Shadowing-Übung: Which TWO points did students most frequently make about their musical background before PART 3 - Englisch Sprechen Lernen mit Video
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Part 3.
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You will hear two music students discussing the results of a survey they have done.
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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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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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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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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
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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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Warum mit diesem Video Sprechen üben?
Das Video zeigt ein realistisches Gespräch zwischen zwei Musikstudenten, das ideal fürs Englisch Shadowing ist. Die natürliche Sprache, die Diskussion über konkrete Erfahrungen und die klare Struktur machen es einfach, die Redeweise nachzuahmen. Shadow Speech hilft nicht nur, die Aussprache zu verbessern, sondern auch, die intonation und den Rhythmus von alltäglichem Englisch zu internalisieren. Mit solchen Szenen lernst du, komplexe Gedanken auf Englisch auszudrücken – perfekt fürs Üben von Gesprächen in akademischen oder beruflichen Kontexten.
Grammatik & Ausdrücke im Kontext
Im Dialog tauchen nützliche Strukturen auf, die du in deinen Gesprächen verwenden kannst:
- "although most people have actually composed music during the course that wasn't the case when they arrived": Die Verwendung von "although" und "that wasn't the case" hilft, konträre Informationen zu verbinden. Perfekt fürs Ausdrücken von Unterschieden.
- "what most of them agree on is that there's nothing more rewarding than mastering something": "What most of them agree on is that" ist eine klare Weise, um gemeinsame Meinungen zu beschreiben. "Nothing more rewarding than" drückt starke Positive Empfindungen aus.
- "they do find it hugely challenging to start with, but they appreciate the challenge": "Do find" betont die Aussage, was die Rede lebendiger macht. "To start with" und "but" helfen, eine Entwicklung zu zeigen.
Häufige Aussprachefallen
Einige Wörter im Video können schwierig sein: "chamber orchestra" (Kammorchester) – beachte die "ch"-Lautung wie in "chair" und die Betonung auf "or". "proficiency" (Fähigkeit) hat eine lange "i"-Lautung und endet auf "si". "stimulating" (anregend) – die "u" wird wie "y" gesprochen, und die Betonung liegt auf "stu". Mit Shadowing übst du diese Laute, bis sie flüssig werden. Ein guter shadowing site oder YouTube-Videos wie dieses sind unverzichtbar, um die Aussprache zu verfeinern.
Englisch lernen mit YouTube und Shadowing macht Spaß und ist effektiv – probiere es aus, und du wirst schnell Fortschritte sehen!
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | have done · have actually composed · it's always been |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | was involved · was said |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | students who you · pieces which are |
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.