Практика Shadowing: Cambridge 15 listening (Test-1) (Part-3) - Изучайте разговорный английский с YouTube
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Part 3.
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Part 3.
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You will hear two psychology students discussing the effects of the order in which the children in a family are born.
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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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Ed, how are you getting on with the reading for our presentation next week?
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Well, OK, Ruth, but there's so much of it.
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I know.
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I hadn't realised birth order was such a popular area of research.
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But the stuff on birth order and personality is mostly unreliable.
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From what I've been reading, a lot of the claims about how your position in the family determines certain personality traits are just stereotypes,
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with no robust evidence to support them.
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OK, but that's an interesting point.
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Right.
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We could start by outlining what previous research has shown.
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There are studies going back over a hundred years.
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Yeah.
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So we could just run through some of the typical traits.
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Like the consensus seems to be that oldest children are generally less well-adjusted
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because they never get over the arrival of a younger sibling.
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Right.
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But on a positive note, some studies claim that they were thought to be good at nurturing.
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Certainly in the past, when people had large families, they would have been expected to look after the younger ones.
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There isn't such a clear picture for middle children, but one trait that a lot of the studies mention is
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that they are easier to get on with than older or younger siblings.
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Generally eager to please and helpful, although that's certainly not accurate as far as my family goes.
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My middle brother was a nightmare, always causing fights and envious of whatever I had.
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As I said, none of this seems to relate to my own experience.
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I'm the youngest in my family and I don't recognise myself in any of the studies I've read about.
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I'm supposed to have been a sociable and confident child who made friends easily, but I was actually terribly shy.
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Really?
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That's funny.
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There have been hundreds of studies on twins, but mostly about nurture versus nature.
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There was one on personality which said that a twin is likely to be quite shy in social situations,
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because they always have their twin around to depend on for support.
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My cousins were like that when they were small.
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They were only interested in each other and found it hard to engage with other kids.
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They're fine now, though.
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Only children have had a really bad press.
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A lot of studies have branded them as loners, who think the world revolves around them because they've never had to fight for their parents' attention.
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That does seem a bit harsh.
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One category I hadn't considered before was children with much older siblings.
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A couple of studies mention that these children grow up more quickly and are expected to do basic things for themselves, like getting dressed.
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I can see how that might be true, although I expect they're sometimes the exact opposite, playing the baby role and clamouring for special treatment.
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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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What was the problem with most of these studies, do you think?
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I think it was because, in a lot of cases, data was collected from only one sibling per family,
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who rated him or herself and his or her siblings at the same time.
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Hmm.
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Some of the old research into the relationship between birth order and academic achievement has been proved to be accurate, though.
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Performances in intelligence tests declined slightly from the eldest child to his or her younger siblings.
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This has been proved in lots of recent studies.
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Yes, although what many of them didn't take into consideration was family size.
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The more siblings there are, the likelier the family is to have a low socioeconomic status,
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which can also account for differences between siblings in academic performance.
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The oldest boy might be given more opportunities than his younger sisters, for example.
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Exactly.
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But the main reason for the marginally higher academic performance of oldest children is quite surprising, I think.
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It's not only that they benefit intellectually from extra attention at a young age, which is what I would have expected,
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it's that they benefit from being teachers for their younger siblings by verbalising processes.
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Right.
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And this gives them status and confidence, which again contributes in a small way to better performance.
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So would you say sibling rivalry has been a useful thing for you?
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I think so.
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My younger brother was incredibly annoying and we fought a lot but I think this has made me a stronger person.
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I know how to defend myself.
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We had some terrible arguments and I would have died rather than apologise to him.
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But we had to put up with each other and most of the time we co-existed amicably enough.
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Yes, my situation was pretty similar.
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But I don't think having two older brothers made me any less selfish.
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I was never prepared to let my brothers use any of my stuff.
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That's perfectly normal, whereas sometimes...
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Thank you.
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Контекст и фон диалога
В видео два студента психологии обсуждают влияние порядка рождения на личность. Их разговор полон естественной речи: коллоквиализмов, размышлений и примеров из жизни. Это отличная возможность познакомиться с академическим лексиконом (например, "robust evidence", "nurturing") и повседневными выражениями, что делает его идеальным для практики аудирования и говорения.
5 ключевых фраз для повседневной коммуникации
- "How are you getting on with..." — "Как дела у тебя с...". Удобно для вопросов о прогрессе в делах.
- "I hadn't realised..." — "Я не подозревал, что...". Отлично для выражения удивления.
- "on a positive note" — "с положительной стороны". Помогает переключить разговор на хорошие аспекты.
- "as far as my family goes" — "по отношению к моей семье". Используется для примера из личной жизни.
- "branded them as..." — "назначали им ярлык...". Подходит для критики стереотипов.
Пошаговое руководство по shadowing для этого видео
Shadowing (или "тень speech") — отличный способ улучшить произношение и интонацию. Вот как работать с этим диалогом:
- Послушай фрагмент 2-3 раза, чтобы понять смысл. Объяви себя: "Я услышу все детали!".
- Повторяй за говорящими сразу, не останавливаясь. Даже если не все слова, важно передать ритм. Это тренирует реакцию и память.
- Фокус на интонации: заметь, как студенты поднимают голос при вопросах или мягчают его в размышлениях. П повтори это — твой речь станет более естественной.
- Используй паузы между репликами, чтобы отработать сложные фразы (например, "a lot of the claims about how your position..."). Постепенно сокращай паузу — так ты привыкнешь к быстрой речи.
Не бойся ошибок — shadowing site или просто запись на телефон помогут отслеживать прогресс. Практикуйся каждый день, и скоро ты будешь говорить так же уверенно, как дикторы в видео!
Что такое техника Shadowing?
Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.