跟读练习: IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript) - 通过视频学习英语口语
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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.
为什么要通过这个视频练习口语？
通过观看这个视频并进行英语口语练习，你可以有效提高你的英语交流能力。视频中的对话展示了两位小学教师在科学教学实习中的交流，内容富有趣味且充满实际应用场景。通过模仿他们的对话，你可以掌握小学教育中的常见用语和表达方式。同时，这种情境练习不仅能帮助你提升语音语调，还能增强你对课堂话题的理解和讨论能力。
上下文中的语法与表达
视频中的讲话者使用了几种关键结构，以下是一些例子：
- 一般过去时：比如“它真的很成功” (It went really well)，这种时态帮助表达完成的事情，适合描述经历和事件。
- 比较级：如“更高的弹跳” (bounce higher)，通过使用比较级，可以更清楚地比较不同事物的特征。
- 提议和建议：例如“我们应该在课堂上测试它们” (we should test them in class)，这种结构常用于提出建议或想法，非常实用。
- 特定问题形式：提问如“你有什么发现？” (What experiments did you do?)，有助于引导对话并鼓励他人分享。
常见发音陷阱
在视频中，有几个单词和短语可能会对学习者构成挑战：
- “evaluate” (/ɪˈvæljuˌeɪt/) – 这个词可能会因为音节的重音和发音的连贯性而被错发音。
- “soggy” (/ˈsɔːɡi/) – 强调开头的音节，同时注意辅音的发音。
- “bounce” (/baʊns/) – 此词的元音发音容易出现偏差，需特别注意。
通过模仿这些词汇的发音，并进行英语影子跟读，可以有效提高你的口语流利度。此外，结合shadow speech的练习方式，更能帮助你掌握自然的语音节奏。
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。