Практика Shadowing: Cambridge 17 Test 2 Section 3 Listening - Изучайте разговорный английский по видео
Создание урока...
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Part 3.
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You will hear two theatre studies students discussing stage and screen performances of Shakespeare's play Romeo and Juliet.
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First, you have some time to look at questions 21 and 22.
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Now listen carefully and answer questions 21 and 22.
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Did you make notes while you were watching the performances of Romeo and Juliet, Gemma?
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Yes, I did.
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I found it quite hard, though.
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I kept getting too involved in the play.
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Me too.
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I ended up not taking notes.
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I wrote down my impressions when I got home.
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Do you mind if I check a few things with you, in case I've missed anything?
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And I've also got some questions about our assignment.
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No, it's good to talk things through.
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I may have missed things too.
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OK, great.
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So, first of all, I'm not sure how much information we should include in our reviews.
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Right.
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Well, I don't think we need to describe what happens, especially as Romeo and Juliet is one of Shakespeare's most well-known plays.
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Yeah, everyone knows the story.
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In an essay, we'd focus on the poetry and Shakespeare's use of imagery, etc. But that isn't really relevant in a review.
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We're supposed to focus on how effective this particular production is.
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Hmm.
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We should say what made it a success or a failure.
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And part of that means talking about the emotional impact the performance had on us.
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I think that's important.
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Yes.
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And we should definitely mention how well the director handled important bits of the play, like when Romeo climbs onto Juliet's balcony.
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And the fight between Mercutio and Tybalt.
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Yes.
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It would also be interesting to mention the theatre space and how the director used it, but I don't think we'll have space in 800 words.
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No, OK.
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That all sounds quite straightforward.
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Before you hear the rest of the discussion, you have some time to look at questions 23 to 30.
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Thank you.
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Now listen and answer questions 23 to 30.
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So, what about the Emporium Theatre's production of the play?
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I thought some things worked really well, but there were some problems too.
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Yeah.
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What about the set, for example?
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I think it was visually really stunning.
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I'd say that was probably the most memorable thing about this production.
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You're right.
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The set design was really amazing.
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But actually, I have seen similar ideas used in other productions.
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What about the lighting?
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Some of the scenes were so dimly lit it was quite hard to see.
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I didn't dislike it.
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It helped to change the mood of the quieter scenes.
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That's a good point.
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What did you think of the costumes?
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I was a bit surprised by the contemporary dress, I must say.
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Yeah, I think it worked well, but I'd assumed it would be more conventional.
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Me too.
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I liked the music at the beginning, and I thought the musicians were brilliant,
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but I thought they were wasted because the music didn't have much impact in Acts 2 and 3.
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Yes, that was a shame.
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One problem with this production was that the actors didn't deliver the lines that well.
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They were speaking too fast.
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It was a problem, I agree, but I thought it was because they weren't speaking loudly enough especially at key points in the play.
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I actually didn't have a problem with that.
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It's been an interesting experience watching different versions of Romeo and Juliet, hasn't it?
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Definitely.
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It's made me realise how relevant the play still is.
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Right.
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I mean, a lot's changed since Shakespeare's time, but in many ways nothing's changed.
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There are always disagreements and tension between teenagers and their parents.
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Yes, that's something all young people can relate to, more than the violence and the extreme emotions in the play.
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How did you find watching it in translation?
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Really interesting.
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I expected to find it more challenging, but I could follow the story pretty well.
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I stopped worrying about not being able to understand all the words and focused on the actor's expressions.
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The ending was pretty powerful.
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Yes.
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That somehow intensified the emotion for me.
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Did you know Shakespeare's been translated into more languages than any other writer?
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Hmm.
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What's the reason for his international appeal, do you think?
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I was reading that it's because his plays are about basic themes that people everywhere are familiar with.
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Yeah.
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And they can also be understood on different levels.
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The characters have such depth right which allows directors to experiment and find new angles that's really important
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that is the end of part three you now have half a minute to check your answers to part three
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Thank you.
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Лексика и советы по произношению к этому уроку
В этом видео 84 предложений и 767 слов для шедоуинга. Речь длится 6:25. Говорящий держит ровный темп — около 120 слов в минуту, удобный для шедоуинга. 84% слов входят в 3000 самых частых слов английского языка; остальные стоит разобрать перед занятием.
Ключевая лексика этого видео
15 слов из видео, которые стоит выучить, с произношением и значением:
| Слово | Произношение | Значение |
|---|---|---|
| emotion существительное | /ɪˈməʊ.ʃən/ | эмо́ция, чу́вство |
| carefully наречие | /ˈkɛɹf(ə)li/ | осторо́жно, аккура́тно |
| mood существительное | /muːd/ | настрое́ние, расположе́ние |
| poetry существительное | /ˈpoʊ.ə.tɹi/ | поэ́зия |
| translation существительное | /tɹænzˈleɪʃən/ | перево́д, переключе́ние |
| angle существительное | /ˈæŋ.ɡəl/ | у́гол |
| experiment существительное | /ɪkˈspɛɹ.ə.mənt/ | экспериме́нт, о́пыт |
| impression существительное | /ɪmˈpɹɛʃn̩/ | отпеча́ток |
| conventional прилагательное | /kənˈvɛnʃənl̩/ | общепри́нятый, конвенцио́нный |
| essay существительное | /ˈɛs.eɪ/ | сочине́ние, эссе́ |
| climb глагол | /ˈklaɪ̯m/ | поднима́ться, подня́ться |
| tension существительное | /ˈtɛnʃən/ | натяже́ние |
| assignment существительное | /əˈsaɪn.mənt/ | назначе́ние, распределе́ние |
| costume существительное | /ˈkɑsˌt(j)um/ | костю́м, наря́д |
| teenager существительное | /ˈtiːnˌeɪ̯d͡ʒə/ | подро́сток, тине́йджер |
Фразовые глаголы, которые вы услышите
| Слово | Значение |
|---|---|
| end up глагол | зака́нчиваться, зако́нчиться |
| write down глагол | запи́сывать, записа́ть |
Грамматика в этом видео
Конструкции, которые говорящий использует чаще всего, с точными словами из видео:
| Конструкция | В видео |
|---|---|
| Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает | were wasted · been translated · be understood |
| Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас | I've missed · have seen |
Произношение, на которое стоит обратить внимание
Говорящий использует 18 сокращённых и редуцированных форм, например didn't, don't, I'd. Произносите их коротко, так, как слышите.
- Звуки «sh» и «zh»: emotion /ɪˈməʊ.ʃən/, translation /tɹænzˈleɪʃən/, impression /ɪmˈpɹɛʃn̩/, conventional /kənˈvɛnʃənl̩/, tension /ˈtɛnʃən/
- Длинные слова — следите за ударением: experiment /ɪkˈspɛɹ.ə.mənt/, visually /ˈvɪzju.əli/, disagreement /dɪsəˈɡɹiːmənt/, intensify /ɪnˈtɛnsɪfaɪ/
Как заниматься с этим видео
- Прослушайте всё видео один раз молча и выпишите незнакомые слова.
- Повторяйте предложение за предложением на обычной скорости, пока ваш ритм не совпадёт с ритмом говорящего.
- Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как emotion, carefully, mood.
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.