Pratique du Shadowing: Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test) - Apprendre l'anglais à l'oral avec la vidéo
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91 phrases
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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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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Taking part in archaeological excavations: Đề thi IELTS LISTENING ». Les mots qui reviennent le plus souvent : site, excavation, digging, leader, hut. Cette vidéo contient 91 phrases et 871 mots à répéter en shadowing. La partie parlée dure 8:12. Le locuteur parle lentement, environ 106 mots par minute, ce qui laisse le temps d’imiter chaque son. 87 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| excavate verbe | /ˈɛk.skə.veɪt/ | excaver |
| archaeology nom | /ˌɑɹ.kiˈɑ.lə.d͡ʒi/ | archéologie |
| archaeologist nom | /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/ | archéologue, archéologiste |
| artifact nom | /ˈɑɹtɪfækt/ | artefact, artéfact |
| carbohydrate nom | /kɑɹboʊˈhaɪdɹeɪt/ | glucide |
| irritate verbe | /ˈɪɹ.ɪˌteɪt/ | agacer |
| trowel nom | /ˈtɹaʊ.əl/ | truelle |
| weave verbe | /wiːv/ | tisser |
| interestingly adverbe | de façon intéressante | |
| retrieve verbe | /ɹɪˈtɹiːv/ | récupérer, retrouver |
| trench nom | /ˈtɹɛnt͡ʃ/ | tranchée, fossé |
| pottery nom | /ˈpɑtəɹi/ | poterie |
| lecturer nom | /ˈlɛkt͡ʃəɹə/ | conférencier, lecteur |
| attach verbe | /əˈtæt͡ʃ/ | attacher |
| exhaust verbe | /ɪɡˈzɔst/ | épuiser |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| get out verbe | sortir |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- 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?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| « Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai | used to find · used to say |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | have been involved · was often irritated · was really taken |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have been involved · I've always been · you've decided |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who had · people who live |
Prononciation à surveiller
Le locuteur utilise 13 contractions et formes réduites, comme I'm, weren't, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, trench /ˈtɹɛnt͡ʃ/, lecturer /ˈlɛkt͡ʃəɹə/, attach /əˈtæt͡ʃ/
- /r/ anglais — langue recourbée, sans frotter la gorge: archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, artifact /ˈɑɹtɪfækt/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/, irritate /ˈɪɹ.ɪˌteɪt/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme excavate, archaeology, archaeologist.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.