Shadowing-Übung: 2-Les Enfants Elus - Englisch Sprechen Lernen mit Video
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I've always felt that we who went to Solvik school have had a chance.
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Children should not live in a 40-year-old life and learn to be 40-year-old.
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But through a Facebook group I contacted the students.
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It was good to be a guy.
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Many players were a guy.
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After listening to their stories, I saw a completely different side of Solvik.
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The ones who wanted to mobba me had free season.
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Of course she's being raped, she's like she's.
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Look at what she said, look at what he said, what he was with.
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Look at her in a paper.
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School had a large plan for us.
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They should not adapt to society, they should change society.
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But the plan only passed to some children.
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She really loved you as an elever.
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It was a lot of Jasper and Jasper.
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Hey!
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School has a very dark side with this ideal and how you would change people.
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Was it so that the school had been given us to the right and wrong sorts of children?
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There were some that were not enough to do with any kind of human value.
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Every new story is like a puzzle that makes me a question.
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If I say Boal Ove, what do you think?
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It's an excuse to why I wanted to interview you.
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What were we actually been with?
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We who were children, on Solvik-skolan.
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Morgonens drottning med rosiga staden
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Vinkar oss ut mot en vaknande värld
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Solvik-skolan is a Waldorf-skola.
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Waldorf-skolan started in Tyskland in the middle of the 1910-th century and came to Sweden in the 1930-th century.
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1980 started the Solvik School.
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And just like other Waldorf schools, you put freedom and art in focus.
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For the whole pedagogic is a question about the young people.
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But at my school, it took me a lot more, much longer.
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Instead of ordinary training, we had players and big skådespel that could take over the whole school.
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Like Drak-leken. Or Antilop-dansen.
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More art from here.
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More fun.
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Normal training is dangerous.
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People are idiots about pushing us on the way we do now.
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I loved it when I was chosen to be a death-antilop.
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The summer-sluiting.
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The death house is coming!
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Death house is coming!
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The death house who was chosen to be dead as a loop was the ones who could be very beautiful.
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And you could have a side-sjawl dance with them when you were dead of the pig.
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It was the status of the role.
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I feel the feeling of being chosen.
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My class teacher Merete often chose me to play the role in our school pieces.
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But many of my schoolmates had a feeling of wrongness in the eyes of teachers.
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What did it actually do if you were seen as a right or a wrong sort of child?
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When I was little, I went to a school called Solvik School.
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I said that you didn't talk about it.
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I said that you didn't talk about it.
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What should I do for something?
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A cat.
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Look at the cat's head.
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Oh, oh.
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At school where I went, you couldn't do cats like that.
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You could do it first.
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It was just one of the things you could do.
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You could do it like this.
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You could do it like this. So.
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I could just get the ears.
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The whole school was on an anarchistic level.
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It was about the world.
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while it was in this system incredibly regulated.
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We had very best wishes, despite all freedom and so on, about what was good and what was not so good.
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We played a lot.
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And then we didn't decide what we would play from the beginning.
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We would just play a lot of different colors and colors.
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You would always start from the outside and spread out.
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You would find where the edge went with the wax clip.
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If you were to paint a horse, you wouldn't paint a horse.
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Then you would paint a horse.
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You would start with a clud.
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Then you would say, here should your back go.
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It was a lot of like, so you should do it, so you should be.
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This is a good person.
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It could be such things like piano is bad.
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It's a state instrument and you don't see what happens.
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You didn't play football.
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But it was great to play football.
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As a child I didn't think about these rules.
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But with what I know now, I can't let me ask how they were affected.
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It was a lot of regals and they were never written.
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So to find them was impossible.
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You had them either in your own, or you didn't have them.
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And then you couldn't...
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It was not a manual.
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It was impossible.
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I didn't understand how I could do it.
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I know it happened several times in our class.
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People came from from here and they didn't know how they were talking about.
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I remember I was a bit scared and didn't really understand how things were together.
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I realized that I was not a so-called student in Solvik.
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My teacher said that when I started class, I thought I hope it's not a bly, afraid girl, but a tough girl.
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And then she realized that I was a afraid girl.
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I felt that I was wrong.
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When I met Linda, I felt that it was not only about rules for what we had to do.
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It went deeper than that.
