Shadowing-Übung: Cambridge 15 Test 1 Section 4 Listening - Englisch Sprechen Lernen mit Video

Lektion wird erstellt...
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Part 4.
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You will hear a student giving a presentation about a type of tree known as the eucalyptus, which is common in Australia.
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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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Now listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about the eucalyptus tree.
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This is a very common tree here in Australia, where it's also sometimes called the gum tree.
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First, I'm going to talk about why it's important, then I'm going to describe some problems it faces at present.
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Right, well, the eucalyptus tree is an important tree for lots of reasons.
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For example, it gives shelter to creatures like birds and bats,
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and these and other species also depend on it for food,
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particularly the nectar from its flowers. So it supports biodiversity.
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It's useful to us humans too because we can kill germs with a disinfectant made from oil extracted from eucalyptus leaves.
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The eucalyptus grows all over Australia and the trees can live for up to 400 years.
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So it's alarming that all across the country numbers of eucalyptus are falling because the trees are dying off prematurely.
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So what are the reasons for this?
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One possible reason is disease.
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As far back as the 1970s, the trees started getting a disease called mundula yellows.
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The tree's leaves would gradually turn yellow, then the tree would die.
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It wasn't until 2004 that they found the cause of the problem was lime,
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or calcium hydroxide to give it its proper chemical name, which was being used in the construction of roads.
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The lime was being washed away into the ground and affecting the roots of the eucalyptus trees nearby
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What it was doing was preventing the trees from sucking up the iron they needed for healthy growth
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When this was injected back into the affected trees they immediately recovered
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But this problem only affected a relatively small number of trees By 2000,
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huge numbers of eucalyptus were dying along Australia's east coast of
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a disease known as bell minor -associated dieback The bell minor is a bird
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and the disease seems to be common where there are high populations of bell minors Again,
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it's the leaves of the trees that are affected What happens is
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that insects settle on the leaves and eat their way round them, destroying them as they go, and at the same time,
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they secrete a solution which has sugar in it.
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The bell miner birds really like this solution, and in order to get as much as possible,
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they keep away other creatures that might try to get it.
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So these birds and insects flourish at the expense of other species,
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and eventually so much damage is done to the leaves that the tree dies.
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But experts say that trees can start looking sick before any sign of bell minor -associated dieback.
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So it looks as if the problem might have another explanation.
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One possibility is that it's to do with the huge bushfires that we have in Australia.
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A theory proposed over 40 years ago by ecologist William Jackson is
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that the frequency of bushfires in a particular region affects the type of vegetation that grows there.
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If there are very frequent bushfires in a region, this encourages grass to grow afterwards,
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while if the bushfires are rather less frequent, this results in the growth of eucalyptus forests.
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So why is this?
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Why do fairly frequent bushfires actually support the growth of eucalyptus?
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Well, one reason is that the fire stops the growth of other species which would consume water needed by eucalyptus trees. And there's another reason.
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If these other quick -growing species of bushes and plants are allowed to proliferate,
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they harm the eucalyptus in another way by affecting the composition of the soil and removing nutrients from it.
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So some bushfires are actually essential for the eucalyptus to survive as long as they are not too frequent. In fact, there's evidence
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that Australia's indigenous people practised regular burning of bushland for thousands of years before the arrival of the Europeans.
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But since Europeans arrived on the continent, the number of bushfires has been strictly controlled.
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Now, scientists believe that this reduced frequency of bushfires to low levels has led to what's known as dry rainforest,
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which seems an odd name as usually we associate tropical rainforest with wet conditions.
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And what's special about this type of rainforest?
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Well, unlike tropical rainforest, which is a rich ecosystem,
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this type of ecosystem is usually a simple one It has very thick,
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dense vegetation, but not much variety of species The vegetation provides lots of shade
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So one species that does find it ideal is the bell miner bird,
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which builds its nests in the undergrowth there But again, that's not helpful for the eucalyptus tree.
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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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That is the end of the listening test.
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In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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Wortschatz und Sprechhinweise zu dieser Lektion

Diese Sprechübung basiert auf dem Video „Cambridge 15 Test 1 Section 4 Listening“. Diese Wörter kommen am häufigsten vor: tree, eucalyptus, bushfires, bell, species. Dieses Video enthält 63 Sätze und 845 Wörter zum Nachsprechen. Der gesprochene Teil dauert 9:04. Der Sprecher spricht langsam, etwa 93 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. 83 % 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
leaf Substantiv/lif/Blatt, Laubblatt
frequent Adjektiv/ˈfɹiː.kwənt/häufig
associate Substantiv/əˈsoʊʃi.ət/Weggefährte
vegetation Substantiv/ˌvɛd͡ʒəˈteɪʃən/Vegetation, Pflanzenwuchs
frequency Substantiv/ˈfɹiːkwənsi/Häufigkeit, Frequenz
tropical Adjektiv/ˈtɹɑ.pɪ.kəl/tropisch
lime Substantiv/laɪm/Limone, Limette
ecosystem Substantiv/ˈikoʊˌsɪstəm/Ökosystem
insect Substantiv/ˈɪn.sɛkt/Insekt, Kerbtier
miner Substantiv/ˈmaɪnə(ɹ)/Bergmann, Bergarbeiter
harm Substantiv/hɑːm/Schaden
carefully Adverb/ˈkɛɹf(ə)li/vorsichtig
thick Adjektiv/θɪk/dick
wash Verb/wɑʃ/waschen, spülen
encourage Verb/ɪnˈkʌɹ.ɪd͡ʒ/ermutigen, ermuntern

Phrasal Verbs, die du hören wirst

WortBedeutung
keep away Verbfernhalten

Grammatik in diesem Video

Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:

StrukturIm Video
Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tutbeing washed · was injected · are affected
Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sacheeucalyptus, which is · name, which was · solution which has
Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig isthas been · has led

Aussprache, auf die du achten solltest

Der Sprecher verwendet 4 Kurzformen und abgeschwächte Formen, zum Beispiel I'm, wasn't. Sprich sie in der kurzen Form, so wie du sie hörst.

  • Die „th“-Laute: thick /θɪk/, undergrowth /ˈʌndɚˌɡɹoʊθ/
  • Die Laute „sh“ und „zh“: associate /əˈsoʊʃi.ət/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, wash /wɑʃ/, explanation /ˌɛkspləˈneɪʃən/, sheet /ʃit/
  • Lange Wörter – auf die Betonung achten: associate /əˈsoʊʃi.ət/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, ecosystem /ˈikoʊˌsɪstəm/, explanation /ˌɛkspləˈneɪʃən/, composition /ˌkɑm.pəˈzɪʃ.ən/

Laute, die Deutschsprachigen schwerfallen:

  • /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): frequent /ˈfɹiː.kwənt/, frequency /ˈfɹiːkwənsi/, wash /wɑʃ/, afterwards /ˈæf.tɚ.wɚdz/
  • Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: encourage /ɪnˈkʌɹ.ɪd͡ʒ/, afterwards /ˈæf.tɚ.wɚdz/, arrive /əˈɹaɪv/, depend /dɪˈpɛnd/, shade /ʃeɪd/
  • /æ/ — offener als „ä“: afterwards /ˈæf.tɚ.wɚdz/, gradually /ˈɡɹæd͡ʒuəli/, extract /ˈɛkstɹækt/, calcium /ˈkælsi.əm/, practise /ˈpɹæktɪs/

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 leaf, frequent, associate.

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 →