Shadowing-Übung: IELTS listening actual test Part 3: organising a debate (answer+ transcript) - Englisch Sprechen Lernen mit Video
Lektion wird erstellt...
1
Now listen carefully and answer questions 21 to 26.
2
Right, now, you wanted to organise a formal discussion of some sort in the class, is that right, Daniel?
3
Yes, we thought it would be really good.
4
to end our psychology course with a formal debate, you know, where there's a statement and people argue for or against it.
5
Good idea.
6
Where did the enthusiasm come from?
7
Have either of you organised debates before?
8
Fiona?
9
No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.
10
And I know they have debates in lots of other departments here at the university.
11
I see.
12
So what do you think the students, you and the others, would get out of this?
13
Well, a debate will encourage people to study all sides of the subject matter.
14
And I also think listening to other people's ideas can have a focusing effect on your own.
15
Sometimes you kind of don't know what you truly believe until you hear something you disagree with.
16
OK, what about the topic for the debate?
17
We've got three to choose from.
18
We'll show you in a minute to check they're okay.
19
At first, we thought we'd ask the other students to suggest something.
20
but we were afraid we'd get 30 different topics.
21
So instead, we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.
22
Right.
23
But the thing is, if people don't know how debates work, they could feel at a disadvantage.
24
I mean, it wouldn't affect their grades or anything, but it could put them off.
25
So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate
26
and how to prepare for it.
27
I think that's a good idea.
28
And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,
29
and that you need to understand both sides of an argument in order to support one side effectively.
30
We think it'll be best if we can use an issue that the students already have strong opinions about.
31
Then some people will be happy to speak in support of it, and others to oppose it.
32
Right.
33
What else do you want to do at the meeting?
34
Well, we've got to think about how people will do the background research for the debate.
35
We could organise everyone into two teams.
36
That should save time for the main speakers.
37
They won't have to do it on their own.
38
And we'll need to decide on some rules, like how long each person speaks for...
39
and to select a chair for the debate, someone who's really confident.
40
Fine.
41
Now, I think you should have some sort of follow -up to the debate.
42
After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.
43
And in turn, that can feed into the work we've been doing on learning and motivation.
44
Would you be willing to read them and report back?
45
I mean, give some feedback on them?
46
I wouldn't have made the suggestion if I wasn't.
47
Thanks.
48
before you hear the rest of the discussion you have some time to look at questions 27 to 30.
49
Now listen and answer questions 27 to 30.
50
Okay, now let's think a bit more about the meeting.
51
You need to decide exactly how you'll introduce the students to different features of a debate.
52
Well, first of all we need to inform everyone about what actually happens at a debate.
53
the procedures and so on.
54
We could talk about that and write the main information on the board.
55
Or instead of that, we could make a summary of the main stages and hand that out.
56
then talk it through, Yes, okay, that's better.
57
Hmm.
58
Okay.
59
But we do need to talk about body language as well.
60
Yes, that's a very important tool.
61
I've got an interesting article on that with some good diagrams of techniques for things like eye contact.
62
I'll make some copies for you to give out.
63
Great.
64
Then we need to think about where people will find the information on the debate topic.
65
so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.
66
We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?
67
Yes, get everyone involved.
68
Right.
69
What about preparation for asking and answering questions?
70
We could try to demonstrate that, but I'm not sure how.
71
Maybe we could put up a list of points on the board...
72
Then discuss them.
73
Yes, that sounds better.
74
Thanks.
75
Okay, well, let's meet up again.
76
That is the end of Part 3.
77
you now have 30 seconds to check your answers to part three you Right,
78
now you wanted to organize a formal discussion of some sort in the class,
79
is that right, Daniel? yes we thought it would be really good to end our psychology course with a formal debate
80
you know where there's a statement and people argue for or against it.
81
Good idea.
82
Where did the enthusiasm come from?
83
Have either of you organized debates before, Fiona?
84
No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.
85
And I know they have debates in lots of other departments here at the university.
86
I see.
87
So what do you think the students, you and the others, would get out of this?
88
Well, a debate will encourage people to study all sides of the subject matter.
89
And I also think listening to other people's ideas can have a focusing effect on your own.
90
Sometimes you kind of don't know what you truly believe until you hear something you disagree with.
91
OK, what about the topic for the debate?
92
We've got three to choose from.
93
We'll show you in a minute to check they're okay.
94
At first, we thought we'd ask the other students to suggest something.
95
but we were afraid we'd get 30 different topics.
96
So instead we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.
97
Right.
98
But the thing is, if people don't know how debates work, they could feel at a disadvantage.
99
I mean, it wouldn't affect their grades or anything, but it could put them off.
