Shadowing-Übung: Cambridge IELTS 10. Test 2. Listening Section 3 - Englisch Sprechen Lernen mit Video
Lektion wird erstellt...
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Section 3.
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You will hear two anthropology students called Victor and Olivia discussing their joint presentation about a Norwegian explorer called Tor Heyerdahl.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Right, well, for our presentation, shall I start with the early life of Tor Heyerdahl?
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Sure.
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Why don't you begin with describing the type of boy he was, especially his passion for collecting things?
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That's right.
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He had his own little museum.
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And I think it's unusual for children to develop their own values and not join in their parents' hobbies.
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I'm thinking of how Hayerdahl wouldn't go hunting with his dad, for example.
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Yeah, he preferred to learn about nature by listening to his mother read to him.
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And quite early on, he knew he wanted to become an explorer when he grew up.
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That came from his camping trips he went on in Norway, I think.
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No, it was climbing that he spent his time on as a young man.
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Oh, right.
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After university, he married a classmate,
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and together they decided to experience living on a small island to find out how harsh weather conditions shaped people's lifestyles.
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As part of their preparation, before they left home, they learnt basic survival skills, like building a shelter.
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I guess they needed that knowledge in order to live wild in a remote location with few inhabitants, cut off by the sea, which is what they were aiming to do.
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An important part of your talk should be the radical theory Hayard Al formed from examining mysterious ancient carvings
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that he happened to find on the island.
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I think you should finish with that.
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Okay.
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Before you hear the rest of the discussion, you have some time to look at questions 25-30.
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Thank you.
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All right, Victor, so after your part, I'll talk about Tor Haidahl's adult life, continuing from the theory he had about Polynesian migration.
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Up until that time, of course, academics had believed that humans first migrated to the islands in Polynesia from Asia in the West.
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Yes, they thought that travel from the east was impossible
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because of the huge empty stretch of ocean that lies between the islands and the nearest inhabited land.
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Yes, but Hayardal spent ages studying the cloud movements, ocean currents and wind patterns to find if it was actually possible.
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And another argument was that there was no tradition of large shipbuilding in the communities lying to the east of Polynesia.
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But Hayardal knew they made lots of coastal voyages in locally built canoes.
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Yes, or sailing on rafts, as was shown by the long voyage that Hayerdal did next.
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It was an incredibly risky journey to undertake.
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Sometimes I wonder if he did that trip for private reasons, you know, to show others that he could have spectacular adventures.
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What do you think, Olivia?
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Well, I think it was more a matter of simply trying out his idea, to see if migration from the East was possible.
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Yes, that's probably it.
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And the poor guy suffered a bit at that time because the war forced him to stop his work for some years.
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Yes.
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When he got started again and planned his epic voyage, do you think it was important to him that he achieve it before anyone else did?
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Um, I haven't read anywhere that that was his motivation.
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The most important factor seems to have been that he used only ancient techniques and local materials to build his raft.
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Yes.
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I wonder how fast it went.
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Well, it took them 97 days from South America to the Pacific Islands.
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Mmm.
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And after that, Haidtel went to Easter Island, didn't he?
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We should mention the purpose of that trip.
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I think he sailed there in a boat made out of reeds.
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No, that was later on in Egypt, Olivia.
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Oh yes, that's right.
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But what he wanted to do was talk to the local people about their old stone carvings, and then make one himself to learn more about the process.
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I see.
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Well, what a great life.
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Even though many of his theories have been disproven, he certainly left a lasting impression on many disciplines, didn't he?
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To my mind, he was the first person to establish what modern academics call practical archaeology.
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I mean, that they try to recreate something from the past today, like he did with his raft trip.
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It's unfortunate that his ideas about where Polynesians originated from have been completely discredited.
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Yes.
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Right, well, I'll prepare a PowerPoint slide at the end that acknowledges our sources.
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I mainly used The Life and Work of Thor Heyerdahl by William Oliver.
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I thought the research methods he used were very sound, although I must say I found the overall tone somewhat old-fashioned.
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I think they need to do a new, revised edition.
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Yeah, I agree.
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What about the subject matter?
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I found it really challenging.
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Well, it's a complex issue.
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I thought the book had lots of good points.
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What did you think of the illustration?
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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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Now turn to section 4.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „Cambridge IELTS 10. Test 2. Listening Section 3“. Diese Wörter kommen am häufigsten vor: island, trip, Heyerdahl, raft, Tor. Dieses Video enthält 74 Sätze und 869 Wörter zum Nachsprechen. Der gesprochene Teil dauert 7:24. Der Sprecher spricht gleichmäßig mit etwa 117 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 82 % 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 |
|---|---|---|
| raft Substantiv | /ɹæft/ | Floß, Schlauchboot |
| voyage Substantiv | /ˈvɔɪ.ɪd͡ʒ/ | Reise |
| carving Substantiv | /ˈkɑɹvɪŋ/ | Schnitzerei |
| explorer Substantiv | /ɛkˈsplɔːɹə(ɹ)/ | Forscher, Forscherin |
| sail Substantiv | /seɪl/ | Segel |
| migration Substantiv | /maɪˈɡɹeɪʃ(ə)n/ | Wohnsitzwechsel, Migration |
| classmate Substantiv | /ˈklæs.meɪt/ | Klassenkamerad, Klassenkameradin |
| discredit Verb | /dɪsˈkɹɛd.ɪt/ | in Misskredit bringen, diskreditieren |
| disprove Verb | /dɪsˈpɹuv/ | widerlegen |
| inhabitant Substantiv | /ɪnˈhæb.ɪ.tənt/ | Einwohner, Einwohnerin |
| migrate Verb | /maɪˈɡɹeɪt/ | migrieren |
| originate Verb | /əˈɹɪd͡ʒɪneɪt/ | entstehen, entspringen |
| revise Verb | /ɹɪˈvaɪz/ | revidieren, ändern |
| shipbuilding Substantiv | Schiffbau, Schiffsbau | |
| canoe Substantiv | /kəˈnuː/ | Kanu, Kanadier |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| cut off Verb | /ˌkʌt ˈɔf/ [ˌkɐɾ ˈɔf] | abschneiden |
| find out Verb | herausfinden, erfahren | |
| grow up Verb | aufwachsen, erwachsen werden | |
| try out Verb | ausprobieren, probieren |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 8 Kurzformen und abgeschwächte Formen, zum Beispiel didn't, I'll, don't. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: migration /maɪˈɡɹeɪʃ(ə)n/, illustration /ˌɪləsˈtɹeɪ̯ʃən/, harsh /ˈhɑɹʃ/
- Lange Wörter – auf die Betonung achten: inhabitant /ɪnˈhæb.ɪ.tənt/, originate /əˈɹɪd͡ʒɪneɪt/, inhabited /ɪnˈhæbɪtɪd/, archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: voyage /ˈvɔɪ.ɪd͡ʒ/, disprove /dɪsˈpɹuv/, revise /ɹɪˈvaɪz/, inhabited /ɪnˈhæbɪtɪd/, reed /ɹiːd/
- /æ/ — offener als „ä“: raft /ɹæft/, classmate /ˈklæs.meɪt/, inhabitant /ɪnˈhæb.ɪ.tənt/, inhabited /ɪnˈhæbɪtɪd/, anthropology /ˌænθɹəˈpɑləd͡ʒi/
- /dʒ/ — stimmhaft, nicht „tsch“: voyage /ˈvɔɪ.ɪd͡ʒ/, originate /əˈɹɪd͡ʒɪneɪt/, archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/, acknowledge /əkˈnɑ.lɪd͡ʒ/
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 raft, voyage, carving.
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.