Shadowing-Übung: Get Ready for FLYERS - UNIT 3 Listening | Lớp Học Thầy Mol - Englisch Sprechen Lernen mit Video

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Listening 11.
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Listen and read.
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then act.
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One.
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Oh dear.
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I'm ill.
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I can't make lunch.
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We'll make lunch today.
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2. That smells like pizza.
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Yes, and I think it's ready now.
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3. And those look like biscuits.
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Yes, they're chocolate biscuits.
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4. Lovely!
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It tastes like Mum's pizza.
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Yes, it's really good.
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5. Holly?
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Katie?
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Oh, that sounds like Mum.
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6. This kitchen doesn't look like my kitchen.
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Sorry, Mom.
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Listening 11.
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Listen and read.
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then act.
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One.
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Oh dear.
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I'm ill.
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I can't make lunch.
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We'll make lunch today.
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2. That smells like pizza.
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Yes, and I think it's ready now.
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3. And those look like biscuits.
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Yes, they're chocolate biscuits.
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4. Lovely!
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It tastes like Mum's pizza.
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Yes, it's really good.
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5. Holly?
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Katie?
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Oh, that sounds like Mum.
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6. This kitchen doesn't look like my kitchen.
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Sorry, Mom.
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Listening 12.
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Listen and draw lines.
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which meal is not needed.
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Yesterday was Grandma's birthday.
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She was 80 years old.
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We went to this really nice restaurant in town with all the family.
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"'That's nice.' Did your grandma enjoy the meal?
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Yes, she did.
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She had pizza with cheese on top.
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and a bowl of salad, And my Uncle Michael came.
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He ate a lot.
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He had a really large burger with chips.
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And he put a lot of salt on his food too.
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Mum says that's really bad.
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OK.
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And what about the others?
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What did your little sister have?
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Emma?
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She ate sausages.
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She loves them.
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Oh yes, and some chips too.
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I had a bowl of soup and a burger.
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I really liked my meal.
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It tasted great!
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And what did Holly have?
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She had soup like me.
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But then she had two pizzas with cheese on them.
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She ate a lot, and she was a bit ill when she got home.
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Oh dear.
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And our cousin Helen came too.
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She had a very interesting meal.
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She ate chicken and rice.
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And, you know, She ate her meal with chopsticks.
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It looked very difficult.
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Grandpa had the same meal as my cousin Helen, but he didn't use chopsticks.
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He said he doesn't know what's wrong with knives and forks.
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I agree with him, actually.
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So you didn't try to use chopsticks, then?" No, I was too hungry.
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I wanted to eat my food quickly, so I just used my knife and fork.
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But Mum ate with chopsticks.
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She had chicken and green vegetables.
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And what about your dad?
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Dad?
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Oh, he had chicken.
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But he likes potatoes, so he had them.
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Oh, and some carrots too.
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No chopsticks?
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No. And did you have anything else to eat?
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Yes.
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We took Grandma's cake to the restaurant and we sang happy birthday to her.
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And then we all had a piece of cake and lots of ice cream.
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That sounds like a really lovely time.
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Yes, it was.
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Well, until Holly got ill, that is.
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Listening 12.
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Listen and draw lines.
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Which meal is not needed?
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Yesterday was Grandma's birthday.
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She was 80 years old.
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We went to this really nice restaurant in town with all the family.
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"'That's nice.' Did your grandma enjoy the meal?
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Yes, she did.
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She had pizza with cheese on top.
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and a bowl of salad, And my Uncle Michael came.
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He ate a lot.
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He had a really large burger with chips.
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And he put a lot of salt on his food too.
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Mum says that's really bad.
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OK.
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And what about the others?
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What did your little sister have?
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Emma?
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She ate sausages.
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She loves them.
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Oh yes!
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And some chips too.
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I had a bowl of soup and a burger.
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I really liked my meal.
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It tasted great!
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And what did Holly have?
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She had soup like me.
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But then she had two pizzas with cheese on them.
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She ate a lot, and she was a bit ill when she got home.
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Oh dear!
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And our cousin Helen came too.
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She had a very interesting meal.
127
She ate chicken and rice.
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And, you know, She ate her meal with chopsticks.
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It looked very difficult.
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Grandpa had the same meal as my cousin Helen, but he didn't use chopsticks.
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He said he doesn't know what's wrong with knives and forks.
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I agree with him, actually.
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So, you didn't try to use chopsticks, then?
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No, I was too hungry.
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I wanted to eat my food quickly, so I just used my knife and fork.
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but mum ate with chopsticks she had chicken and green vegetables And what about your dad?
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Dad.
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Oh, he had chicken.
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But he likes potatoes, so he had them.
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Oh, and some carrots too.
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No chopsticks?
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No. And did you have anything else to eat?
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Yes.
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We took Grandma's cake to the restaurant and we sang happy birthday to her.
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And then we all had a piece of cake and lots of ice cream.
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That sounds like a really lovely time.
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Yes, it was.
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Well...
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Until Holly got ill, that is.
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Listening 13.
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Flyers practice test.
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Listening Part 4 Listen and look.
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There is one example.
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What time did the lesson start? So, Betty...
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Why are you late for my lesson?
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Sorry, Mrs. Hall.
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I had to go to the doctor this morning.
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Well, the lesson began at quarter past ten.
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And it's half past ten now.
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I'm sorry, but I had to see the doctor at half past nine, and then I came straight to school.
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Okay, Betty But I'll need a letter from your mother.
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All right, Mrs. Hall.
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Can you see the tick?
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This is an example.
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Now you listen and tick the box.
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1. What is Betty making in her cooking lesson today?
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Now, last week we did some good cooking and you all made some very nice pizza.
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I hope your families enjoyed it.
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What are we going to make this week?
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Wow.
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It's biscuits this week.
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And then next week, we're going to try making bread.
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Can we take them home again, Mrs Hall?
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Yes, Betty, you can.
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2. What should Betty get from the fridge?
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Now then, Betty, the other children have got everything they need in front of them.
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So could you go to the fridge and get some eggs?
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And do we need milk, Mrs Hall?
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No. Not for these biscuits, Betty.
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Oh!
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But you do need a bit of butter.
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You'll find that in the fridge too.
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Bye.
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Okay then.
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3. What does Betty need to do next?
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Before you start, have you washed your hands, Betty?
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It's very important to have clean hands when you're cooking.
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I did that before I came to class, miss.
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Good.
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Now could you get a bowl from that cupboard over there?
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Okay, Mrs. Hall.
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and you need to write all the information about temperature and cooking times in your book.
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but you can do that later.
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All right, Mrs. Hall.
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4. What did Betty forget to do?
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Did you remember to put some sugar in the bowl, Betty?
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Yes, Mrs. Hall.
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And a little bit of salt.
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Yes, I did that too.
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But Mrs. Hall...
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They don't look very brown.
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Well, that's because you didn't turn the cooker on, Betty.
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Oh, no!
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Don't worry, you can cook them now and come and collect them later.
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Thanks, Mrs Hall.

