ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: IELTS listening actual test Part 3: organising a debate (answer+ transcript)

Now listen carefully and answer questions 21 to 26.

Right, now, you wanted to organise a formal discussion of some sort in the class, is that right, Daniel?

Yes, we thought it would be really good.

to end our psychology course with a formal debate, you know, where there's a statement and people argue for or against it.

Good idea.

Where did the enthusiasm come from?

Have either of you organised debates before?

Fiona?

No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.

And I know they have debates in lots of other departments here at the university.

I see.

So what do you think the students, you and the others, would get out of this?

Well, a debate will encourage people to study all sides of the subject matter.

And I also think listening to other people's ideas can have a focusing effect on your own.

Sometimes you kind of don't know what you truly believe until you hear something you disagree with.

OK, what about the topic for the debate?

We've got three to choose from.

We'll show you in a minute to check they're okay.

At first, we thought we'd ask the other students to suggest something.

but we were afraid we'd get 30 different topics.

So instead, we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.

Right.

But the thing is, if people don't know how debates work, they could feel at a disadvantage.

I mean, it wouldn't affect their grades or anything, but it could put them off.

So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate

and how to prepare for it.

I think that's a good idea.

And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,

and that you need to understand both sides of an argument in order to support one side effectively.

We think it'll be best if we can use an issue that the students already have strong opinions about.

Then some people will be happy to speak in support of it, and others to oppose it.

Right.

What else do you want to do at the meeting?

Well, we've got to think about how people will do the background research for the debate.

We could organise everyone into two teams.

That should save time for the main speakers.

They won't have to do it on their own.

And we'll need to decide on some rules, like how long each person speaks for...

and to select a chair for the debate, someone who's really confident.

Fine.

Now, I think you should have some sort of follow -up to the debate.

After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.

And in turn, that can feed into the work we've been doing on learning and motivation.

Would you be willing to read them and report back?

I mean, give some feedback on them?

I wouldn't have made the suggestion if I wasn't.

Thanks.

before you hear the rest of the discussion you have some time to look at questions 27 to 30.

Now listen and answer questions 27 to 30.

Okay, now let's think a bit more about the meeting.

You need to decide exactly how you'll introduce the students to different features of a debate.

Well, first of all we need to inform everyone about what actually happens at a debate.

the procedures and so on.

We could talk about that and write the main information on the board.

Or instead of that, we could make a summary of the main stages and hand that out.

then talk it through, Yes, okay, that's better.

Hmm.

Okay.

But we do need to talk about body language as well.

Yes, that's a very important tool.

I've got an interesting article on that with some good diagrams of techniques for things like eye contact.

I'll make some copies for you to give out.

Great.

Then we need to think about where people will find the information on the debate topic.

so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.

We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?

Yes, get everyone involved.

Right.

What about preparation for asking and answering questions?

We could try to demonstrate that, but I'm not sure how.

Maybe we could put up a list of points on the board...

Then discuss them.

Yes, that sounds better.

Thanks.

Okay, well, let's meet up again.

That is the end of Part 3.

you now have 30 seconds to check your answers to part three you Right,

now you wanted to organize a formal discussion of some sort in the class,

is that right, Daniel? yes we thought it would be really good to end our psychology course with a formal debate

you know where there's a statement and people argue for or against it.

Good idea.

Where did the enthusiasm come from?

Have either of you organized debates before, Fiona?

No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.

And I know they have debates in lots of other departments here at the university.

I see.

So what do you think the students, you and the others, would get out of this?

Well, a debate will encourage people to study all sides of the subject matter.

And I also think listening to other people's ideas can have a focusing effect on your own.

Sometimes you kind of don't know what you truly believe until you hear something you disagree with.

OK, what about the topic for the debate?

We've got three to choose from.

We'll show you in a minute to check they're okay.

At first, we thought we'd ask the other students to suggest something.

but we were afraid we'd get 30 different topics.

So instead we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.

Right.

But the thing is, if people don't know how debates work, they could feel at a disadvantage.

I mean, it wouldn't affect their grades or anything, but it could put them off.

100

So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate

101

and how to prepare for it.

102

I think that's a good idea.

103

And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,

104

and that you need to understand both sides of an argument in order to support one side effectively.

105

We think it'll be best if we can use an issue that the students already have strong opinions about.

106

Then some people will be happy to speak in support of it, and others to oppose it.

107

Right.

108

What else do you want to do at the meeting?

109

Well, we've got to think about how people will do the background research for the debate.

110

We could organise everyone into two teams.

111

That should save time for the main speakers.

