Prática de Shadowing: Unit 3: Climate | Collins - Listening for IELTS. - Aprenda a falar inglês com vídeo
Criando lição...
1
Track 14 1.
2
glaciers.
3
It is assumed that glaciers move slowly, but occasionally they have surges and move up to 50 times faster than normal.
4
2. salinity.
5
The Dead Sea is famous for the salinity of its water.
6
3. Humidity.
7
The humidity in tropical areas can make you very tired.
8
4. Kilometers.
9
The oceans can reach depths of 11 kilometres in places, 5 pressure.
10
Altitude sickness is due to a reduction in air pressure.
11
6. Evaporation Rain is mainly caused by evaporation from the oceans.
12
7. Environment.
13
We need to look after the environment around us.
14
8. Biology.
15
Biology is a branch of the natural sciences.
16
9. Brightness.
17
Our perception of the brightness of the sun changes with the seasons.
18
Track 15.
19
Hi everyone, how are you all?
20
I'm fine thanks Linda.
21
Actually, I'm not feeling so well.
22
I think I've got a cold.
23
Oh no, Stephen.
24
I'm sorry to hear that.
25
What about you, Joanne?
26
I'm fine, but I'm very busy with my biology course.
27
Oh, me too.
28
There's so much work to do.
29
In that case, we should get started on our essay.
30
John, do you want to start?
31
Okay.
32
Let me start by telling you my ideas for the essay.
33
Track 16.
34
We've really got to decide who does what for our natural earth project.
35
Okay Alice.
36
Well, we've got all our cloud research, so let's decide how to break it down.
37
Well, we should probably start by saying how clouds are formed.
38
Good idea and then maybe move on to the different types of clouds.
39
We can separate it into low -lying, medium -level, and high clouds.
40
What do you think, Jenny?
41
Yes, I think that's a good idea, and we should also make a PowerPoint to make it a bit more interesting and put in pictures of the different clouds.
42
Good idea, Jenny.
43
We should probably have cue cards, too.
44
I'm useless at remembering what to say without them.
45
Yes, me too.
46
Well, I'm quite happy to organize everything we found out about clouds, and make sure it fits into our presentation times.
47
Actually, I'd better do that.
48
I've got all the research on my computer, so it makes sense.
49
How about if you make the presentation slides, Carl?
50
Okay, Alice.
51
That's fine by me.
52
Well, if you guys are gonna do that, then I'll look on the Internet for pictures of the different types of clouds.
53
That'll be great, Jenny.
54
I'll also make the prompt card so we don't forget what we're saying during the presentation.
55
Sounds great.
56
Let's have a run -through on Tuesday.
57
What sections does everyone want to talk about?
58
I don't really mind.
59
I don't mind.
60
I'll do that.
61
If you don't want to talk much, then why don't you just do the middle bit about the medium -level clouds?
62
Yes, I can do the low -level and high -level clouds part.
63
I'm sure Jenny can handle the summarizing, too.
64
Thanks, guys.
65
We can all take questions together.
66
Track 17.
67
Hi Roger.
68
Debbie!
69
Hi, how are you?
70
Oh, I've been struggling with my Natural Earth assignment.
71
It's proving to be really difficult.
72
The one for Professor Black?
73
Me too.
74
I'm writing about volcanic activity.
75
What are you doing yours on?
76
Acid rain.
77
I thought that would be okay, but the process is really complicated.
78
Well, I can help you with it.
79
I know a lot about acid rain.
80
I studied the causes and effects last year.
81
Really?
82
Oh, that's great.
83
I've done some work on the causes.
84
I'm going to write that acid rain is caused by sulphur dioxide from power plants and smelters.
85
Basically, this reacts in the atmosphere to form acid rain.
86
Ah, but it's not just sulphur dioxide.
87
It's also nitrogen oxides.
88
Really?
89
Yes, from things like car exhausts.
90
But aren't nitrogen oxides also caused by natural events too?
91
Yes.
