Shadowing-Übung: Cambridge 15 listening (Test-2) (Part-4) with Answers - Englisch Sprechen Lernen mit Video

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Part 4.
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You will hear part of a presentation about an agricultural program in the country of Mozambique.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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I am going to report on a case study of a programme
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which has been set up to help rural populations in Mozambique, a largely agricultural country in South East Africa.
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The programme worked with three communities in Chiqualacuala district, near the Limpopo River.
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This is a dry and arid region with unpredictable rainfall.
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Because of this, people in the area were unable to support themselves through agriculture,
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and instead they used the forest as a means of providing themselves with an income, mainly by selling charcoal.
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However, this was not a sustainable way of living in the long term, as they were rapidly using up this resource.
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To support agriculture in this dry region,
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the programme focused primarily on making use of existing water resources
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from the Limpopo River by setting up systems of irrigation which would provide a dependable water supply for crops and animals.
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The programme worked closely with the district government in order to find the best way of implementing this.
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The region already had one farmers' association, and it was decided to set up two more of these.
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These associations planned and carried out activities including water management,
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livestock breeding and agriculture, and it was notable that in general women formed the majority of the workforce.
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It was decided that in order to keep the crops safe from animals,
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both wild and domestic, special areas should be fenced off where the crops could be grown.
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The community was responsible for creating these fences,
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but the program provided the necessary wire for making them.
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Once the area had been fenced off, it could be cultivated.
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The land was dug so that vegetables and cereals appropriate to the climate could be grown,
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and the programme provided the necessary seeds for this.
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The programme also provided pumps so that water could be brought from the river in pipes to the fields.
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However, the labour was all provided by local people,
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and they also provided and put up the posts that supported the fences around the fields.
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Once the programme had been set up, its development was monitored carefully.
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The farmers were able to grow enough produce not just for their own needs, but also to sell.
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However, getting the produce to places where it could be marketed was sometimes a problem,
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as the farmers did not have access to transport,
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and this resulted in large amounts of produce, especially vegetables, being spoiled.
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This problem was discussed with the farmers' associations,
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and it was decided that in order to prevent food from being spoiled,
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the farmers needed to learn techniques for its preservation.
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There was also an additional initiative that had not been originally planned,
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but which became a central feature of the program.
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This was when farmers started to dig holes for tanks in the fenced -off areas
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and to fill these with water and use them for breeding fish, an important source of protein.
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After a time, another suggestion was made by local people which hadn't been part of the programme's original proposal,
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but which was also adopted later on.
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They decided to try setting up colonies of bees,
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which would provide honey both for their own consumption and to sell.
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So what lessons can be learned from this programme?
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First of all, it tells us that in dry,
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arid regions, if there is access to a reliable source of water,
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there is great potential for the development of agriculture.
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In Chiqualacuala, there was a marked improvement in agricultural production,
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which improved food security, and benefited local people by providing them with both food and income.
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However, it's important to set realistic timelines for each phase of the programme,
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especially for its design, as mistakes made at this stage may be hard to correct later on.
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The program demonstrates that sustainable development is possible in areas where there is...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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Thank you.

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Wortschatz und Sprechhinweise zu dieser Lektion

Diese Sprechübung basiert auf dem Video „Cambridge 15 listening (Test-2) (Part-4) with Answers“. Diese Wörter kommen am häufigsten vor: programme, farmers, provided, agriculture, region. Dieses Video enthält 56 Sätze und 692 Wörter zum Nachsprechen. Der gesprochene Teil dauert 7:42. Der Sprecher spricht langsam, etwa 90 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. 86 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.

Wichtiger Wortschatz in diesem Video

15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:

WortAusspracheBedeutung
farmer Substantiv/ˈfɑɹ.mɚ/Landwirt, Landwirtin
fence Substantiv/fɛns/Zaun, Hag
agriculture Substantiv/ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/Landwirtschaft, Ackerbau
crop Substantiv/kɹɑp/Feldfrucht, Erntegut
resource Substantiv/ɹɪˈzɔːs/Ressource, Mittel
sustainable Adjektiv/səˈsteɪnəbəl/nachhaltig, aufrechterhaltbar
breed Verb/ˈbɹiːd/aufziehen, erzeugen
vegetable Substantiv/ˈvɛd͡ʒ.tə.bəl/Gemüse
spoil Substantiv/spɔɪl/Beute
primarily Adverb/ˈpɹaɪ.mə.ɹə.li/hauptsächlich, in erster Linie
lesson Substantiv/ˈlɛs.ən/Lehrstunde, Stunde
proposal Substantiv/pɹəˈpoʊzəl/Vorschlag
technique Substantiv/tɛkˈniːk/Technik
carefully Adverb/ˈkɛɹf(ə)li/vorsichtig
wire Substantiv/ˈwaɪɚ/Draht

Phrasal Verbs, die du hören wirst

WortAusspracheBedeutung
set up Verb/ˌsɛt ˈʌp/aufbauen, für den Einsatz vorbereiten
carry out Verb/ˈkæ.ɹi aʊt/raus tragen
put up Verbhochräumen, hochtun

Aussprache, auf die du achten solltest

  • Die Laute „sh“ und „zh“: initiative /ɪˈnɪʃ.ə.tɪv/, consumption /kənˈsʌmp.ʃən/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, suggestion /səˈd͡ʒɛst.ʃən/, preservation /ˌpɹɛz.əˈveɪ.ʃən/
  • Lange Wörter – auf die Betonung achten: agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/, sustainable /səˈsteɪnəbəl/, primarily /ˈpɹaɪ.mə.ɹə.li/, initiative /ɪˈnɪʃ.ə.tɪv/, preservation /ˌpɹɛz.əˈveɪ.ʃən/

Laute, die Deutschsprachigen schwerfallen:

  • /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): wire /ˈwaɪɚ/, workforce /ˈwɝk.foɹs/
  • Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: breed /ˈbɹiːd/, seed /siːd/, initiative /ɪˈnɪʃ.ə.tɪv/, arid /ˈæɹɪd/
  • /æ/ — offener als „ä“: agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/, rapidly /ˈɹæpɪdli/, arid /ˈæɹɪd/

So übst du mit diesem Video

  1. Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
  2. Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
  3. Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie farmer, fence, agriculture.

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.

Shadowing-Technik: die vollständige Schritt-für-Schritt-Anleitung lesen →