Prática de Shadowing: Cambridge IELTS 10. Test 2. Listening Section 3 - Aprenda a falar inglês com vídeo
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Section 3.
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You will hear two anthropology students called Victor and Olivia discussing their joint presentation about a Norwegian explorer called Tor Heyerdahl.
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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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Right, well, for our presentation, shall I start with the early life of Tor Heyerdahl?
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Sure.
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Why don't you begin with describing the type of boy he was, especially his passion for collecting things?
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That's right.
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He had his own little museum.
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And I think it's unusual for children to develop their own values and not join in their parents' hobbies.
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I'm thinking of how Hayerdahl wouldn't go hunting with his dad, for example.
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Yeah, he preferred to learn about nature by listening to his mother read to him.
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And quite early on, he knew he wanted to become an explorer when he grew up.
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That came from his camping trips he went on in Norway, I think.
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No, it was climbing that he spent his time on as a young man.
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Oh, right.
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After university, he married a classmate,
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and together they decided to experience living on a small island to find out how harsh weather conditions shaped people's lifestyles.
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As part of their preparation, before they left home, they learnt basic survival skills, like building a shelter.
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I guess they needed that knowledge in order to live wild in a remote location with few inhabitants, cut off by the sea, which is what they were aiming to do.
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An important part of your talk should be the radical theory Hayard Al formed from examining mysterious ancient carvings
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that he happened to find on the island.
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I think you should finish with that.
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Okay.
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Before you hear the rest of the discussion, you have some time to look at questions 25-30.
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Thank you.
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All right, Victor, so after your part, I'll talk about Tor Haidahl's adult life, continuing from the theory he had about Polynesian migration.
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Up until that time, of course, academics had believed that humans first migrated to the islands in Polynesia from Asia in the West.
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Yes, they thought that travel from the east was impossible
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because of the huge empty stretch of ocean that lies between the islands and the nearest inhabited land.
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Yes, but Hayardal spent ages studying the cloud movements, ocean currents and wind patterns to find if it was actually possible.
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And another argument was that there was no tradition of large shipbuilding in the communities lying to the east of Polynesia.
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But Hayardal knew they made lots of coastal voyages in locally built canoes.
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Yes, or sailing on rafts, as was shown by the long voyage that Hayerdal did next.
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It was an incredibly risky journey to undertake.
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Sometimes I wonder if he did that trip for private reasons, you know, to show others that he could have spectacular adventures.
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What do you think, Olivia?
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Well, I think it was more a matter of simply trying out his idea, to see if migration from the East was possible.
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Yes, that's probably it.
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And the poor guy suffered a bit at that time because the war forced him to stop his work for some years.
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Yes.
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When he got started again and planned his epic voyage, do you think it was important to him that he achieve it before anyone else did?
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Um, I haven't read anywhere that that was his motivation.
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The most important factor seems to have been that he used only ancient techniques and local materials to build his raft.
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Yes.
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I wonder how fast it went.
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Well, it took them 97 days from South America to the Pacific Islands.
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Mmm.
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And after that, Haidtel went to Easter Island, didn't he?
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We should mention the purpose of that trip.
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I think he sailed there in a boat made out of reeds.
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No, that was later on in Egypt, Olivia.
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Oh yes, that's right.
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But what he wanted to do was talk to the local people about their old stone carvings, and then make one himself to learn more about the process.
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I see.
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Well, what a great life.
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Even though many of his theories have been disproven, he certainly left a lasting impression on many disciplines, didn't he?
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To my mind, he was the first person to establish what modern academics call practical archaeology.
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I mean, that they try to recreate something from the past today, like he did with his raft trip.
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It's unfortunate that his ideas about where Polynesians originated from have been completely discredited.
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Yes.
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Right, well, I'll prepare a PowerPoint slide at the end that acknowledges our sources.
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I mainly used The Life and Work of Thor Heyerdahl by William Oliver.
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I thought the research methods he used were very sound, although I must say I found the overall tone somewhat old-fashioned.
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I think they need to do a new, revised edition.
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Yeah, I agree.
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What about the subject matter?
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I found it really challenging.
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Well, it's a complex issue.
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I thought the book had lots of good points.
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What did you think of the illustration?
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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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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível B2 usa o vídeo “Cambridge IELTS 10. Test 2. Listening Section 3”. As palavras que mais se repetem: island, trip, Heyerdahl, raft, Tor. Este vídeo tem 74 frases e 869 palavras para praticar shadowing. A fala dura 7:24. O falante mantém um ritmo estável de cerca de 117 palavras por minuto, confortável para o shadowing. 82% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| raft substantivo | /ɹæft/ | balsa, jangada |
| voyage substantivo | /ˈvɔɪ.ɪd͡ʒ/ | viagem |
| explorer substantivo | /ɛkˈsplɔːɹə(ɹ)/ | explorador, exploradora |
| sail substantivo | /seɪl/ | vela |
| migration substantivo | /maɪˈɡɹeɪʃ(ə)n/ | migração |
| classmate substantivo | /ˈklæs.meɪt/ | colega de classe |
| discredit verbo | /dɪsˈkɹɛd.ɪt/ | desacreditar |
| disprove verbo | /dɪsˈpɹuv/ | desmentir, refutar |
| inhabitant substantivo | /ɪnˈhæb.ɪ.tənt/ | habitante |
| originate verbo | /əˈɹɪd͡ʒɪneɪt/ | originar |
| revise verbo | /ɹɪˈvaɪz/ | revisar |
| canoe substantivo | /kəˈnuː/ | canoa |
| inhabited adjetivo | /ɪnˈhæbɪtɪd/ | habitado |
| archaeology substantivo | /ˌɑɹ.kiˈɑ.lə.d͡ʒi/ | arqueologia |
| anthropology substantivo | /ˌænθɹəˈpɑləd͡ʒi/ | antropologia |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| cut off verbo | /ˌkʌt ˈɔf/ [ˌkɐɾ ˈɔf] | recortar |
| find out verbo | descobrir | |
| grow up verbo | crescer | |
| try out verbo | provar, experimentar |
Pronúncia para ficar de olho
O falante usa 8 contrações e formas reduzidas, como didn't, I'll, don't. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: migration /maɪˈɡɹeɪʃ(ə)n/, illustration /ˌɪləsˈtɹeɪ̯ʃən/, harsh /ˈhɑɹʃ/
- Palavras longas — acerte a sílaba tônica: inhabitant /ɪnˈhæb.ɪ.tənt/, originate /əˈɹɪd͡ʒɪneɪt/, inhabited /ɪnˈhæbɪtɪd/, archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: raft /ɹæft/, classmate /ˈklæs.meɪt/, discredit /dɪsˈkɹɛd.ɪt/, inhabitant /ɪnˈhæb.ɪ.tənt/, migrate /maɪˈɡɹeɪt/
- /l/ final — a língua toca o céu da boca, não vira “u”: sail /seɪl/, coastal /ˈkoʊstəl/
- /h/ — um sopro suave, diferente do “r”: inhabitant /ɪnˈhæb.ɪ.tənt/, inhabited /ɪnˈhæbɪtɪd/, hobby /ˈhɑ.bi/, harsh /ˈhɑɹʃ/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como raft, voyage, explorer.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.