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It was like we children in the eyes of our teachers could be wrong without we could do anything about it.
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We sat around the bedspice.
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We just said, but you are a lesbian.
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Or you can't talk.
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It was a kind of a loss of a loss.
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I was extremely upset with my friends, but she tried to get out of me.
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I was not good enough in her ideal.
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Where did these ideals come from?
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Why was it so important for the school to live up to them?
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Hello?
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In the Facebook group, many of these students talk about the teacher Helena.
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And how she uses these ideals to lift or reduce their students.
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When the Facebook group came, what were the pieces that took hardest or felt most?
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It's just that I manipulate and have favorites.
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I'm a favorite of the people who don't die.
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I could have done it but completely completely.
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I just walked with something.
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My own knowledge about how I was, it has been affected them.
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My own security has been affected other students.
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I've been asking for more than I could.
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I didn't know better.
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Helena was only 25 years old when she started school.
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Maybe she said that she just walked with something.
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She completely unnamed the ideal.
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When I look at my young people's eyes now, it was very much about being able to be with the group.
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I was told that I would be able to create this new school.
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What did Per say?
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What did Merete say?
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That's the most important thing for me.
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The idea of the idea, the categorization, the rank and the order, what is that?
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I've got a really good shot around the whole time.
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I know that you say it's true.
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That the Elevohan has been sponsored or not.
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If you want to be such a way and such a way, that you have been strongly recognized.
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I have understood that many have felt like that.
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Where do you think it comes from?
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I don't understand it.
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I don't know it.
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I'm going to...
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It's like all the way leads to Per.
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But it stops when I come here.
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I think about what Merete said.
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The school has a very dark side with such an ideal.
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About how it should be and how it should change people.
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How it should be and how it to change people.
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I think about all the games and all the activities we had in school.
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All the children sat around the wall.
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One or two children would be in the middle of the other to look at.
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What was the idea of everything?
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You couldn't put the hands in, you couldn't get out of the room, you couldn't go too fast, you couldn't move me.
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And then they could suddenly say...
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God, what...
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And they go, look at them, they go. And the other children...
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I had
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something called the bänken.
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Mm.
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It was a horrible danger.
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You knew that if I didn't get me, then it's the bank.
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You sat on a bank in the middle and everyone sat around around.
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First, you could tell something about yourself, something that was a mystery or difficult to tell.
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Then you could go around and tell each other of your family's family how you felt about your relationship.
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Then when you were finished, all of them would tell what they thought about them. And it was that...
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...that could be very emotional.
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I was often the one who was in the middle of the ring.
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And it was quite a bit of a hets of...
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...to try to grieve and so.
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And it was incredibly hard, I thought.
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It felt like an experiment.
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I felt very experimented.
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I don't know how long it was, but it felt like an eternity.
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All these girls were just saying everything that was wrong on me.
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All students needed to say something.
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I talked to a friend who was with me, and she went away.
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She didn't want anything to say, but she was forced to say something out of the teacher.
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Otherwise it would be a risk that she would be there.
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If you were a really vast, you would have a little thumbs up from her.
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It seemed like the teachers were trying to make the students for the same situation.
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and that it would help them to change.
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We had Mereta.
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When it was about Benkans, I answered Mereta.
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There were several teachers who had been assigned their students for the bench.
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But both Linda and Elsa had my teacher Merete in this exercise.
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It's hard to take in.
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Why did she put the students for this?
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She was always my guarantee for tryggness.
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It was so much shit.
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It was a try to relax and say how it actually is.
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To dry the air?
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Yes, to dry the air.
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They thought it was a little sad, but I didn't know.
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Did you test it?
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We see how it works.
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Not more about how it works, but...
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You see how it works, and then you see what comes...
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What comes.. or...
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Many thought it was very nice to say something that you can't say to anyone.
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They were not heard of them.
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No, people were just arse.
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They were forced to feel?
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They were forced to sit in the middle and say things that were elated.
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They felt like they were forced to feel.
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Yes.
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You didn't even say anything.
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You didn't even say anything.
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Maybe the bench is exactly what Merete said.
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It's a try to solve conflicts between the students.
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But I feel that it's not the whole truth.
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I have been with the students and the students who have been involved in conflict.