112

They won't have to do it on their own.

113

And we'll need to decide on some rules, like how long each person speaks for...

114

and to select a chair for the debate, someone who's really confident.

115

Fine.

116

Now, I think you should have some sort of follow -up to the debate.

117

After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.

118

And in turn, that can feed into the work we've been doing on learning and motivation.

119

Would you be willing to read them and report back?

120

I mean, give some feedback on them?

121

I wouldn't have made the suggestion if I wasn't.

122

Thanks.

123

Okay, now let's think a bit more about the meeting.

124

You need to decide exactly how you'll introduce the students to different features of a debate.

125

Well, first of all, we need to inform everyone about what actually happens at a debate.

126

the procedures and so on.

127

We could talk about that and write the main information on the board.

128

Or instead of that, we could make a summary of the main stages and hand that out.

129

then talk it through.

130

Yes, okay, that's better.

131

Hmm.

132

Okay.

133

But we do need to talk about body language as well.

134

Yes, that's a very important tool.

135

I've got an interesting article on that with some good diagrams of techniques for things like eye contact.

136

I'll make some copies for you to give out.

137

Great.

138

Then we need to think about where people will find the information on the debate topic.

139

so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.

140

We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?

141

Yes, get everyone involved.

142

Right.

143

What about preparation for asking and answering questions?

144

We could try to demonstrate that, but I'm not sure how.

145

Maybe we could put up a list of points on the board.

146

Then discuss them.

147

Yes, that sounds better.

148

Thanks.

149

Okay, well, let's meet up again.

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Vocabulary and speaking notes for this lesson

This B2 speaking lesson is built on the video “IELTS listening actual test Part 3: organising a debate”. The speaker keeps coming back to these words: debate, meeting, students, topic, main. This video has 149 sentences and 1612 words to shadow. The speech runs for 11:03. The speaker talks at a steady 146 words per minute, a comfortable pace for shadowing. 89% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow.

Key vocabulary in this video

The 13 most advanced words in the video, with pronunciation and meaning:

Word	Pronunciation	Meaning
organise verb		Non-Oxford British standard spelling of organize.
brainstorm noun	/ˈbɹeɪnstɔɹm/	A sudden thought, particularly one that solves a long-standing problem.
compile verb	/kəmˈpaɪl/	To make by gathering pieces from various sources.
beforehand adverb	/bɪˈfɔɹhænd/	At an earlier or preceding time.
disadvantage noun	/ˌdɪsədˈvæntɪd͡ʒ/	A weakness or undesirable characteristic; con; drawback.
textbook noun	/ˈtɛkst.bʊk/	A coursebook, a formal manual of instruction in a specific subject, especially one for use in schools or colleges.
diagram noun	/ˈdaɪ.ə.ɡɹæm/	A plan, drawing, sketch or outline to show the function or operation of something, or to show the relationships between the parts of a whole.
oppose verb	/əˈpoʊz/	To attempt to stop the progression of; to resist or antagonize by physical means, or by arguments, etc.; to contend against.
organize verb	/ˈɔɹɡənaɪz/	To arrange in working order.
enthusiasm noun	/ɪnˈθuziæzəm/	An intensity of feeling; an excited interest or eagerness.
disagree verb	/dɪsəˈɡɹi/	To fail to agree; to have a different opinion or belief.
inform verb	/ɪnˈfɔɹm/	To communicate knowledge to.
demonstrate verb	/ˈdɛm.ənˌstɹeɪt/	To show how to use (something).

Phrasal verbs you will hear

Word	Meaning
get out of verb	To leave, exit or escape from; to become free of.
give out verb	To utter, publish; to announce, proclaim, report.
put up verb	To place in a high location.

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

Have either of you organised debates before?
We've got three to choose from.
I think that's a good idea.
What else do you want to do at the meeting?
I mean, give some feedback on them?

Pronunciation to watch

The speaker uses 46 contractions and reduced forms, such as we'll, we've, don't. Say them the short way, as you hear them.

Long words — get the stress right: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, enthusiasm /ɪnˈθuziæzəm/

How to practise with this video

Listen to the whole video once without speaking and note the words you do not know.
Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
Record yourself and compare with the original, paying attention to words like organise, brainstorm, compile.

เทคนิค Shadowing คืออะไร?

Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ

เทคนิค shadowing: อ่านคู่มือฉบับเต็มทีละขั้นตอน →

ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: IELTS listening actual test Part 3: organising a debate (answer+ transcript)

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Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Pronunciation to watch

How to practise with this video

เทคนิค Shadowing คืออะไร?