Luyện nói tiếng Anh bằng Shadowing qua video: Complete IELTS Bands 6.5 - 7.5 Unit 5

Unit 5.

Listening.

Exercise 3.

Hi Milton.

I didn't see you this afternoon.

You missed a really good talk.

Oh, did I?

That's a pity.

It was Mr Brand's talk about fossils, wasn't it?

Yeah.

I hadn't really expected to enjoy it, but it was fascinating.

I thought it would be.

I'd been planning to go to the talk, but then when I was in the lab this morning, I realised I hadn't done any reading for tomorrow's history seminar.

Well, I think he's going to repeat it sometime, but it may be next year.

Perhaps you could tell me a bit about it then.

Well, he talked about himself in the first part.

I saw on the notice that went round that he went to America to study and met a famous anthropologist.

Yeah, that's right.

But he said he got interested in fossils well before then when he was about six,

in fact, and he found the most amazing fossil on a school visit to a national park.

He showed it to us.

He still has it.

Though he said he wasn't looking for it at the time.

Most kids wouldn't recognise a fossil if they saw one.

I know.

They want to watch adventure films or play with model dinosaurs.

But apparently he spent his school holidays hunting for fossils in the farm pits near his home.

So, does he lecture on the subject now?

Yes, but he also runs a business organising fossil hunts for groups of adults and children.

Wouldn't it be great if we could do something like that?

He showed us a lot of pictures.

So, they all go out in a group to the cliffs or somewhere with little hammers, do they?

Yeah, apparently.

The kids tell everyone that's the best bit, tapping the stones to see if anything's there.

Do they know what they're looking for?

Yeah.

They get shown some examples of what they might find first.

And do they actually get to find any fossils?

Yes.

Mr Brand showed some photos of children proudly holding up their fossils for the camera at the end of the day.

If they take them home, I bet they become prized possessions in their rooms as well. For sure.

He said he never stops being amazed at how close you can be to a fossil.

I guess the children aren't aware of history that much.

No, but for them, the key thing they learn is that if they keep looking, they will find something.

You have to wait.

It's not for people who want instant success.

So, why don't we go on one of these hunts?

Well, yes, I'm quite keen.

The hunts are fully booked until the end of the year, unfortunately.

I could talk to some of the other students and see if we can form a group.

Oh, that's a good idea.

I'll give him a call.

Then, if we have enough people, we might be able to get him to do an extra one for us.

I'll look on his website when I get back to the dorm, just to get a bit more information.

Unit 5.

Listening.

Exercise 5.

So, what did he talk about in the second part? well

that was more theoretical but just as interesting and there were lots of visuals

you know how fossils are formed not exactly we all know

they're the remains of living organisms sort of entombed in rock

but i don't know how they get to be there well he basically went through the stages

that make that happen so did he talk about the conditions that bring about fossilization Yes, and he used a fish as an example.

Here, I'll show you my notes.

Wow, these are great diagrams, Junie.

Thanks.

OK, stage one.

Ah, yes, that's right.

A lot of fossils form underwater, don't they?

Yeah, like as soon as a fish dies, it sinks to the bottom of the ocean, and as long as a predator doesn't come along, it just lies there.

Undisturbed.

That's right.

And since the ocean bed's soft, well, much of it is, plus it's muddy as well, the fish gradually gets covered over and can't be seen anymore.

Hmm.

Apparently, for a fossil to begin to form, you also need conditions where the light is minimal and there's very little oxygen.

So the organic matter doesn't break down too quickly.

Yes.

And, you know, there are fault lines, even on the seabed, and the rocks can move.

Yeah, so once the fish gets buried, I guess that has to happen quite quickly.

All the sand and sediment piles up into layers

and the huge pressure and weight of all the layers compacts it and you move on to stage two,

where it gets heavier and heavier until it becomes hard rock.

there'd be no water left so the fish skeleton would be entombed it can stay like

that for millions of years can't it it can but during

that time the bone in the skeleton is replaced by minerals i see

and these minerals sort of mimic the shape of the skeleton yes

and that's how you get a fossil but how do we find them

if they're buried so far down again it's all down to the movement of the earth's plates.

