Shadowing Practice: Cambridge Ielts 16 Reading test 3 Passage 1 - Learn English Speaking with Video

Ders oluşturuluyor...
1
Cambridge IELTS 16, Reading Test 3.
2
Passage 1.
3
Roman Shipbuilding and Navigation.
4
Shipbuilding today is based on science and ships are built using computers and sophisticated tools.
5
Shipbuilding in ancient Rome, however, was more of an art relying on estimation, inherited techniques and personal experience.
6
The Romans were not traditionally sailors, but mostly land-based people, who learned to build ships from the people that they conquered,
7
namely the Greeks and the Egyptians.
8
There are a few surviving written documents that give descriptions and representations of ancient Roman ships, including the sails and rigging.
9
Excavated vessels also provide some clues about ancient shipbuilding techniques.
10
Studies of these have taught us that ancient Roman shipbuilders built the outer hull first, then proceeded with the frame and the rest of the ship.
11
Planks used to build the outer hull were initially sewn together.
12
Starting from the 6th century BCE, they were fixed using a method called mortise and tenon,
13
whereby one plank locked into another without the need for stitching.
14
Then in the first centuries of the current era, Mediterranean shipbuilders shifted to another shipbuilding method, still in use today, which consisted of building the frame first
15
and then proceeding with the hull and the other components of the ship.
16
This method was more systematic and dramatically shortened ship construction times.
17
The ancient Romans built large merchant ships and warships whose size and technology were unequaled until the 16th century CE.
18
Warships were built to be lightweight and very speedy.
19
They had to be able to sail near the coast, which is why they had no ballast or excess load and were built with a long, narrow hull.
20
They did not sink when damaged and often would lie crippled on the sea's surface following naval battles.
21
They had a bronze battering ram, which was used to pierce the timber hulls or break the oars of enemy vessels.
22
Warships used both wind, sails, and human power and were therefore very fast.
23
Eventually, Rome's navy became the largest and most powerful in the Mediterranean, and the Romans had control over what they therefore called mer nostrum meaning a sea.
24
There were many kinds of warship.
25
The Trireme was the dominant warship from the 7th to 4th century BCE.
26
It had roars in the top, middle and lower levels, and approximately 50 roars in each bank.
27
The roars at the bottom had the most uncomfortable position as they were under the other rowers
28
and were exposed to the water entering through the oar holes.
29
It is worth noting that contrary to popular perception, rowers were not slaves but mostly Roman citizens enrolled in the military.
30
The trireme was superseded by larger ships with even more rowers.
31
Merchant ships were built to transport lots of cargo over long distances and at a reasonable cost.
32
They had a wider hull, double planking and a solid interior for added stability.
33
Unlike warships, their V-shaped hull was deep underwater, meaning that they could not sail too close to the coast.
34
They usually had two huge side rudders located off the stern
35
and controlled by a small tiller bar connected to a system of cables.
36
They had from one to three masts with large square sails and a small triangular sail at the bow.
37
Just like warships, merchant ships used oarsmen, but coordinating the hundreds of rowers in both types of ship was not an easy task.
38
In order to assist them, music would be played on an instrument, and oars would then keep time with this.
39
The cargo on merchant ships included raw materials, for example iron bars, copper, marble and granite, and agricultural products,
40
for example grain from Egypt's Nile Valley.
41
During the Empire, Rome was a huge city by ancient standards of about 1 million inhabitants.
42
Goods from all over the world would come to the city
43
through the port of Popeswoli situated west of the Bay of Naples in Italy
44
and through the gigantic port of Ostia situated at the mouth of the Tiber River.
45
Large merchant ships would approach the destination port and, just like today, be intercepted by a number of towboats that would drag them to the quay.
46
The time of travel along the many sailing routes could vary widely.
47
Navigation in ancient Rome did not rely on sophisticated instruments such as compasses but on experience,
48
local knowledge and observation of natural phenomena.
49
In conditions of good visibility, seaman in the Mediterranean often had the mainland or islands in sight, which greatly facilitated navigation.
50
They sailed by noting their position relative to a succession of recognizable landmarks.
51
When weather conditions were not good or where land was no longer visible, Roman mariners estimated directions from the pole star or,
52
with less accuracy, from the sun at noon.
53
They also estimated directions relative to the wind and swell.
54
Overall, shipping in ancient Roman times resembled shipping today with large vessels regularly crossing the seas and bringing supplies from their empire.
📺 Aynı Kanal
Cambridge IELTS 17 Test 4 Reading passage 1C1
3

Cambridge IELTS 17 Test 4 Reading passage 1

IELTS PrepUniversity Students
Cambridge Ielts 16 Reading test 2 Passage 2C1
1

Cambridge Ielts 16 Reading test 2 Passage 2

IELTS PrepTOEFL PrepCambridge Exam Prep
Cambridge Ielts 16 Reading test 1 Passage 2B2
4

Cambridge Ielts 16 Reading test 1 Passage 2

Cambridge Exam PrepUniversity Students
Cambridge Ielts 16 Reading test 1 Passage 3C1
2

