Практика Shadowing: Condenser: Đề thi IELTS LISTENING (actual test)(Full part) - Изучайте разговорный английский по видео
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1
Hi Magda, how was your placement?
2
It went really well.
3
The kids really enjoyed the science I did with them.
4
So did mine.
5
I think they found it very motivating.
6
Yes, the programme we had to teach was much better than the old style science experiments we did at school.
7
Yes, though I don't understand why the children should have to build a model of a steam engine.
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I tried it with the kids, but I couldn't get it to work.
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Me neither.
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And it really shows it's hard to get any real results.
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Yes.
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And it's usually the children's parents, rather than the kids themselves, who favour that type of experiment.
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So what experiments did you do?
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Well, one day a discussion started in class about breakfast cereals, about which one was best.
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One child then said that we should test them in class.
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That's a nice idea.
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Yes, and it wasn't expensive.
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We brought four different brands of cereal and had everyone evaluate them for taste, appearance and sogginess in milk.
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And are you going to tell me which one won?
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No, I'll let you do it yourself.
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It obviously isn't difficult to set up.
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Another experiment we did, the sports teacher's idea actually, was to spend a morning seeing how high various balls bounced.
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For example, do new tennis balls bounce higher than old ones, and do basketballs that are fully inflated bounce better than flatter ones?
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And I guess you got some interesting data.
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We did, and they had to make a chart to plot the results.
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It really improved their grasp of charts and graphs and calculation.
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Apparently they'd had problems understanding the point of graphs in the past.
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Did all your experiments work out OK?
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Well, we had one lesson on making paper from grass.
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The children made a terrible mess in the classroom.
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Whatever they did didn't work, and it wasn't because it was difficult.
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I think it was because it didn't engage them at all.
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It didn't seem to motivate them.
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My tie-dying experiment went well.
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They had to get a piece of material and twist it into a rope and then dye it.
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The children did end up with blue and green hands for a few days, though.
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But don't you need to spend more than one lesson on that?
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Yes, we did it over three classes.
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The children really loved it, though, and one suggested we make scarves from the result.
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I declined, as my sewing skills aren't up to much.
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I guess the one experiment that everyone loved in my class was making glue from milk.
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I thought it would be a complete failure, but in fact it worked brilliantly.
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One reason, I suspect, is that they got feedback straight away.
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Some children get really restless if they have to wait for anything interesting to happen.
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Yes, I think that's always a good idea.
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Really helps to make it a success.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 7.
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Now listen and answer questions 27 to 30.
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I see you've got a diagram there for one of your experiments.
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Yes, it was an idea I got from the internet.
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It was very easy and straightforward to set up.
52
The idea is to make a condenser to extract essences from plants.
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The large container's made of metal.
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Right, and that holds the hot water?
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That's right.
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And it has a strainer which sits inside it.
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This is where you put the plant matter.
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We use plants like rosemary, as the essence you can extract is quite strong.
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So what's the container right at the top?
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It's made of glass.
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It's where we put the ice.
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The glass container has a drip tip at the bottom.
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What's that for?
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It's where the essence collects.
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Where does the essence go then?
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Into the dish at the bottom.
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It's made of pottery.
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Sounds good.
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I might try it with my class.
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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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Thank you.
73
Thank you.
74
Thank you.
75
Thank you.
76
Thank you.
77
Thank you.
78
Thank you.
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Цели разговорной практики на этом клипе
Этот диалог поможет вам улучшить практику разговорного английского в контексте повседневных обсуждений. Цель — научиться выражать мнения о результатах экспериментов, описывать процесс и реагировать на комментарии коллег. Это отличная тренировка для тех, кто хочет развить плавность речи и умение поддерживать разговор на конкретные темы.
Банк фраз для повторения
- "It went really well" — "Это прошло очень хорошо" (о результате)
- "I don't understand why..." — "Я не понимаю, почему..." (выражение недовольства)
- "ended up with..." — "окончались с..." (описание побочного эффекта)
- "get feedback straight away" — "получить обратную связь сразу" (о важности быстрого результата)
- "my skills aren't up to much" — "мои навыки не особо хороши" (отказ с юмором)
Исправляем слабые места в произношении иритме
В диалоге много коротких фраз с естественной интонацией, которые отлично подходят для shadow speech (т.е. повторения за говорящим). Обратите внимание на ударения в словах like "motivating" (мотивирующий) или "sogginess" (влажный разрыв). Также практикуйте паузы между мыслями — например, после "Yes, though..." или "Well, one day...". Это поможет сделать речь более живой и похожей на носительский. Для лучшего результата используйте shadowing site, где можно повторять фразы в реальном времени.
Также обратите внимание на сокращения, например "Me neither" (И я тоже нет) или "I'll let you do it yourself" (Я позволю тебе сделать это сам). Они делают речь менее формальной, что важно для shadow speak — техники, которая учит говорить естественно, как в повседневной жизни.
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.