92
They're a minor factor, but I think they're worth mentioning.
93
But sorry, carry on.
94
Thanks.
95
I might add that.
96
So anyway, these emissions react in the atmosphere with water,
97
oxygen and oxidants to form acidic compounds like sulfuric acid.
98
These compounds then fall to Earth.
99
Are you going to mention the different ways they return to the ground?
100
Yes.
101
So you've done a bit of background reading then?
102
Yes.
103
So if I've got it right, acid rain often comes down as rain but also as snow or fog.
104
This is wet deposition.
105
I'm also going to define it as any form of precipitation that removes acids from the atmosphere.
106
Yes, I think that's a good term to define it.
107
Dry deposition.
108
Well, I think that's when the pollutants stick to the ground through dust.
109
I'm not really sure how to define it, though, compared to wet deposition.
110
Just think of it as any pollutants that are not caused through precipitation.
111
That's probably the best way.
112
Did you know that sunlight can enhance the effects of acid rain as well?
113
No, I didn't.
114
There's so much to think about.
115
I'm sure I'll go over my word limit.
116
Well, you sound like you know a lot about the subject.
117
Just try and keep your focus.
118
I've had the same problem writing about volcanoes.
119
There's just so much.
120
Track 18.
121
Do you want to make a start on our natural earth project?
122
I think our idea of a lightning safety presentation is great.
123
Don't you, Rachel?
124
Yes, I think it'll be really good.
125
I have a few ideas already.
126
Great!
127
Me too.
128
I think we should divide it into two parts.
129
What to do if you're inside when lightning strikes and what to do if you're outside.
130
What do you think?
131
That's good, but we need more.
132
Something about planning for this kind of event.
133
And also, what to do if someone gets hit by lightning.
134
Oh, I can't believe I forgot that. Of course.
135
Well, what should we talk about in the first part?
136
I think we should say it's important to be aware.
137
Lightning is always before rain, so don't wait until it rains.
138
As soon as you hear thunder or lightning, you should get inside.
139
OK, yes.
140
And then if you're indoors, you should avoid water.
141
Stay away from doors and windows and don't use the telephone.
142
before going back outside.
143
And if you're outside when it storms, you also need to avoid water.
144
Try and get inside as soon as possible.
145
There are certain things you should avoid.
146
Open spaces, anything large and made of metal.
147
And of course, the obvious one: trees.
148
But we should mention that if lightning strikes very near you, you need to crouch down.
149
Oh, is that right?
150
I thought you had to stand still.
151
No, that's actually wrong.
152
You're supposed to crouch down.
153
And put your hands over your ears.
154
The noise can damage your hearing if you don't.
155
Okay, I think we've got quite a lot here.
156
Only the last part to go.
157
Now.
158
What to do if someone gets hit?
159
I think we should say that it's very rare for someone to get hit by lightning.
160
Our talk sounds as if there's danger all around.
161
We should try and make it sound a bit more reassuring.
162
Yes, you're right.
163
We'll say it doesn't happen often.
164
It's just better to be safe than sorry.
165
But what should we say about getting hit by lightning?
166
Well, I think we should say it's safe to touch people who've been hit by lightning.
167
They don't have any electrical charge. should help them.
168
Otherwise, it's just best to call for an ambulance.
169
And we should remind our audience that 80 % of lightning victims don't get fatally injured.
170
That should calm everyone's nerves.
171
Track 19.
172
Section 3.
173
You will hear three students discussing a group project on weather conditions.
174
First, you will have 20 seconds to look at questions 1 to 7.
175
Now listen carefully and answer questions 1 to 7.
176
So, I think we'd better start planning what we're going to do for our group project.
177
Have you guys had any ideas?
178
I was thinking we should do something on extreme weather events, but I think Alex had some different ideas.
179
Yes, maybe we should look into more localised weather conditions and the effects on the immediate environment.
180
That's a good idea, Alex, but I don't think we'd be able to get much data on that, and we don't really have time to do our own research.
