Shadowing Practice: Vol 1 - test 3 - section 3 - Learn English Speaking with Video

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Section 3.
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You will hear a sociology student called John discussing his research project about the use of public services with his tutor.
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First, you have some time to look at questions 21 to 26 on page 5.
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Thank you.
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now listen carefully and answer questions 21 to 26
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hello john come in
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and sit down you're here to discuss your research project are you yes i've more
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or less decided what to do
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but i'd like your opinion fine you've chosen a topic yes
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I want to look at how people use public services in their local area.
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Things like parks and swimming pools.
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Right.
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Well, the kind of information you'll get is very useful for town planning, of course.
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Do you have a special interest in public services?
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Not really.
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It's just that I found a report in the college library about an investigation that was done ten years ago, and I thought it'd be interesting to do a parallel one.
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Hmm.
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Ten years is a relatively short space of time.
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What do you expect to find?
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Do you think things will be more or less the same as before?
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I think there'll be some differences.
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For example, I think the number of people going to the library will have decreased.
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And I'd guess that older people are using the sports centre more often than they used to.
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Fine.
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So those are your hypotheses now what sort of data are
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you going to use i was thinking of using official records from the management
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or the local council and analyzing them they should be easy to obtain
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i don't think
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that sort of information would be confidential yes you're probably right
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there might not be as much information as you'd like
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but it'd certainly be the easiest kind of data to work with
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but have you considered using a questionnaire as well it's okay
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to get data from more than one source absolutely it's a
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bonus you've already done the module on questionnaire design haven't you
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and it'll be good to get experience
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because next year you'll have to do something similar for your final dissertation on a bigger scale okay
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and what are the variables you'll be looking at.
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Are you going to look at people's level of education?
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Whether they have a degree, for example?
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I hadn't planned to.
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Do you think I should?
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Well, you might see some interesting patterns.
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Okay, and that'll tie in nicely with my plans to analyse the kind of work people do.
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What about the size of your sample?
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Have you got any thoughts on the number of questionnaires you might send out?
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The previous study surveyed 120 people.
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I don't think I can really analyse more than 50 working by myself,
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so I should probably distribute about 80 questionnaires altogether to allow for wastage.
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Do you think that's enough?
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Definitely.
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I know that your project guidelines recommend a minimum of 100, but that's an ideal number, and you're working by yourself.
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And anyway, this assignment is mainly about giving you practice in research methods.
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Right.
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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 6.
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Now listen and answer questions 27 to 30.
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And think of ways you can encourage people to actually complete the questionnaire.
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For example, to make sure that your questions make sense, you should try them out beforehand.
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OK, that's no problem.
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My friends will help.
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Good.
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Sometimes you get unpredicted responses and you have to rephrase a question.
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And I know that you usually get a better return if you deliver questionnaires in person, but there'll be too many.
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But I could enclose a stamped envelope for the return post.
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It's a bit expensive, but I think it'd be worth it.
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Yes, good.
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Some people say that another way of increasing returns is to make the questionnaires anonymous, but usually people put their names on anyway,
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so I don't think that would make much difference.
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OK.
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And can you give me a bit more advice about the questionnaire?
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Would it be a good idea to have a short paragraph at the top explaining what I'm doing and why?
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Definitely.
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And don't forget, you'll need to get a bit of information about your subjects, what age group they're in and perhaps how long they've lived in the area.
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So you'll need questions for that.
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Yes.
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I suppose that'll mean it takes a bit longer to complete, but should I give them my phone number in case there's anything they're not sure about?
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I wouldn't if I were you, no. OK.
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And do I have to use open -ended questions as well as closed questions?
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I know the books say it's better to have a mixture.
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Well, it depends.
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In this case, I'd stick to closed questions.
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The results will be much more manageable like that.
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If I draft some questions tomorrow, would it be OK to bring them to the end of
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the end of the end of the end of the end of the end of the end of the end? to check your answers.
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Now turn to section 4 on page 7.

Real-Life English in Action: A Student-Tutor Discussion

Imagine sitting in a university office, chatting with your tutor about a research project. That’s exactly the scenario in this video, where a sociology student named John talks through his plans to study public service use. This dialogue is gold for language learning because it mirrors everyday academic conversations—filled with natural questions, suggestions, and practical planning. You’ll hear how to discuss hypotheses, data sources, and sample sizes, making it perfect for anyone looking to boost their speaking skills in formal or educational settings.

Must-Know Chunks for Fluent Speaking

Every conversation has hidden gems—phrases that native speakers use without thinking. Here are 5 to add to your toolkit:

  • "more or less decided" – A casual way to say you’ve mostly made a choice (e.g., "I’m more or less decided on my weekend plans").
  • "parallel one" – Describes a project that mirrors another (e.g., "I’m doing a parallel study to last year’s").
  • "allow for wastage" – Plan for things that might not work out (e.g., "Print 10 extra copies to allow for wastage").
  • "tie in nicely with" – Connects ideas smoothly (e.g., "Your presentation ties in nicely with our unit on climate change").
  • "on a bigger scale" – Refers to something larger in size or scope (e.g., "We’ll test this on a bigger scale next month").

These chunks will make your speaking practice sound more natural—no more stilted sentences!

Your Shadowing Challenge: Speak Like a Native

Ready to put this into action? Try the shadowing technique—a proven way to improve pronunciation practice and fluency. Here’s how: Play the dialogue, pause after each 5-second segment, and repeat it out loud, copying the tone, speed, and stress. Focus on John’s casual "I was thinking of using" and his tutor’s encouraging "Definitely." Do this 3 times, and you’ll start to notice how native speakers link words and emphasize key points. By the end, you’ll feel more confident using these phrases in your own conversations. Remember, progress happens with small, consistent steps—so hit play and start shadowing now!

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 →