Shadowing Practice: Which TWO points did students most frequently make about their musical background before PART 3 - Learn English Speaking with Video

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Part 3.
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You will hear two music students discussing the results of a survey they have done.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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before you hear the rest of the discussion you have some time to look at questions 27 to 30
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Now listen and answer questions 27 to 30.
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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
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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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Thank you.

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Bu dersin kelimeleri ve konuşma notları

Bu B2 seviyesindeki konuşma dersi “Which TWO points did students most frequently make about their musical background before PART 3” videosuna dayanıyor. En çok tekrarlanan kelimeler: students, piece, performing, questions, musician. Bu videoda gölgeleme çalışması için 75 cümle ve 775 kelime var. Konuşma bölümü 8:18 sürüyor. Konuşmacı yavaş konuşuyor, dakikada yaklaşık 93 kelime; her sesi taklit etmek için zamanınız var. Kelimelerin %86’i İngilizcede en sık kullanılan 3.000 kelime arasında; geri kalanına başlamadan önce bakmakta fayda var.

Bu videodaki önemli kelimeler

Videodaki en ileri düzey 13 kelime, telaffuzu ve anlamıyla:

KelimeTelaffuzAnlam
musician isim/mjuˈzɪʃən/müzisyen
assess fiil/əˈsɛs/değerlendirmek
compose fiil/kəmˈpəʊz/bestelemek
intimidate fiil/ɪnˈtɪmɪdeɪt/sindirmek, yıldırmak
proficiency isim/pɹəˈfɪʃənsi/ehliyet, yeterlilik
repertoire isim/ˈɹɛp.əɹ.twɑɹ/repertuvar, dağarcık
terrify fiil/ˈtɛɹɪfaɪ/dehşete düşürmek
preferably zarf/ˈpɹɛf.ɹəˌbli/tercihen
informal sıfat/ɪnˈfɔɹ.m(ə)l/teklifsiz
choir isim/kwaɪɚ/koro
orchestra isim/ˈɔː.kɪs.tɹə/orkestra
consensus isim/kənˈsɛnsəs/konsensüs
hurry fiil/ˈhʌ.ɹi/acele etmek, aşıkmak

Duyacağınız deyimsel fiiller

KelimeAnlam
show off fiilhava atmak

Tekrar etmeye değer cümleler

Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:

  • I think we've got some very interesting results.
  • I think it's worth saying that.
  • I know I'm the same.
  • I thought they'd all say this was easy.
  • Which pieces do I like best?

Bu videodaki dil bilgisi

Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:

YapıVideoda
Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylemhave done · have actually composed · it's always been
Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemliwas involved · was said
İlgi cümlecikleri who / which + cümle — bir kişi ya da şey hakkında ek bilgistudents who you · pieces which are

Dikkat edilecek telaffuzlar

Konuşmacı wasn't, they'd, you're gibi kısaltılmış biçimleri 12 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.

  • “sh” ve “zh” sesleri: musician /mjuˈzɪʃən/, proficiency /pɹəˈfɪʃənsi/, genre /ˈ(d)ʒɑnɹə/
  • Uzun kelimeler — vurguyu doğru yere koyun: intimidate /ɪnˈtɪmɪdeɪt/, proficiency /pɹəˈfɪʃənsi/

Türkçe konuşanların zorlandığı sesler:

  • /w/ — dudaklar yuvarlak, /v/ değil: repertoire /ˈɹɛp.əɹ.twɑɹ/, straightforward /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/, choir /kwaɪɚ/
  • Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: musician /mjuˈzɪʃən/, proficiency /pɹəˈfɪʃənsi/, hugely /ˈhjuːd͡ʒli/, stimulate /ˈstɪm.jəˌleɪt/, preferably /ˈpɹɛf.ɹəˌbli/

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; musician, assess, compose 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 →