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One of the things that began to happen under the school days was that one of the other students
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could spark my hands with his own knowledge.
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She was very aggressive.
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She was after me all the time.
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When I tried to get away from her, I knew it was like hanging mats in the floor.
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I found myself up to the hanging mats, so it was easier to protect myself.
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He allowed you to kill you?
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My mother asked him once again, why did you allow this?
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She has it hard at home, so she needs to get out of her aggression.
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My mother asked, what do you mean?
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No, she needs to learn to say if you're wrong.
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So it was a win-win situation in the...
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...an-svariga-vuxen version of it.
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Yeah...
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It's so strange.
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It became so strong when you created Facebook groups.
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And other students wrote, and tell them.
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I understand when I read the stories, that I'm not alone.
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And it was incredibly difficult.
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The world was so open and so excited about what we talked about.
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And that this was something we almost thought we were for ourselves.
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That it was our image of something.
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That it was a whole system that was, like, dangerous.
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I'm talking about the fact that it was Per who had the last words
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when it came to the teachers who would work on school.
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It's also about Majas teacher.
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He was a bad teacher.
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He was a very bad teacher.
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He was a very good teacher.
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He had a hyst for himself, what do you call it?
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I'm going to be an honest, a psykotist dictator.
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He was really gymnastic and did things with trees, and he was really good.
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It was really good.
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But then there was a side where he was going hard with his children.
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It's the only thing that's not right to it.
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Skickly and begone people with a grave, a fair.
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It's the only thing that's interesting.
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The fantastic teacher who has gone through the past
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and overlived the one with the other and he was fantastic at telling stories.
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He was a very charismatic man.
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Nobody was interested in hearing that there were things that didn't happen.
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Why did he have been there?
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I always liked him.
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I think of him.
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But I'm not really impressed with his spiritual career. But he was interesting.
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Majas teacher was also left because his spiritual career was interesting.
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What is it I miss here?
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I still think about how I could do better.
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What was the other important thing?
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It was...
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There was something behind me.
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I don't know what school was going to do.
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You felt that something else on school is happening here than what we see.
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Yes.
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They had to use the pedagogical that Rudolf Steiner had written. And I wonder if...
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Man can just tolka it on many different ways.
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Rudolf Steiner.
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This face has been a while during my life.
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I think almost all I've known had his portrait hanging on the wall.
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I've never really known who he was.
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More than he had created anthroposophies.
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Antroposofin.
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Egentligen lärde jag känna antroposofin utan att veta vad det var.
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Jag hittade i min brevlåda en bok i den.
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Ingen adress, ingenting.
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The book was by Steiner, I had no idea.
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I didn't know who he was.
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But I started reading the book and it was really good, I thought.
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It was called in German Geheimwissenschaft im Umris.
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It used to call it the knowledge of the dead.
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I liked it very hard, I thought, what would it sound like?
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We're going to look at something called antroposofi.
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To come to the heart is to get other perspectives on the human and its world than what we are used to.
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As a child, we were just antroposof.
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Or antisar, as we called it.
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But I never had to explain what anthropology was.
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When up schools, called Waldorf schools.
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They are looking for natural materials.
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And in many small garden around the brain they are looking for enthusiastic young people and bio-dynamic nature.
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For us, the anthropology was something that made us very different from the other children in the brain.
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We ate strange food, had strange clothes and we didn't see TV.
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That it was connected to anthroposophism on a way, I knew. But how?
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I never understood.
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I believe that if I understand Per and the vision of Solvik, I must understand Rudolf Steiner.
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In the beginning of the 1900-th century Steiner was called an antroposophie.
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He left after a material that was created by books, books and books that describe his thoughts and ideas.
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A central part of the antroposophie is that it is a world which should be exactly the real thing as the physical.
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When you meet a child and you know that you're not just what you look like.
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You're not just the one who talks.
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We're much more.
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Rudolf Steiner wanted his own andliness to bejagged.
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It was one of the reasons he created the pedagogic.
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The life took on a real life as a real.
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The angels are not something that small children talk about, but our friends can contact us.
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Steiner was not the world of the and of the world religious.
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He meant that it was to be a proof.
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In his books and lectures he spread his so-called andevidence.
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But we didn't learn anything about this at Solvik School.