100
So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate
101
and how to prepare for it.
102
I think that's a good idea.
103
And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,
104
and that you need to understand both sides of an argument in order to support one side effectively.
105
We think it'll be best if we can use an issue that the students already have strong opinions about.
106
Then some people will be happy to speak in support of it, and others to oppose it.
107
Right.
108
What else do you want to do at the meeting?
109
Well, we've got to think about how people will do the background research for the debate.
110
We could organise everyone into two teams.
111
That should save time for the main speakers.
112
They won't have to do it on their own.
113
And we'll need to decide on some rules, like how long each person speaks for...
114
and to select a chair for the debate, someone who's really confident.
115
Fine.
116
Now, I think you should have some sort of follow -up to the debate.
117
After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.
118
And in turn, that can feed into the work we've been doing on learning and motivation.
119
Would you be willing to read them and report back?
120
I mean, give some feedback on them?
121
I wouldn't have made the suggestion if I wasn't.
122
Thanks.
123
Okay, now let's think a bit more about the meeting.
124
You need to decide exactly how you'll introduce the students to different features of a debate.
125
Well, first of all, we need to inform everyone about what actually happens at a debate.
126
the procedures and so on.
127
We could talk about that and write the main information on the board.
128
Or instead of that, we could make a summary of the main stages and hand that out.
129
then talk it through.
130
Yes, okay, that's better.
131
Hmm.
132
Okay.
133
But we do need to talk about body language as well.
134
Yes, that's a very important tool.
135
I've got an interesting article on that with some good diagrams of techniques for things like eye contact.
136
I'll make some copies for you to give out.
137
Great.
138
Then we need to think about where people will find the information on the debate topic.
139
so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.
140
We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?
141
Yes, get everyone involved.
142
Right.
143
What about preparation for asking and answering questions?
144
We could try to demonstrate that, but I'm not sure how.
145
Maybe we could put up a list of points on the board.
146
Then discuss them.
147
Yes, that sounds better.
148
Thanks.
149
Okay, well, let's meet up again.
📺 Gleicher Kanal
B21
IELTS listening - Driving license (Actual test 11/2024) - with answer and transcript
IELTS PrepUniversity Students
B21
IELTS listening actual test Part 4: The preservation of fossils (answer+ transcript)
IELTS PrepUniversity Students
B11
IELTS listening actual test Part 2: Plan of community centre - hard (answer+ transcript)
IELTS PrepUniversity Students
C12
IELTS listening practice Part 4 - Leatherback turtle (answer & transcript)
IELTS PrepUniversity Students
B21
IELTS listening actual test Part 4: The New Zealand artist Will Burton (answer+ transcript)
IELTS PrepUniversity Students
B12
IELTS listening actual test Part 1: washing machine warranty (answer+ transcript)
TOEIC PrepBusiness EnglishUniversity Students
B21
IELTS listening actual test Part 2: The Mc.Fadden hiking and nature trail (answer+ transcript)
IELTS PrepTravel EnglishUniversity Students
B29
IELTS listening actual test Part 4: The international Space Station ISS (answer+ transcript)
IELTS PrepTOEFL PrepUniversity Students
B14
IELTS listening actual test Part 1: working in a summer camp in the US (answer+ transcript)
IELTS PrepInterview EnglishTravel English
B21
IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript)
IELTS PrepCambridge Exam PrepHigh School Students
B21
IELTS listening actual test Part 4: Impact of cars (answer+ transcript)
IELTS PrepTOEFL PrepUniversity Students
B16
IELTS listening actual test Part 2: vacation jobs (answer+ transcript)
IELTS PrepInterview EnglishHigh School Students
B25
IELTS listening practice Part 2: Biblio stack (answer+ transcript)
IELTS PrepUniversity StudentsWorking Adults
B22
IELTS listening actual test Part 1: Notes on a part-time society (answer+ transcript)
IELTS PrepUniversity Students
B23
IELTS listening actual test Part 3: Maori carving (answer+ transcript)
IELTS PrepUniversity StudentsWorking Adults
B219
IELTS listening practice Part 4 -honey bees (answer & transcript)
IELTS PrepUniversity StudentsWorking Adults
B12
IELTS listening actual test Part 2: Fitchon railway station (answer+ transcript)
IELTS PrepTOEFL PrepTravel English
B26
IELTS listening actual test Part 4: The archeological site of Trimera (answer+ transcript)
IELTS PrepTOEFL PrepUniversity Students
B215
IELTS listening practice Part 2: trip to an outdoor education center (answer+ transcript)
IELTS PrepHigh School StudentsUniversity Students
B2IELTS listening practice Part 4 - the A.U.V (answer & transcript)
IELTS PrepUniversity Students
✨ Empfohlenes Video
B24
299 Sätze
IELTS Listening Test : 5 with answers | Vision Series | British Council | IDP | Latest listening
IELTS PrepCambridge Exam PrepUniversity Students
B23
86 Sätze
Study Skills Tutorial - Caroline Benning | IELTS LISTENING TEST | SECTION-3
IELTS PrepCambridge Exam PrepUniversity Students
B2108
34 Sätze
IELTS Speaking Part 3: Cities, Housing and Transport
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B23
68 Sätze
Cambridge IELTS 21 TEST 3 PART 3 #voduyquynh #ielts21 #ielts21listeing
IELTS PrepCambridge Exam PrepUniversity Students
B22
140 Sätze
IELTS English Podcast - Speaking Topic: Education
IELTS PrepCambridge Exam PrepUniversity Students
B233
166 Sätze
p1 debate
IELTS PrepCambridge Exam PrepHigh School Students
B25
274 Sätze
CELPIP Speaking Task 3 - TIPS!
