Shadowing-Übung: Environmental Science modules part 3 Actual IELTS listening - Englisch Sprechen Lernen mit Video

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Part 3.
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You will hear two students called Jamie and Martha discussing their environmental science course.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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Hi, Martha.
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Do you have time to talk?
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We have to submit our evaluations of our course next week, and I thought it'd be useful to discuss what we both think.
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Good idea.
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That would help refresh my memory, especially about things we did in previous years.
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I agree.
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So let's talk about the modules we took.
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What about statistics for environmental research?
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I've always been hopeless with numbers, so I thought that I'd learn a lot.
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But you know, it wasn't at a high enough level for me.
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I actually had to do a lot of reading on my own.
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Me too.
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I had to get an additional reading list from the tutor.
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Now, sewage and drainage systems.
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I wasn't looking forward to that one.
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Not exactly a pleasant subject,
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but you know, the module convinced me that it's an essential topic to understand for both cities and rural environments.
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Right.
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And in the end, not a boring subject.
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Not at all.
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It was quite a revelation.
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The module on agriculture and food security could have been good.
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But the assigned readings were only those ancient government publications.
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And the lecture notes clearly hadn't been updated for years.
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I know.
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What about the module on sustainable energy?
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I really got into the project we had to do to invent something functional.
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I devised a windmill to power my laptop.
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Yep, the projects were great.
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So hands-on, though the personal battery charger I built never really worked.
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Too bad, but I'm sure you learned a lot nonetheless.
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I did, and the government policy module.
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I wish it had included policy in other countries.
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It was a bit inward-looking, I thought, focused just on this country.
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I mentioned that to the lecturer, but she said it was best to concentrate on one country in depth at first.
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Maybe.
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And there was that module called water management.
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I must admit, I got lost in the discussion about the issues of groundwater levels and flood risk management, which weren't that essential.
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You weren't the only one.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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Okay.
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I thought some aspects of the course organisation were particularly helpful.
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Can we talk a bit about that? Of course.
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Actually, I was disappointed that I couldn't take any module whenever I wanted.
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That's true.
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But the variety of modules on offer was a strong point and meant I managed to cover a lot of subjects.
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Me too, more than I expected.
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I had wanted to finish the course early by doing an extra module each term, which would have been useful,
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but unfortunately that wasn't allowed.
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I had to wait to do some modules, which I found hard to schedule,
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And I think more assigned reading for the modules would have made the lectures easier to follow.
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That would have been good.
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But I was pleased that the course organisers were able to provide modules focusing on real-life issues, which we can apply later when looking for jobs.
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True.
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And I would have hated it if it had all been theory.
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What about the written paper we had to do for Dr. Brown?
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Are there any things we could suggest to improve the way that's handled?
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Well, I got lots of help from Dr. Brown and his assistant in narrowing down what I wanted to write about.
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Yes, they stopped me from doing something too ambitious.
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But choosing a topic right at the beginning of the module was difficult.
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Maybe he could postpone the decision until halfway through the term.
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Good idea.
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I was happy with the word limit for the assignment, though.
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Well, as usual, I could have written on and on, but the limit made me refine my thoughts, so it was okay in the end.
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I wish I could have had a session with Dr. Brown after he'd marked my written paper.
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I know it would be time-consuming, but it would have been really useful.
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Actually, I was satisfied with Dr. Brown's written feedback.
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It was amazingly detailed, so I don't think I needed more.
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But I wish they could arrange sessions where students get together and help each other before submitting their written work.
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Good idea.
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If they provided time for that, it would be quite convenient.
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Right.
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Now that we've almost finished our course, it's time to think about our career prospects.
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What type of organization do you hope to work for?
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Part 4
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Thank you.
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Thank you.
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Thank you.
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Was du lernst

Dieses Video hilft dir, zwei zentrale Sprechfertigkeiten zu verbessern: Zum einen die natürliche Gesprächsführung in Diskussionen über akademische Themen, wie du sie in Seminaren oder Gruppenarbeiten brauchst. Zum anderen lernst du, komplexe Meinungen klar und strukturiert auszudrücken – z. B. wenn du über Vor- und Nachteile von Kursmodulen sprichst. Beide Fähigkeiten sind essenziell für Prüfungen wie IELTS oder berufliche Gespräche. Nutze "shadowspeak", um die Rhythmen der Gesprächspartner zu kopieren – eine bewährte Technik, um flüssiger zu werden.

Horch auf diese Klänge

In der Konversation fallen häufige Beispiele für verbundene Sprache auf. So sagen Jamie und Martha "I've always" fast wie "I'vealways" (ohne Pause) oder "it'd be" zu "it'dbe". Achte auch auf Reduktionen wie "I thought it'd" statt "I thought it would" oder "wasn't" zu "wusn't" (in der gesprochenen Sprache). Diese Nuancen machen deine Englisch-Sprache natürlicher. Mit "shadow speak" übst du, diese Verbindungen zu hören und nachzuahmen – ein Schlüssel, um wie ein Native zu klingen.

Sag es wie ein Native

Der Rhythmus in der Diskussion ist entscheidend: Die Sprecher betonen wichtige Wörter wie "essential", "hopeless" oder "revelation", während sie weniger bedeutende Wörter wie "the", "it" oder "was" leiser und schneller aussprechen. Kopiere diese Betonung mit "shadowspeaks": Wiederhole die Sätze direkt nach den Sprechern, und achte darauf, die gleichen Pausen und Tempo zu verwenden. So lernst du, die richtige Intonation für Meinungen und Überlegungen zu verwenden – z. B. bei "I wish it had included" (mit einem leichten Seufzer in der Stimme) oder "Not exactly a pleasant subject, but..." (mit einem Wende in der Betonung). Englisch lernen mit YouTube wird so zu einer effektiven Übung, um dein Sprechen zu verfeinern.

Mit diesen Tipps machst du aus einem einfachen Video eine_powervolle Lernressource. Probier's aus – "shadow speech" transformiert dein Englisch von "gut" zu "natürlich".

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 →