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You don't teach them about it in a Waldorf school.
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It's not an emne.
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It's not an antroposophy, but it's an antroposophy every day.
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This is Dorothea, a student at Solvik School.
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As many of us, she has had a hard time to understand why we did what we did at school.
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I've never gotten a explanation for anything.
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Why do you play the play?
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Why do you do the loop dance?
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Why do you do the drak?
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Why do you use some colors or some material?
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It's now that I start to take care of myself, I start to ask myself, which is very provocating for many.
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But I feel I have to know the truth of why.
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Everything has happened.
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Much of what happened during school was natural for us.
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We had nothing to compare with.
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But when I look back on some of the things we did, it's almost absurd.
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Like the different temperaments.
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Do you remember how to deal with children in different temperaments?
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Yes.
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Yes, I do.
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A lot.
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The personality types.
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What was it?
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Phlegmatic. Do you remember that?
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Yes.
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Plymatisk, saminisk, cholerisk och...
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Ah!
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Melankolisk?
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Yes, melankolisk.
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In the anthropology of the anthropology, there are four different temperaments.
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In the sixth or seventh, Per came to our class and showed us temperament.
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No, the flower is beautiful!
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Look at that!
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I don't know how to talk about it.
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It's the sanguineken, the temperament of children.
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The little bit of a flyer, who glittrar a little bit and often is happy.
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Wait, I'm going to...
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It's so much so bad.
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They don't want to sit still.
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And then there's the choleric, and they're often very determined, small people.
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They often go with the hell before.
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They think they know the best of their own.
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Napoleon was a choleriker.
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Hitler could have been a choleriker.
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Melancholic, he's a little bit naive.
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He thinks a little bit of a sin on himself.
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They don't know that...
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It's me who's a burden for all of the world.
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I never forgets.
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This was almost like a scale of a score?
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Yes, I can say.
357
Then you have the phlegmatics, and they think they take it long and work longer with something.
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They're a bit quiet.
359
He's sitting...
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He probably didn't say that he was fine with it.
361
But he saw the story of the elements...
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...and made it better than the other.
363
Oh...
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I'm a...
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I'm a diplomat.
366
How good did you get to read?
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I became very good at that, actually.
368
Steiner said that phlegmatic often has a big head.
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Yes, but it's often so.
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When phlegmatic overweighs, it can happen that it's bigger, it feels bigger.
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Steiner said that you often can see on a child's appearance what temperament they have.
372
That melancholists are small and spensly.
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That sanguinists are the most normal.
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And cholerics are short and powerful.
375
There is a pedagogical idea in the school of the Valdup about the temperament that they take out each other, and they set up two choleric, same types of people.
376
They don't want to.
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They'll calm down.
378
If you know it, and you can work a little, move on to the temperament and take care of them, it's a very good help.
379
Steiner said that the teacher would be able to meet the students from their temperament.
380
The teacher should be unengaged against a phlegmatiker.
381
And the cholericers need to be a joke.
382
They feel good about the blue marks.
383
But you are convinced that they are?
384
Yes, it's not...
385
I don't have any doubt, it's just knowledge.
386
What I think is problematic with temperament...
387
...is that it's a very easy category.
388
We didn't know all the temperament we had.
389
I was very choleric, because I was quite angry at that time.
390
I was like the one who was a little dreamer.
391
Phlegmatiker?
392
Yes, maybe. Who was you?
393
I wonder if it wasn't a kind of sanguiniker.
394
It was the best.
395
Was it really?
396
Yes.
397
We had a lecture with Per where we would just paint the colors.
398
And he would look at the picture and say, -"You are most sanguinistic." Or, you are most choleric.
399
I fought to make sure that it was white.
400
It was always like that I was choleric and an akodic.
401
I had so much anger that I was a melancholic.
402
The students are probably sanguinis.
403
The ones who are most of the ones are the gullas.
404
I think it's more than others.
405
I think I'm going to fight with the bad texing.
406
I never can be so-be.
407
Phlegmatics, it was...
408
It was not good.
409
I remember how I got the etiketten of phlegmatics.
410
It was something we talked about outside school.
411
I remember how hard it was when someone said it as a peak.
412
I was a phlegmatist.
413
You can have the temperament.
414
It's not a shame to be a choleric or a melanocon.
