Prática de Shadowing: Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test) - Aprenda a falar inglês com vídeo
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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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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível B2 usa o vídeo “Taking part in archaeological excavations: Đề thi IELTS LISTENING”. As palavras que mais se repetem: site, excavation, digging, leader, hut. Este vídeo tem 91 frases e 871 palavras para praticar shadowing. A fala dura 8:12. O falante fala devagar, cerca de 106 palavras por minuto, o que dá tempo para imitar cada som. 87% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| excavation substantivo | /ˌɛkskəˈveɪʃn/ | escavação |
| excavate verbo | /ˈɛk.skə.veɪt/ | escavar |
| archaeology substantivo | /ˌɑɹ.kiˈɑ.lə.d͡ʒi/ | arqueologia |
| archaeologist substantivo | /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/ | arqueólogo, arqueóloga |
| artifact substantivo | /ˈɑɹtɪfækt/ | artefato, artefacto |
| carbohydrate substantivo | /kɑɹboʊˈhaɪdɹeɪt/ | carboidrato |
| irritate verbo | /ˈɪɹ.ɪˌteɪt/ | irritar |
| trowel substantivo | /ˈtɹaʊ.əl/ | colher de pedreiro, trolha |
| weave verbo | /wiːv/ | tecer |
| interestingly advérbio | interessantemente | |
| retrieve verbo | /ɹɪˈtɹiːv/ | recuperar |
| trench substantivo | /ˈtɹɛnt͡ʃ/ | fosso |
| pottery substantivo | /ˈpɑtəɹi/ | cerâmica |
| lecturer substantivo | /ˈlɛkt͡ʃəɹə/ | palestrante |
| attach verbo | /əˈtæt͡ʃ/ | anexar |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| draw up verbo | lavrar |
| get out verbo | sair |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- 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?
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| “Used to” used to + verbo — um hábito ou estado do passado que não é mais verdade | used to find · used to say |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | have been involved · was often irritated · was really taken |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | have been involved · I've always been · you've decided |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | people who had · people who live |
Pronúncia para ficar de olho
O falante usa 13 contrações e formas reduzidas, como I'm, weren't, you're. Diga-as na forma curta, do jeito que você ouve.
- Palavras longas — acerte a sílaba tônica: archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: excavate /ˈɛk.skə.veɪt/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, artifact /ˈɑɹtɪfækt/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/, irritate /ˈɪɹ.ɪˌteɪt/
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 excavation, excavate, archaeology.
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.