Shadowing Practice: Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test) - Learn English Speaking with 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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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Taking part in archaeological excavations: Đề thi IELTS LISTENING”. Deze woorden komen het vaakst terug: site, excavation, digging, leader, hut. Deze video bevat 91 zinnen en 871 woorden om na te spreken. Het gesproken deel duurt 8:12. De spreker praat langzaam, ongeveer 106 woorden per minuut, zodat je tijd hebt om elke klank na te doen. 87% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| excavation zelfstandig naamwoord | /ˌɛkskəˈveɪʃn/ | afgraving |
| excavate werkwoord | /ˈɛk.skə.veɪt/ | uithollen |
| archaeology zelfstandig naamwoord | /ˌɑɹ.kiˈɑ.lə.d͡ʒi/ | archeologie, oudheidkunde |
| archaeologist zelfstandig naamwoord | /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/ | archeoloog, archeologe |
| artifact zelfstandig naamwoord | /ˈɑɹtɪfækt/ | artefact |
| carbohydrate zelfstandig naamwoord | /kɑɹboʊˈhaɪdɹeɪt/ | koolhydraat |
| irritate werkwoord | /ˈɪɹ.ɪˌteɪt/ | irriteren |
| trowel zelfstandig naamwoord | /ˈtɹaʊ.əl/ | troffel, truweel |
| weave werkwoord | /wiːv/ | weven |
| retrieve werkwoord | /ɹɪˈtɹiːv/ | terugbrengen, terugkrijgen |
| trench zelfstandig naamwoord | /ˈtɹɛnt͡ʃ/ | geul, sloot |
| pottery zelfstandig naamwoord | /ˈpɑtəɹi/ | aardewerk, vaatwerk |
| lecturer zelfstandig naamwoord | /ˈlɛkt͡ʃəɹə/ | lector |
| attach werkwoord | /əˈtæt͡ʃ/ | vastmaken |
| exhaust werkwoord | /ɪɡˈzɔst/ | uitputten, verminderen |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- 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?
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| “Used to” used to + werkwoord — een vroegere gewoonte of toestand die niet meer klopt | used to find · used to say |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | have been involved · was often irritated · was really taken |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | have been involved · I've always been · you've decided |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | people who had · people who live |
Uitspraak om op te letten
De spreker gebruikt 13 samentrekkingen en verkorte vormen, zoals I'm, weren't, you're. Spreek ze kort uit, zoals je ze hoort.
- Lange woorden — let op de klemtoon: archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: weave /wiːv/, retrieve /ɹɪˈtɹiːv/
- /æ/ — opener dan de Nederlandse “e”: artifact /ˈɑɹtɪfækt/, attach /əˈtæt͡ʃ/
- /w/ — met ronde lippen: weave /wiːv/, wheat /ˈwiːt/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als excavation, excavate, archaeology.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.