Shadowing Practice: IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript) - Learn English Speaking with Video

Ders oluşturuluyor...
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Section 3.
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You will hear two primary school trainee teachers called Stefan and Magda discussing their placements for science teaching.
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First, you have some time to look at questions 21 to 26 on page 6.
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Now listen carefully and answer questions 21 to 26.
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Hi Magda, how was your placement?
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It went really well.
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The kids really enjoyed the science I did with them.
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So did mine.
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I think they found it very motivating.
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Yes, the programme we had to teach was much better than the old-style science experiments we did at school.
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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, and it really shows it's hard to get any real results results.
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Yes, 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,
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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 in the past.
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Did all your experiments work out okay?
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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.
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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, 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.
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Thank you.
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Thank you.
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Thank you.
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Bu dersin kelimeleri ve konuşma notları

Bu B2 seviyesindeki konuşma dersi “IELTS listening actual test Part 3: 22/02 - VietNam” videosuna dayanıyor. En çok tekrarlanan kelimeler: experiment, essence, questions, result, plant. Bu videoda gölgeleme çalışması için 77 cümle ve 730 kelime var. Konuşma bölümü 7:42 sürüyor. Konuşmacı yavaş konuşuyor, dakikada yaklaşık 95 kelime; her sesi taklit etmek için zamanınız var. Kelimelerin %85’i İngilizcede en sık kullanılan 3.000 kelime arasında; geri kalanına başlamadan önce bakmakta fayda var.

Bu videodaki önemli kelimeler

Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:

KelimeTelaffuzAnlam
essence isim/ˈɛsəns/cevher, mahiyet
bounce fiil/baʊns/sekmek
cereal isim/ˈsɪə.ɹɪ.əl/tahıl, hububat
extract isim/ˈɛkstɹækt/ekstre
container isim/kənˈteɪ.nəɹ/kap, konteyner
placement isim/ˈpleɪ̯smənt/yerleştirme
condenser isim/ˈkʰəndɛnsɚ/kondansatör
inflate fiil/ɪnˈfleɪt/şişmek
strainer isim/ˈstɹeɪnɚ/süzgeç
trainee isim/tɹeɪˈni/kursiyer, stajyer
rosemary isim/ˈɹoʊzˌmɛəɹi/biberiye, baytaran
drip fiil/ˈdɹɪp/damlamak, dammak
scarf isim/skɑːf/fular, atkı
pottery isim/ˈpɑtəɹi/çömlek
calculation isim/ˌkælkjuˈleɪʃn̩/hesaplama

Tekrar etmeye değer cümleler

Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:

  • No, I'll let you do it yourself.
  • Did all your experiments work out okay?
  • Yes, I think that's always a good idea.
  • It's where we put the ice.

Dikkat edilecek telaffuzlar

Konuşmacı didn't, don't, wasn't gibi kısaltılmış biçimleri 13 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.

Türkçe konuşanların zorlandığı sesler:

  • Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: placement /ˈpleɪ̯smənt/, strainer /ˈstɹeɪnɚ/, trainee /tɹeɪˈni/, drip /ˈdɹɪp/, scarf /skɑːf/
  • /æ/ — “e”den daha açık: extract /ˈɛkstɹækt/, calculation /ˌkælkjuˈleɪʃn̩/, diagram /ˈdaɪ.ə.ɡɹæm/, grasp /ɡɹæsp/, graph /ɡɹæf/

Bu videoyla nasıl çalışılır

  1. Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
  2. Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
  3. Kendinizi kaydedin ve orijinaliyle karşılaştırın; essence, bounce, cereal gibi kelimelere özellikle dikkat edin.

Gölgeleme Tekniği Nedir?

Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.

Shadowing tekniği: adım adım eksiksiz rehberi okuyun →