Prática de Shadowing: Vol 2 - test 4 - section 3 - Aprenda a falar inglês com vídeo

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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
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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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Helen and Paul, congratulations to you both for doing so well the past semester.
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You too have exhibited an impeccable performance during your first year in the nursing programme.
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I'd like to get some feedback from the two of you to better improve the programme
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and to provide guidance for our prospective students.
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I'd like to start with you, Helen. So...
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First of all, Which aspect of the programme impressed you?
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Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
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But as I stepped into the classroom for the first time, I was surprised by the diversity.
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Most were in their 20s, but there were also those in their 30s or even 40s.
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As it turns out, the intergenerational communication has sparked intense debate and new thinking,
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and I think that's something special about the programme that I appreciate very much.
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What about you, Paul?
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What do you think of the programme? For me?
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The group project we carried out last semester is another key feature of the programme.
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The whole class was divided into eight different groups, working on eight prospective cases.
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Team building sessions were conducted in a collaborative way most of the time.
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Comprised of five members, our group studied acute pancreatitis.
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During the process, we broke the task into different parts and assigned them to each member.
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We were then able to tackle the complex problem by pooling our knowledge and skills.
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More importantly, stronger links were established between the group members.
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Because of the project, we've all become good friends.
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That's true.
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According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
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So tell me Paul, what else do you like about the programme?
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I want to be a registered nurse working in a public hospital after graduation.
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So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
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However, I was amazed by the amount of written assignments since
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I thought the course should have focused more on practice oriented learning.
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involves critical thinking, which challenges me to develop my points more thoroughly.
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I thus manage to gain a diversity of perspectives.
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The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
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including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
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So, I'm afraid written work is unavoidable.
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Also this year, we've added a module of law.
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How do you feel about that?
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At first we felt that learning law is kind of redundant and too time consuming.
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After a few sessions we realised that it is necessary in dealing with future medical disputes.
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Before you hear the rest of the talk, 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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Do you have any suggestions for prospective students?
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What bothers me most is handing in essays on time.
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I almost missed the deadline once, because there were three essays due within the same week.
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So rationalising your time is critical.
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Well, that's true.
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The lectures deliver so much useful information.
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I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
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How was the research?
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I heard that it was quite challenging.
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How did you manage to overcome the difficulties?
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That's true.
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The majority of us had no clue how to carry out the research at first.
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Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
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She taught me about finding the appropriate resources and choosing the proper research methods.
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Have you checked out the online forum?
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that they come across and get support from the faculty members.
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Some of my classmates didn't do so well during the placement tests.
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I feel that background reading is necessary.
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Lastly, do you have anything to say to the freshmen?
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I was really ambitious at first, trying to get straight A's on my transcript.
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I made tons of notes and worked hard even on the optional assignments to get extra credit.
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I stressed myself out before having an emotional breakdown.
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After consulting my advisor, I found it important to set realistic goals.
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Don't push yourself too hard.
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It is wise to sort out your priorities.
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Thank you for coming here today and providing valuable feedback on the programme.
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Have a great summer break.
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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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Now turn to section 4.

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Vocabulário e dicas de fala para esta lição

Esta aula de conversação de nível B2 usa o vídeo “Vol 2 - test 4 - section 3”. As palavras que mais se repetem: programme, Paul, practice, questions, member. Este vídeo tem 72 frases e 804 palavras para praticar shadowing. A fala dura 7:13. O falante mantém um ritmo estável de cerca de 111 palavras por minuto, confortável para o shadowing. 82% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar. 11 das 72 frases são perguntas, por isso é um bom treino para a entonação de perguntas e respostas curtas.

Vocabulário principal deste vídeo

As 15 palavras mais avançadas do vídeo, com pronúncia e significado:

PalavraPronúnciaSignificado
prospective adjetivo/pɹəˈspɛktɪv/prospectivo
classmate substantivo/ˈklæs.meɪt/colega de classe
semester substantivo/sɪˈmɛstɚ/semestre
classroom substantivo/ˈklɑːsɹʊm/sala de aula
assignment substantivo/əˈsaɪn.mənt/designação
enroll verbo/ɪnˈɹəʊl/inscrever-se, matricular-se
impeccable adjetivo/ɪmˈpɛkəbəl/impecável
intergenerational adjetivointergeracional
orient verbo/ˈɔɹ.iˌɛnt/orientar
pancreatitis substantivopancreatite
practicum substantivo/ˈpɹæk.tɪ.kəm/estágio supervisionado
teamwork substantivotrabalho de/em equipe
unavoidable adjetivo/ˌʌnəˈvɔɪdəbəl/inevitável, incontornável
redundant adjetivo/ɹɪˈdʌn.dənt/redundante
librarian substantivo/laɪˈbɹɛə̯ɹi.ən/bibliotecário

Phrasal verbs que você vai ouvir

PalavraPronúnciaSignificado
carry out verbo/ˈkæ.ɹi aʊt/carregar
check out verboverificar, sacar só
sort out verboresolver, esclarecer
turn out verboterminar

Frases que vale a pena repetir

Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:

  • What do you think of the programme?
  • How do you feel about that?
  • Do you have any suggestions for prospective students?
  • How did you manage to overcome the difficulties?
  • Have you checked out the online forum?

Gramática neste vídeo

As estruturas que o falante mais usa, com as palavras exatas do vídeo:

EstruturaNo vídeo
Voz passiva be + particípio passado — o foco está no que acontece, não em quem fazwas enrolled · was divided · were conducted
Present perfect have/has + particípio passado — uma ação passada que ainda importa agorahave exhibited · has sparked · we've added

Pronúncia para ficar de olho

O falante usa 7 contrações e formas reduzidas, como I'd, we've, didn't. Diga-as na forma curta, do jeito que você ouve.

  • Os sons de “th”: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
  • Os sons de “sh” e “zh”: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
  • Palavras longas — acerte a sílaba tônica: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

Sons difíceis para falantes de português:

  • Consoante final — sem acrescentar um “i” depois: classmate /ˈklæs.meɪt/, assignment /əˈsaɪn.mənt/, orient /ˈɔɹ.iˌɛnt/, revisit /ɹiːˈvɪzɪt/, redundant /ɹɪˈdʌn.dənt/
  • /l/ final — a língua toca o céu da boca, não vira “u”: enroll /ɪnˈɹəʊl/, impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, module /ˈmɑd͡ʒul/, optional /ˈɑp.ʃə.nəl/

Como praticar com este vídeo

  1. Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
  2. Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
  3. Grave a sua voz e compare com o original, prestando atenção a palavras como prospective, classmate, semester.

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 →