181
What about doing something about the seasons?
182
I think the seasons might be a bit too wide -reaching, you know, when we take into account the wind patterns and pressure systems.
183
Maybe you're right.
184
Well, how about Tom's idea of extreme weather conditions?
185
Yes, that sounds like a good idea.
186
It's easy to break down into separate parts, and it certainly sounds more interesting.
187
I'd quite like to cover monsoons.
188
I've been doing some reading on them and they're quite interesting.
189
Well, that sounds good.
190
We should maybe take two areas each.
191
That would make it easier for us to focus.
192
Well, we've got lots to choose from.
193
We could do blizzards, heat waves, droughts, cyclones.
194
There are loads.
195
Why don't you do blizzards too, Tom?
196
I don't fancy doing them, but I wouldn't mind doing something on floods.
197
They're linked to monsoons, I think, so it will be an easy transition.
198
What do you fancy doing, Alex?
199
Well, I could always cover winds.
200
But that isn't really extreme enough.
201
I could do hurricanes.
202
They're pretty exciting.
203
How about doing cyclones, Emma?
204
I'd rather do heat waves and droughts, I think.
205
I know a bit about them.
206
I don't know anything about cyclones.
207
Cyclones are really interesting.
208
I can cover them.
209
That sounds great.
210
I was thinking about doing cyclones, but I'm happy for you to do them.
211
Before you hear the rest of the talk, you have 20 seconds to look at questions 8 to 10.
212
Now listen and answer questions 8 to 10.
213
Track 20.
214
Right, shall we get started on some of the content?
215
Yes, we haven't got that much time.
216
Does anyone know anything about their topics?
217
I know quite a lot about Cyclones. Do you?
218
Well, I studied them at high school.
219
You know, cyclones usually start near the equator.
220
They need quite warm water to form.
221
Above the warm water, the vapour in the air forms clouds, and if there is low pressure, then these clouds will start to rotate.
222
Isn't it also the fact that the Earth rotates too, which makes the clouds spin more?
223
Yes, that too.
224
Once they begin rotating, they can either lose momentum or keep gathering momentum until they hit land.
225
These ones are called mature cyclones.
226
Luckily, as soon as they hit land, they start to lose momentum and fade away.
227
just because they don't have the warmth of the ocean underneath.
228
Well that's a relief.
229
They can still be really destructive.
230
They are like a big circle of wind.
231
They blow strongly until the eye of the storm passes, you know, the centre, where everything is really quiet, no wind or anything.
232
But then the other side hits and the winds blow just as strongly but in the other direction.
233
It's just amazing.
234
Yes, I would really like to cover that.
235
Well, it looks like we've got it all arranged then.
236
That is the end of section 3.
237
In the exam, you will have half a minute to check your answers.
📺 Mesmo canal
B21
Unit 7: On the move. | Page 38.
Travel English
B24
Test 1: Section 1-2 | IELTS Practice Test Plus 3
IELTS PrepUniversity StudentsWorking Adults
B16
Unit 1: On the move | Collins - Listening for IELTS.
IELTS PrepTravel EnglishHigh School Students
B215
Unit 2: Being young | Collins - Listening for IELTS.
IELTS PrepCambridge Exam PrepTeens
B2Unit 4: Family structures | Collins - Listening for IELTS.
IELTS PrepUniversity StudentsWorking Adults
B2Unit 6: Culture | Improve for IELTS - Listening & Speaking Skills.