In the last stage, many millions of years after the fossil has formed, the rock may lift and eventually be above sea level.

Meanwhile, the surface of the rock wears away?

Yes.

Another natural process called erosion wears away the rock until one day you can see the tip of the fossil.

And you break open the rock and there it is.

It's incredible, really.

unit 5 speaking exercises 2 and 3 actually there are a number of objects

that i could talk about in my home

so it's quite hard for me to decide what to choose

however i'm going to talk about a very special necklace

that i keep in my attic first i think i'll tell you where it came from Basically, it was an inheritance from my grandmother,

100

who was ninety -five years old when she died.

101

As far as I know, she'd been given it by someone, possibly an aunt, who'd bought it in a market in India.

102

It's a pity I didn't ask my grandmother.

103

I'd know its origins for certain if I'd asked her.

104

Anyway, undoubtedly it's pretty ancient now, probably an antique, although I've no idea what it's worth.

105

But, as my mother says, you can't put a price on something that has sentimental value.

106

If I were to lose it, I'd be really upset.

107

Just looking at it, I don't think you get an idea of its age.

108

You wouldn't realize how old it was unless you examined it closely.

109

I wouldn't say that it's strikingly beautiful, or something you'd choose to put on to go out for the evening.

110

It's just a long line of blue beads that are quite chipped and faded now.

111

They look pretty worthless, not as eye -catching as the gold necklace that I got for my twenty -first birthday.

112

Actually, I don't use the beads for anything because, as I said earlier, I don't wear them.

113

They're not at all fashionable.

114

In fact, I don't really like beads, but having said that, I'll always keep them.

115

If I were to throw the beads out, I wouldn't be able to forgive myself.

116

I'll pass them on to my children, so that they become an equally important family treasure for them.

117

It's funny to think, but if it hadn't been for my granny's aunt, I wouldn't have inherited that necklace.

118

Unit 5.

119

Speaking.

120

Exercise 7.

121

Why do you think some people like to keep old things, while others don't have any interest in doing this?

122

Actually, I'm sure there are all sorts of reasons, but perhaps the main one is space.

123

You know, if I were to live in a small apartment, I wouldn't be able to store much.

124

On the whole, people who are hoarders tend to have large attics or spare rooms or cupboards where they can put things.

125

I think it must be a question of personality.

126

And by that, I mean, well, some people are really sentimental, so they don't like to throw away things like cards or presents.

127

even though they don't want them anymore i guess you know

128

were they to throw them away they'd feel a sense of loss whereas other people maybe don't care

129

that much they're just happy to focus on the present unit

130

five pronunciation exercise two well old things are full of memories and i think that's the main reason why people keep them.

131

Perhaps the most obvious example is photographs.

132

I mean, although people might get rid of the ones that they don't like themselves in, they often keep others because they remind them of a special person or event.

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Phương Pháp Shadowing Là Gì?

Shadowing là kỹ thuật học ngôn ngữ có cơ sở khoa học, ban đầu được phát triển cho chương trình đào tạo phiên dịch viên chuyên nghiệp và được phổ biến rộng rãi bởi nhà đa ngôn ngữ học Dr. Alexander Arguelles. Nguyên lý cốt lõi đơn giản nhưng cực kỳ hiệu quả: bạn nghe tiếng Anh của người bản xứ và lặp lại to ngay lập tức — như một "cái bóng" (shadow) đuổi theo người nói với độ trễ chỉ 1–2 giây. Khác với luyện ngữ pháp hay học từ vựng bị động, Shadowing buộc não bộ và cơ miệng phải đồng thời xử lý và tái tạo ngôn ngữ thực tế. Các nghiên cứu khoa học xác nhận phương pháp này cải thiện đáng kể phát âm, ngữ điệu, nhịp điệu, nối âm, kỹ năng nghe và độ lưu loát khi nói — đặc biệt hiệu quả cho người luyện IELTS Speaking và muốn giao tiếp tiếng Anh tự nhiên như người bản ngữ.

Phương pháp shadowing: đọc hướng dẫn từng bước đầy đủ →

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