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Warum das Sprechen mit diesem Video üben?

Das Üben des Sprechens mit diesem Video bietet eine hervorragende Gelegenheit, um in den Alltagssituationen Englisch zu lernen. Hier erfahren Sie, wie man über Essen spricht, wie man die eigene Meinung ausdrückt und wie man mit anderen interagiert. Das Video enthält Dialoge, die realistisch und lebendig sind, was Ihnen hilft, die Sprache in einem natürlichen Kontext zu hören und nachzuvollziehen. Durch das Nachsprechen und den Einsatz von shadow speech können Sie Ihre Aussprache und Sprachgefühl signifikant verbessern, während Sie Ihre Fähigkeiten im Englisch lernen mit YouTube erweitern.

Grammatik & Ausdrücke im Kontext

  • I can’t make lunch. - Diese Struktur zeigt, wie man über Unfähigkeit spricht, was sehr nützlich ist, um persönliche Situationen zu schildern.
  • That smells like pizza. - Hier lernen Sie, wie man Vergleiche zieht, um Eindrücke von Sinneswahrnehmungen auszudrücken.
  • It tastes like Mum's pizza. - Diese Ausdrucksweise hilft Ihnen, persönliche Erfahrungen und Geschmack zu teilen, um Gespräche lebendiger zu gestalten.
  • This kitchen doesn’t look like my kitchen. - Diese Struktur verdeutlicht den Gebrauch von Negationen im Kontext, was wichtig ist, um Missverständnisse klarzustellen.

Gemeinsame Aussprache-Hürden

Im Video gibt es einige Worte, die eine besondere Beachtung in der Aussprache erfordern. Das Wort pizza wird oft falsch betont, was zu Verwirrungen führen kann. Achten Sie auf den Tonfall und die Silbenstruktur. Zusätzlich kann die Begrifflichkeit biscuits eine Herausforderung für Lernende darstellen, da die Aussprache regional variieren kann. Nutzen Sie shadowspeak, um die korrekte Aussprache zu üben und Ihr Hörverständnis zu verbessern.

Zusätzlich sollten Sie die Intonationsmuster im Dialog beachten, besonders bei Fragen und Ausdrücken der Zustimmung, wie Yes, it’s really good. Eine korrekte Intonation ist entscheidend, um sicherzustellen, dass das gesprochene Englisch klar und verständlich ist.

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 tutis not needed
Zukunft mit „will“ will + Verb – eine Entscheidung, ein Versprechen oder eine VorhersageWe'll make · I'll need · You'll find
Verpflichtung: must / have to / need to sagen, dass etwas notwendig isthad to go · had to see · need to write
Zukunft mit „going to“ be going to + Verb – ein Plan oder etwas, das sich abzeichnetare we going to make · we're going to try

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 →