Shadowing-Übung: Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test) - Englisch Sprechen Lernen mit Video
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Now turn to Section 3.
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Section 3.
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You will hear two archaeology students, called May and Thomas, talking about the excavations they have been involved in.
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First, you have some time to look at questions 21 to 25.
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Thank you.
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Now listen carefully and answer questions 21 to 25.
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Hi, Thomas.
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Did you have a good time in Turkey?
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Hi, May.
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I had a great time.
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But I have to say, although I've always been keen on being an archaeologist, before I went on an excavation,
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I used to find some of the things we did in class totally mystifying.
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Me too.
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Before I did my trip to Egypt, I was often irritated at not being able to picture exactly what the lecturers meant.
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They were always so excited about everything.
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Yeah.
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We did a lot of practical stuff on the excavation, which I really needed.
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Was it harder than you expected?
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Yes, mostly.
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I learned a lot more about the rules of archaeology.
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I was really taken aback by how precise you have to be with your data collection and recording.
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I took loads of photographs and they proved very useful, and the drawing went well too.
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Yes, I think I'm quite good with the camera.
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I'm minded about the recording, though.
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I had no idea it would take so much time.
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Did you find anything particularly interesting when you were digging?
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I did, actually.
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I had to dig a trench in part of the site.
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Interestingly, there weren't any bits of pottery there like you would expect to find,
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but I did get out some pieces of cloth and what looked like one or two silver beads.
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But our team leader said that they weren't.
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They were probably lead weights for weaving.
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What about you?
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I didn't find anything myself, but quite a few of the other students did.
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What I enjoyed was trying to identify what crops the people who had once lived in the area had grown.
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They seemed to have had a much better diet than I expected.
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Fish and wheat as well as oats, honey and fruit.
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Lots of different things.
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Yes, it's amazing, isn't it?
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And from measuring the bones in one of the sites, we found that the people were actually taller and had better teeth than the people who live in the area today.
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Probably due to less carbohydrates.
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How were the people you had to work with?
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My team was great.
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They were made up of people my age from all over the world.
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It was good to work with them.
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Lots of fun, and they taught me a lot.
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It was tough for us all, though, getting up at dawn every day and being out until late afternoon.
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Oh, that's true enough.
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We were all exhausted, and I'd like to have an international team next time.
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Mine was mainly made up of English and Americans.
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I enjoyed the field school, but everyone was much more experienced and older than I was.
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It was a bit scary.
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Before you hear the question, now listen and answer questions 26 to 30.
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You know there's going to be a question about the excavation projects in our test next week.
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Should we just run through it for practice?
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Good idea!
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Our team leader was very strict about the excavation projects in
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our test next week should we just run through it for
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practice good idea our team leader was very strict about following
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the right procedure he used to say never excavate anything
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if you're not sure it's worth excavating now i think that
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when you've decided where to excavate you go to the site hut
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and get whatever tools you need then clean the area so you you know exactly how big it's going to be.
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Right.
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Okay.
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And you need to make sure you can remember what the site looks like before you begin digging.
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I think photos are probably best for that, rather than drawings at this stage.
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I agree.
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You then attach them to a record sheet, which you get from the team leader, remembering to put in the site code, unit number, and time.
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So much red tape.
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You seem to spend half the time marking rather than digging.
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That's true.
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I think you then have to draw up a detailed plan of where you're digging and then measure the limits.
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And this is all before you actually start digging.
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Okay, so far so good.
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Now you can start with the trowel, but first you have to get soil samples and you keep them for further analysis.
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Anything that you don't think is useful, you leave in place on the site.
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Yes, and if you make any finds, that is, any object you retrieve, including animal bones, stone, as well as artifacts,
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they should all be registered and labeled.
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And then you put them in a plastic bag and return them to the site hut.
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That's right.
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And remember to leave the tools and site hut as you would expect to find them.
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Ha!
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Looks like we've learned something after all.
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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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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „Taking part in archaeological excavations: Đề thi IELTS LISTENING“. Diese Wörter kommen am häufigsten vor: site, excavation, digging, leader, hut. Dieses Video enthält 91 Sätze und 871 Wörter zum Nachsprechen. Der gesprochene Teil dauert 8:12. Der Sprecher spricht langsam, etwa 106 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. 87 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| excavation Substantiv | /ˌɛkskəˈveɪʃn/ | Grabung, Ausgrabung |
| archaeology Substantiv | /ˌɑɹ.kiˈɑ.lə.d͡ʒi/ | Archäologie, Altertumskunde |
| archaeologist Substantiv | /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/ | Archäologe, Archäologin |
| artifact Substantiv | /ˈɑɹtɪfækt/ | Artefakt |
| carbohydrate Substantiv | /kɑɹboʊˈhaɪdɹeɪt/ | Kohlenhydrat |
| irritate Verb | /ˈɪɹ.ɪˌteɪt/ | reizen, irritieren |
| mystify Verb | /ˈmɪstɪfaɪ/ | verblüffen, irritieren |
| trowel Substantiv | /ˈtɹaʊ.əl/ | Kelle, Maurerkelle |
| weave Verb | /wiːv/ | weben |
| retrieve Verb | /ɹɪˈtɹiːv/ | zurückholen, zurückerhalten |
| trench Substantiv | /ˈtɹɛnt͡ʃ/ | Graben |
| pottery Substantiv | /ˈpɑtəɹi/ | Töpferware, Tongerät |
| lecturer Substantiv | /ˈlɛkt͡ʃəɹə/ | Lektor, Lektorin |
| attach Verb | /əˈtæt͡ʃ/ | anbringen |
| exhaust Verb | /ɪɡˈzɔst/ | erschöpfen, dezimieren |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| run through Verb | durchgehen |
| draw up Verb | aufsetzen |
| get out Verb | aussteigen |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- Was it harder than you expected?
- Yes, I think I'm quite good with the camera.
- I'm minded about the recording, though.
- How were the people you had to work with?
- Should we just run through it for practice?
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| „Used to“ used to + Verb – eine frühere Gewohnheit oder ein Zustand, der nicht mehr gilt | used to find · used to say |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | have been involved · was often irritated · was really taken |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | have been involved · I've always been · you've decided |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | people who had · people who live |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 13 Kurzformen und abgeschwächte Formen, zum Beispiel I'm, weren't, you're. Sprich sie in der kurzen Form, so wie du sie hörst.
- Lange Wörter – auf die Betonung achten: archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): weave /wiːv/, wheat /ˈwiːt/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: weave /wiːv/, retrieve /ɹɪˈtɹiːv/
- /æ/ — offener als „ä“: artifact /ˈɑɹtɪfækt/, attach /əˈtæt͡ʃ/
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 excavation, archaeology, archaeologist.
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.