415
Phlegmatism is one of my ideal temperaments.
416
The occult temperament.
417
When it comes to such things, you become very upset.
418
You're this, so you need this.
419
I felt that I had no chance to change myself.
420
You become punished.
421
I feel.
422
You become punished and you are left in the office.
423
If I say ball, Ove, what do you think about?
424
It's just an explosion I've heard.
425
The first thing I remember was Chocca Daniel.
426
It was a reason why I thought I wanted to interview him.
427
Daniel took a couple of classes under me.
428
In our class he was called Bollove.
429
And others said Chocca Daniel.
430
I remember that I was a child thinking of him as an archetype of a phlegmatist.
431
It was the worst you could be.
432
I have a vague memory of that we were tough against him.
433
But I can't remember that I felt any shame for it.
434
Everyone was it.
435
Even teachers.
436
I felt like that Chaka Daniel was a teacher that was a teacher.
437
When we were really small,
438
she would come to us out of school.
439
She went with us, since we were so small, on the way to school.
440
We were a little bit of a classmate with classmates.
441
And then, behind us, came two elderly men.
442
And so they took Daniel's side and arm.
443
And so they called, Now the tjocker Daniel needs to go, he needs a motion.
444
And so they started to shoot him between themselves.
445
And my teacher screamed and screamed.
446
Our little uncle also said that the tjocker Daniel needs to go out.
447
And it's okay, spring with him so that he can get motion.
448
It was a mental illness.
449
It was completely clear.
450
I think it was, as I remember, a day of time.
451
A frustration of a joke.
452
We were in the classroom.
453
And then suddenly she rushed to Daniel.
454
And then she lays his head between his hands.
455
And then he says, -"Are you so dumb?" I think we thought that Daniel was self-evil.
456
Because he was like he was.
457
He was very excited.
458
He had TV-spel and TV and everything we didn't have. Because it was forbidden.
459
He represented everything we thought was wrong with the ordinary world.
460
He didn't go there from the beginning.
461
He was a bit of a a bit of a and he did nothing.
462
He did nothing so that he could not call his lawyer for the violence.
463
That's not what he did.
464
He was not opposed to his lawyer.
465
He called his lawyer because the lawyer had slated him.
466
I don't know, I've never given him an ear-file, but I've never used to do it.
467
I remember that she told us that she had been appointed for a child.
468
And that all of us were very bad at the same time.
469
It was a right time, and I remember that many of the school started.
470
How they bused in the school to show solidarity with the teacher.
471
We were in, including the teachers, to sit on the right. To make a ball-off.
472
We were on the side of the teachers, without any idea about the situation.
473
It was not from our students, but it was...
474
It was said that it was like this.
475
What do we say?
476
School was decided to be on a teacher's side.
477
In a mischief with a 10-year-old child.
478
Why do you do that?
479
It was on Solvik's picture of us against them.
480
We were in Solvik.
481
We were right.
482
All the other did wrong.
483
All that was for kast.
484
It was also why you didn't try to watch TV and watch TV.
485
Those who didn't understand, they were the ones who did it.
486
Those who didn't know what was right.
487
And they were worth to be able to be able to.
488
The question is whether these feelings were a sense of the teacher's mistakes
489
or whether it was a clear idea of what she did.
490
She thought she would have to stop thinking about TV-spels.
491
There was a that was a prestige.
492
What people would like to do to do.
493
It's something that Robin said.
494
That you would like to move on to something.
495
Like TV-spel.
496
As a child I just remember that it was forbidden.
497
But maybe it had to do with antroposofia.
498
It's like small, to be seen as much as important details get new meaning.
499
When I went to school, you didn't do it like that.
500
You did it first.
501
It was just one.
502
It could be such things like that piano is bad.
503
When I was writing people, I was writing a line of hair. And that was wrong.
504
In our class was 100 times better
505
if you were able to jump between trees or do very bad things than if you were good at writing.
506
Over all in Steiners books I see connections to our time on Solvik.
507
But when I talk to Per, I understand that Solviks tolking of Steiner is different from how other Waldorf schools used to him.
508
We played Steiner.
509
We played not what the Waldorf-rational government wanted, but we played what Steiner said and how he worked.
510
We tried to understand what it was to ask about.