IELTS PrepCambridge Exam PrepUniversity Students
B23
75 Sätze
Oral History: IELTS LISTENING Vol 4 Test 8 Section 3 (IELTS Listening Recent Actual Test)
IELTS PrepCambridge Exam PrepUniversity Students
B26
67 Sätze
IELTS Part 3 Questions and Answers about Globalization
IELTS PrepCambridge Exam PrepUniversity Students
B23
100 Sätze
Complete Ielts 4 5 WB Unit 9 track 20 21
IELTS PrepCambridge Exam PrepUniversity Students
B29
28 Sätze
IELTS Practice with a Friend: Should University Be Free?
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
![Cambridge_IELTS_11_-_Listening_Test_4 [Section - 3] | Listening_IELTS_Practice_Test](https://img.youtube.com/vi/w4RTsy4R5vw/mqdefault.jpg)
B21
83 Sätze
Cambridge_IELTS_11_-_Listening_Test_4 [Section - 3] | Listening_IELTS_Practice_Test
IELTS PrepCambridge Exam PrepUniversity Students
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „IELTS listening actual test Part 3: organising a debate“. Diese Wörter kommen am häufigsten vor: debate, meeting, students, topic, main. Dieses Video enthält 149 Sätze und 1612 Wörter zum Nachsprechen. Der gesprochene Teil dauert 11:03. Der Sprecher spricht gleichmäßig mit etwa 146 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 89 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
Die 12 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| brainstorm Substantiv | /ˈbɹeɪnstɔɹm/ | Geistesblitz |
| compile Verb | /kəmˈpaɪl/ | zusammenstellen |
| beforehand Adverb | /bɪˈfɔɹhænd/ | vorher, zuvor |
| disadvantage Substantiv | /ˌdɪsədˈvæntɪd͡ʒ/ | Nachteil |
| textbook Substantiv | /ˈtɛkst.bʊk/ | Lehrbuch, Schulbuch |
| diagram Substantiv | /ˈdaɪ.ə.ɡɹæm/ | Diagramm |
| oppose Verb | /əˈpoʊz/ | ablehnen |
| organize Verb | /ˈɔɹɡənaɪz/ | organisieren |
| enthusiasm Substantiv | /ɪnˈθuziæzəm/ | Begeisterung, Enthusiasmus |
| disagree Verb | /dɪsəˈɡɹi/ | anderer Meinung sein, widersprechen |
| inform Verb | /ɪnˈfɔɹm/ | informieren, mitteilen |
| demonstrate Verb | /ˈdɛm.ənˌstɹeɪt/ | demonstrieren |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| put up Verb | hochräumen, hochtun |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- Have either of you organised debates before?
- We've got three to choose from.
- I think that's a good idea.
- What else do you want to do at the meeting?
- I mean, give some feedback on them?
Aussprache, auf die du achten solltest
Der Sprecher verwendet 46 Kurzformen und abgeschwächte Formen, zum Beispiel we'll, we've, don't. Sprich sie in der kurzen Form, so wie du sie hörst.
- Lange Wörter – auf die Betonung achten: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, enthusiasm /ɪnˈθuziæzəm/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: beforehand /bɪˈfɔɹhænd/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, oppose /əˈpoʊz/, organize /ˈɔɹɡənaɪz/
- /æ/ — offener als „ä“: beforehand /bɪˈfɔɹhænd/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, diagram /ˈdaɪ.ə.ɡɹæm/, enthusiasm /ɪnˈθuziæzəm/
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 brainstorm, compile, beforehand.
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.