Prática de Shadowing: Which TWO points did students most frequently make about their musical background before PART 3 - Aprenda a falar inglês com vídeo
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Part 3.
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You will hear two music students discussing the results of a survey they have done.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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before you hear the rest of the discussion you have some time to look at questions 27 to 30
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Now listen and answer questions 27 to 30.
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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
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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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Para quem é este vídeo?
Este vídeo é ideal para alunos de inglês intermediários e avançados que buscam aprender inglês com YouTube e aprimorar habilidades de compreensão auditiva e fala. Se seu objetivo é dominar conversas informais ou acadêmicas, especialmente sobre temas como música e educação, ele oferece um contexto real e rico em expressões úteis. É perfeito para quem quer praticar shadowing em inglês (técnica de imitação) graças à fala clara e natural dos interlocutores.
Palavras e expressões para roubar (e usar!)
- Striking: Impactante. Exemplo: "The most striking thing" (O mais impactante).
- Show off: Mostrar, exibir. Exemplo: "Show off their technical ability" (Exibir sua habilidade técnica).
- Get lost: Perder a linha. Exemplo: "Too easy to get lost" (Muito fácil de perder a linha).
- Mastering: Dominar. Exemplo: "Mastering something hard" (Dominar algo difícil).
Essas expressões elevam sua fala beyond o básico e são frequentemente usadas em contextos profissionais e acadêmicos.
Como melhorar a pronúncia em inglês com este vídeo
Para acertar o sotaque, use a técnica do shadow speak (ou shadow speech): reproduza frases do vídeo imitando o ritmo, a entonação e a ênfase. Observe como os falantes usam a pausa antes de palavras como "obviously" e "interestingly" para dar destaque. Foque na pronúncia de "chamber orchestra" (órquestra de câmara) e "proficiency" (proficiência), que têm sons difíceis para falantes de português. Pratique diariamente com 5 minutos de shadowing em inglês e veja como sua fluência e confiança aumentam. Este vídeo é uma ferramenta poderosa para quem quer transformar a forma de falar inglês!
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | was involved · being terrified · was said |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | have done · have actually composed |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | students who you · pieces which are |
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.