IELTS PrepTOEFL PrepCambridge Exam Prep
✨ Vídeo recomendado
B25
79 frases
Vol 3 - test 8 - section 3
IELTS PrepTOEFL PrepUniversity Students
C11
828 frases
1 Hour IELTS Listening Practice || Environment & Climate Change 🌍 || Advanced English Listening
IELTS PrepTOEFL PrepUniversity Students
B29
107 frases
IELTS listening actual test Part 4: The international Space Station ISS (answer+ transcript)
IELTS PrepTOEFL PrepUniversity Students
B22
149 frases
IELTS Listening Practice: Weather Conversation | Podcast Video
IELTS PrepUniversity StudentsWorking Adults
B22
78 frases
CAM 18 | IELTS LISTENING TEST | TEST 2 - SECTION 3 #english #listening #ielts #education #iseeielts
IELTS PrepUniversity StudentsWorking Adults
B22
79 frases
IELTS Listening Section-3(Paper on Public Libraries) with answers
IELTS PrepTOEFL PrepUniversity Students
B23
245 frases
British Council - IELTS Listening Practice Test
IELTS PrepTOEFL PrepUniversity Students
B23
100 frases
Complete Ielts 4 5 WB Unit 9 track 20 21
IELTS PrepCambridge Exam PrepUniversity Students
B11
38 frases
VSTEP Listening - Task 1 - Test 28
IELTS PrepTOEFL PrepUniversity Students
B23
79 frases
The Official Cambridge Guide to IELTS unit 6 attitude and opinion
IELTS PrepCambridge Exam PrepUniversity Students
B2291 frases
IELTS LISTENING PRACTICE TEST 2026 WITH ANSWERS | 19.08.2026
IELTS PrepTOEFL PrepUniversity Students
B21
86 frases
What is the topic of the research?: IELTS LISTENING Vol 5 Test 8 Section 3
IELTS PrepTOEFL PrepUniversity Students
Contexto & Antecedentes
No vídeo intitulado "Unit 3: Climate", os participantes discutem diversos temas relacionados ao clima e à biologia, além de suas experiências pessoais. A conversa revela não apenas informações científicas, como a dinâmica dos glaciares e a salinidade do Mar Morto, mas também a interação social entre os falantes. Eles mencionam tarefas acadêmicas e a importância da colaboração em projetos, proporcionando um entendimento do cotidiano em um contexto educacional.
Top 5 Frases para Comunicação Diária
- “Actually, I'm not feeling so well.” - Expressando preocupações sobre a saúde.
- “There's so much work to do.” - Indicando a carga de trabalho, uma frase útil para estudantes.
- “Good idea!” - Uma maneira positiva de concordar com sugestões durante uma conversa.
- “Let me start by telling you my ideas.” - Uma forma de iniciar a apresentação de ideias.
- “How about if you make the presentation slides?” - Propondo divisão de tarefas em um projeto.
Guia Passo a Passo de Shadowing
Praticar o shadow speech com o vídeo "Unit 3: Climate" pode ser uma excelente maneira de aprimorar sua prática de conversação em inglês. Aqui está um guia para ajudá-lo a enfrentar a dificuldade específica deste vídeo:
- Assista ao vídeo completamente. Antes de tentar imitar os falantes, entenda o contexto geral e a conexão entre os temas discutidos.
- Divida o vídeo em partes curtas. Concentre-se em segmentos de 20 a 30 segundos. Reproduza o clipe e ouça atentamente.
- Repita em voz alta. Assim que pegar uma parte, tente repetir imediatamente como se estivesse se comunicando com os falantes. Use técnicas de shadow speak para imitar a pronúncia e entonação.
- Grave-se. Ouça sua própria voz e compare-a com a dos falantes. Isso ajudará a identificar áreas de melhoria.
- Pratique continuamente. Incorpore as frases que encontrou na lista das top 5 em suas conversas diárias. Repetir essas expressões úteis contribuirá para sua fluência.
Com o método de shadowspeaks, você não apenas se familiariza com o vocabulário específico sobre clima, como também melhora sua capacidade de comunicação em geral. Utilize o YouTube para descobrir novos conteúdos e aprenda inglês com vídeos que realmente o interessam!
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Present perfect continuous have/has been + -ing — uma ação que começou antes e continua | I've been struggling · I've been doing |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | is assumed · are formed · is really complicated |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | I've done · you've done · who've been hit |
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.