511
We understood a lot.
512
It became a conflict.
513
We were just from the list, from the Waldorf-list.
514
Solvik was out of the Swedish Waldorf-gemeinship and went on its own way.
515
There was also a proud of this, that it was not a Waldorf-skola.
516
...that you were not part of it, but something much better and much higher.
517
In Sweden, Solvik was in the kitchen.
518
There were plans to try to take us away.
519
But it didn't go.
520
There were a lot of protests out from the whole world.
521
I thought, if this school is gone, then it's gone.
522
The little school in the woods went from the Waldorf's black-rower to the first example of the international anthroposoph scene.
523
And today, Per still plays the world around and plays workshops about school pedagogics.
524
We had to go to Solvik, we had to go to Solvik,
525
as a sign of the school's future.
526
It's also that you have so high thinking about yourself and that you think that this is something fantastic,
527
that you are with us at the same time.
528
It's like, wow, here's something, here's something, here's something, here's something, as you often say.
529
It's like, here's something, here's something.
530
It's like you're pointing something a little when you say this.
531
Yeah.
532
Do you feel it?
533
I understand what I mean.
534
Yeah, I want it.
535
It's like a ballon.
536
The people who wrote about the solstider have had some serious consequences for them.
537
It's popular.
538
It's all in it.
539
That's why the barndom is very important.
540
I can just say, oh, so bad that you were injured in the skin.
541
I've had a chance that you've never been injured.
542
Do you think that you've never been injured in the skin?
543
What is it?
544
We're so injured in the skin.
545
Otherwise we wouldn't sit here and try to do this project.
546
What do you say that the school has to be responsible for the stories?
547
No, no. He doesn't think that the school has to be responsible for the events that happened.
548
But the fact is that the students were going to be ill.
549
Like Daniel.
550
For me, what has been so strange is how school reacted.
551
I think that I'm sitting with a 10-11-year-old boy and have a whole school against me.
552
In a situation that must have been tough.
553
What a good thing to sit there and try to protect myself in a hand.
554
Daniel had been charged his teacher for misc
555
She gave him to him and had been trimmed with his fingers on his head in trying to raise his attention
556
But the rights of the teacher had still been able to We had won
557
Daniel had lost What do you remember?
558
I don't remember that.
559
I don't know about it, but I don't have any personal memory.
560
I was not inblanded so much, I think.
561
I was never with, for example.
562
You were not with me?
563
So I can't say so much about it, unfortunately.
564
I would like to know more about what happened to Daniel. Where he is today.
565
He's dead.
566
Daniel was in Solvik.
567
He died 2006 as a 25-year-old.
568
He never got a clear understanding how school had treated him.
569
His teachers have decided to comment not.
570
I was really ill-berated. But...
571
Yeah.
572
If you wish that more...
573
...hade done police, there was a lot to take.
574
There was a lot of violence from the parents' side.
575
Plenty of the parents could throw something against them so they could duck.
576
Have there been a physical anger in school?
577
It's me.
578
The students are critical to how they have been treated by the teachers.
579
One of them is Gudmund, Per Ahlbombs son.
580
Some of them knew that it was something that happened.
581
Then they said, what kind of person is that you are looking for?
582
What are you for a kind of human being?
583
If you know that all these stupid things have happened...
584
...and all these children who have lost lives...
585
...because of this fucking school.
586
The violence that many have described...
587
...from a teacher to a student...
588
...you know it's been over.
589
I've never seen it so much.
590
But I think it's overdriven.
591
But did you not know when it went on?
592
Yes, I did it.
593
But I knew it more after I got it recognized.
594
I don't understand why we didn't do anything as a parents.
595
I don't understand.
596
What are you for a person?
597
It's a person who's filming while someone's been killed.
598
Everyone was so much dependent so that no one did any of them.
599
Your material could make me a fucking animal.
600
It's not a mystery.
601
There's no evidence on that.
602
It's just a picture.
603
Everything sanktioning was a huge amount of silence. Did you ask him?
604
No, it wouldn't have been possible for my friends.
605
It had no big consequences.
606
I think it could be far.
607
It's a very strong loyalty.
608
What a man who says.
609
Hear yourself.
610
Or no, what a wonderful person.
611
Think about how to be free and open.
