadowspeak, você não só aprenderá novas palavras e expressões, mas também ganhará confiança ao usar o inglês em situações cotidianas, como explicar um experimento ou discutir resultados em uma sala de aula.

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.