Shadowing-Übung: Vol 2 - test 4 - section 3 - Englisch Sprechen Lernen mit Video
Lektion wird erstellt...
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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
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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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Helen and Paul, congratulations to you both for doing so well the past semester.
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You too have exhibited an impeccable performance during your first year in the nursing programme.
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I'd like to get some feedback from the two of you to better improve the programme
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and to provide guidance for our prospective students.
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I'd like to start with you, Helen. So...
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First of all, Which aspect of the programme impressed you?
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Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
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But as I stepped into the classroom for the first time, I was surprised by the diversity.
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Most were in their 20s, but there were also those in their 30s or even 40s.
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As it turns out, the intergenerational communication has sparked intense debate and new thinking,
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and I think that's something special about the programme that I appreciate very much.
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What about you, Paul?
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What do you think of the programme? For me?
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The group project we carried out last semester is another key feature of the programme.
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The whole class was divided into eight different groups, working on eight prospective cases.
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Team building sessions were conducted in a collaborative way most of the time.
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Comprised of five members, our group studied acute pancreatitis.
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During the process, we broke the task into different parts and assigned them to each member.
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We were then able to tackle the complex problem by pooling our knowledge and skills.
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More importantly, stronger links were established between the group members.
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Because of the project, we've all become good friends.
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That's true.
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According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
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So tell me Paul, what else do you like about the programme?
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I want to be a registered nurse working in a public hospital after graduation.
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So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
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However, I was amazed by the amount of written assignments since
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I thought the course should have focused more on practice oriented learning.
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involves critical thinking, which challenges me to develop my points more thoroughly.
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I thus manage to gain a diversity of perspectives.
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The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
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including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
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So, I'm afraid written work is unavoidable.
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Also this year, we've added a module of law.
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How do you feel about that?
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At first we felt that learning law is kind of redundant and too time consuming.
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After a few sessions we realised that it is necessary in dealing with future medical disputes.
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Before you hear the rest of the talk, you have some time to look at questions 25 to 30.
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Now, listen and answer questions 25 to 30.
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Do you have any suggestions for prospective students?
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What bothers me most is handing in essays on time.
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I almost missed the deadline once, because there were three essays due within the same week.
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So rationalising your time is critical.
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Well, that's true.
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The lectures deliver so much useful information.
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I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
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How was the research?
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I heard that it was quite challenging.
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How did you manage to overcome the difficulties?
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That's true.
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The majority of us had no clue how to carry out the research at first.
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Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
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She taught me about finding the appropriate resources and choosing the proper research methods.
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Have you checked out the online forum?
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that they come across and get support from the faculty members.
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Some of my classmates didn't do so well during the placement tests.
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I feel that background reading is necessary.
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Lastly, do you have anything to say to the freshmen?
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I was really ambitious at first, trying to get straight A's on my transcript.
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I made tons of notes and worked hard even on the optional assignments to get extra credit.
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I stressed myself out before having an emotional breakdown.
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After consulting my advisor, I found it important to set realistic goals.
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Don't push yourself too hard.
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It is wise to sort out your priorities.
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Thank you for coming here today and providing valuable feedback on the programme.
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Have a great summer break.
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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 „Vol 2 - test 4 - section 3“. Diese Wörter kommen am häufigsten vor: programme, Paul, practice, questions, member. Dieses Video enthält 72 Sätze und 804 Wörter zum Nachsprechen. Der gesprochene Teil dauert 7:13. Der Sprecher spricht gleichmäßig mit etwa 111 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. 11 der 72 Sätze sind Fragen – gut, um Frageintonation und kurze Antworten zu üben.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| prospective Adjektiv | /pɹəˈspɛktɪv/ | voraussichtlich, zukünftig |
| classmate Substantiv | /ˈklæs.meɪt/ | Klassenkamerad, Klassenkameradin |
| semester Substantiv | /sɪˈmɛstɚ/ | Semester, Halbjahr |
| classroom Substantiv | /ˈklɑːsɹʊm/ | Klassenzimmer, Klassenraum |
| assignment Substantiv | /əˈsaɪn.mənt/ | Zuweisung, Übertragung |
| enroll Verb | /ɪnˈɹəʊl/ | anmelden, einschreiben |
| impeccable Adjektiv | /ɪmˈpɛkəbəl/ | makellos, einwandfrei |
| intergenerational Adjektiv | generationenübergreifend, generationsübergreifend | |
| pancreatitis Substantiv | Bauchspeicheldrüsenentzündung | |
| practicum Substantiv | /ˈpɹæk.tɪ.kəm/ | Praktikum |
| teamwork Substantiv | Gruppenarbeit, Teamarbeit | |
| unavoidable Adjektiv | /ˌʌnəˈvɔɪdəbəl/ | unausweichlich, unvermeidlich |
| redundant Adjektiv | /ɹɪˈdʌn.dənt/ | überflüssig |
| librarian Substantiv | /laɪˈbɹɛə̯ɹi.ən/ | Bibliothekar, Bibliothekarin |
| internship Substantiv | /ˈɪntɜːnʃɪp/ | Praktikum, Stage |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| carry out Verb | /ˈkæ.ɹi aʊt/ | raus tragen |
| check out Verb | überprüfen | |
| come across Verb | wirken, vorkommen | |
| dig up Verb | ausgraben | |
| sort out Verb | klären | |
| turn out Verb | sich herausstellen als/dass, sich erweisen als |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- What do you think of the programme?
- How do you feel about that?
- Do you have any suggestions for prospective students?
- How did you manage to overcome the difficulties?
- Have you checked out the online forum?
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | was enrolled · was divided · were conducted |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | have exhibited · has sparked · we've added |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 7 Kurzformen und abgeschwächte Formen, zum Beispiel I'd, we've, didn't. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
- Die Laute „sh“ und „zh“: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
- Lange Wörter – auf die Betonung achten: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: prospective /pɹəˈspɛktɪv/, comprise /kəmˈpɹaɪz/, collaborative /kəˈlæb.ə.ɹə.tɪv/, supportive /səˈpɔɹtɪv/, divide /dɪˈvaɪd/
- /æ/ — offener als „ä“: classmate /ˈklæs.meɪt/, practicum /ˈpɹæk.tɪ.kəm/, lastly /ˈlæstli/, transcript /ˈtɹæn.skɹɪpt/, collaborative /kəˈlæb.ə.ɹə.tɪv/
- /dʒ/ — stimmhaft, nicht „tsch“: module /ˈmɑd͡ʒul/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
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 prospective, classmate, semester.
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.