612
It's just to take it for yourself.
613
I think that you should know.
614
Yes, so is it.
615
All right and wrong.
616
It's not a matter of being.
617
I'm going to the right to the right.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „2-Les Enfants Elus“. Dieses Video enthält 617 Sätze und 5412 Wörter zum Nachsprechen. Der gesprochene Teil dauert 57:39. Der Sprecher spricht langsam, etwa 94 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. 85 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| temperament Substantiv | /ˈtɛm.pɚ.ə.mənt/ | Temperament, Charakter |
| phlegmatic Adjektiv | /flɛɡˈmætɪk/ | phlegmatisch |
| anthropology Substantiv | /ˌænθɹəˈpɑləd͡ʒi/ | Anthropologie, Menschenkunde |
| classmate Substantiv | /ˈklæs.meɪt/ | Klassenkamerad, Klassenkameradin |
| melancholic Adjektiv | melancholisch, schwermütig | |
| pedagogical Adjektiv | /ˌpɛdəˈɡɑd͡ʒɪkəl/ | pädagogisch |
| forbid Verb | /fɚˈbɪd/ | verbieten, untersagen |
| mat Substantiv | /mæt/ | Matte |
| punish Verb | /ˈpʌnɪʃ/ | bestrafen, strafen |
| consequence Substantiv | /ˈkɑn.sɪ.kwəns/ | Konsequenz, Folge |
| scream Verb | /skɹiːm/ | schreien |
| lecture Substantiv | /ˈlɛk.t͡ʃə/ | Vorlesung, Vortrag |
| anarchistic Adjektiv | /ˌænəɹˈkɪstɪk/ | anarchistisch |
| anthroposophy Substantiv | /ˌænθɹəˈpɑsəfi/ | Anthroposophie |
| archetype Substantiv | /ˈɑɹkɪtaɪp/ | Urbild, Prototyp |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| sit around Verb | herumsitzen, rumsitzen | |
| calm down Verb | sich beruhigen | |
| go away Verb | weggehen, fortgehen | |
| go out Verb | hinausgehen, herausgehen | |
| set up Verb | /ˌsɛt ˈʌp/ | aufbauen, für den Einsatz vorbereiten |
| take out Verb | herausbringen, herausnehmen | |
| take over Verb | übernehmen |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- What were we actually been with?
- What should I do for something?
- Where do you think it comes from?
- My mother asked, what do you mean?
- What is it I miss here?
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | I've always felt · has been affected · has been sponsored |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | being raped · had been given · was chosen |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | ones who wanted · ones who could · people who don |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 99 Kurzformen und abgeschwächte Formen, zum Beispiel didn't, don't, I'm. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: anthropology /ˌænθɹəˈpɑləd͡ʒi/, anthroposophy /ˌænθɹəˈpɑsəfi/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/, thumb /ˈθʌm/
- Die Laute „sh“ und „zh“: punish /ˈpʌnɪʃ/, categorization /ˌkæt.ə.ɡə.ɹaɪˈzeɪ.ʃən/, aggression /əˈɡɹɛʃən/, frustration /fɹʌsˈtɹeɪ.ʃən/, rational /ˈɹæʃ(ə)nəl/
- Lange Wörter – auf die Betonung achten: temperament /ˈtɛm.pɚ.ə.mənt/, anthropology /ˌænθɹəˈpɑləd͡ʒi/, pedagogic /ˌpɛdəˈɡɑd͡ʒɪk/, pedagogical /ˌpɛdəˈɡɑd͡ʒɪkəl/, anarchistic /ˌænəɹˈkɪstɪk/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): consequence /ˈkɑn.sɪ.kwəns/, workshop /ˈwɝk.ʃɑp/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: forbid /fɚˈbɪd/, elated /ɪˈleɪtɪd/, grieve /ɡɹiːv/, overlive /oʊvəɹˈlɪv/, unnamed /ˌʌnˈneɪmd/
- /æ/ — offener als „ä“: phlegmatic /flɛɡˈmætɪk/, anthropology /ˌænθɹəˈpɑləd͡ʒi/, classmate /ˈklæs.meɪt/, mat /mæt/, anarchistic /ˌænəɹˈkɪstɪk/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie temperament, phlegmatic, anthropology.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.