Cambridge Ielts 16 Reading test 1 Passage 3

IELTS PrepTOEFL PrepBusiness English
Cambridge 16 IELTS Reading Test 4 Passage 1B2
2

Cambridge 16 IELTS Reading Test 4 Passage 1

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge Ielts 16 Reading test 2 Passage 1C1
1

Cambridge Ielts 16 Reading test 2 Passage 1

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge Ielts 16 Reading test 3 Passage 3C1
1

Cambridge Ielts 16 Reading test 3 Passage 3

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge IELTS 15 Test 4 Reading Passage 2C2
8

Cambridge IELTS 15 Test 4 Reading Passage 2

IELTS PrepUniversity Students
Cambridge 16 IELTS Reading Test 4 Passage 3C1

Cambridge 16 IELTS Reading Test 4 Passage 3

IELTS PrepTOEFL PrepUniversity Students
Cambridge Ielts 16 Reading test 2 Passage 3C1

Cambridge Ielts 16 Reading test 2 Passage 3

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge 16 IELTS Reading Test 4 Passage 2C1

Cambridge 16 IELTS Reading Test 4 Passage 2

IELTS PrepTOEFL PrepCambridge Exam Prep
Cambridge Ielts 16 Reading test 3 Passage 2C1

Cambridge Ielts 16 Reading test 3 Passage 2

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge Ielts 16 Reading test 1 Passage 1C1

Cambridge Ielts 16 Reading test 1 Passage 1

IELTS PrepCambridge Exam PrepUniversity Students
✨ Video Öner
RE1 UNIT 11AB1
11
32 cümleler

RE1 UNIT 11A

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 10 Test 3 Section 2 ListeningB2
1
62 cümleler

Cambridge 10 Test 3 Section 2 Listening

Cambridge Exam PrepUniversity StudentsWorking Adults
Reading Explorer Foundation, Unit-4 An Ancient ShipwreckB1
3
21 cümleler

Reading Explorer Foundation, Unit-4 An Ancient Shipwreck

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 18, Test 2 Part 4B2
2
46 cümleler

Cambridge 18, Test 2 Part 4

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge IELTS 20 PART 4 TEST 1– #listeningielts20part4 #ielts20 #voduyquynhB2
14
79 cümleler

Cambridge IELTS 20 PART 4 TEST 1– #listeningielts20part4 #ielts20 #voduyquynh

IELTS PrepCambridge Exam PrepUniversity Students
CAMBRIDGE IELTS 17 LISTENING TEST 2 PART 3B2
7
86 cümleler

CAMBRIDGE IELTS 17 LISTENING TEST 2 PART 3

Cambridge Exam PrepUniversity Students
Cambridge CAE 2 Listening Test 2B2
1
393 cümleler

Cambridge CAE 2 Listening Test 2

Cambridge Exam PrepUniversity Students
Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test)B2
2
91 cümleler

Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test)

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge 15 Test 3 Section 4 ListeningC1
5
55 cümleler

Cambridge 15 Test 3 Section 4 Listening

IELTS PrepCambridge Exam PrepUniversity Students
IELTS Cambridge 10 test 1 section 3B2
5
87 cümleler

IELTS Cambridge 10 test 1 section 3

IELTS PrepCambridge Exam PrepUniversity Students

Bu dersin kelimeleri ve konuşma notları

Bu B2 seviyesindeki konuşma dersi “Cambridge Ielts 16 Reading test 3 Passage 1” videosuna dayanıyor. En çok tekrarlanan kelimeler: ship, Roman, ancient, warship, hull. Bu videoda gölgeleme çalışması için 54 cümle ve 822 kelime var. Konuşma bölümü 5:44 sürüyor. Konuşmacı dakikada yaklaşık 144 kelimelik dengeli bir hızla konuşuyor; gölgeleme için rahat bir tempo. Kelimelerin yalnızca %73’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığı zorlayıcı.

Bu videodaki önemli kelimeler

Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:

KelimeTelaffuzAnlam
sail isim/seɪl/yelken
warship isim/ˈwɔɹˌʃɪp/savaş gemisi
merchant isim/ˈmɝt͡ʃənt/tüccar, tacir
rower isim/ˈɹəʊ.ə(ɹ)/kürekçi
plank isim/ˈplæŋk/kalas
roar fiil/ˈɹoɹ/kükremek
navigation isim/nævɪˈɡeɪʃən/yolbul, navigasyon
oar isim/oɹ/kürek
sophisticated sıfatkozmopolit
proceed fiil/pɹəˈsid/ilerlemek
cargo isim/ˈkɑɹɡoʊ/yük
ballast isim/ˈbæl.əst/balast, safra
inhabitant isim/ɪnˈhæb.ɪ.tənt/oturan, sakin
recognizable sıfatayırt edilebilir, fark edilebilir
rudder isim/ˈɹʌdɚ/dümen

Bu videodaki dil bilgisi

Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:

YapıVideoda
Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemliis based · were fixed · were unequaled
İlgi cümlecikleri who / which + cümle — bir kişi ya da şey hakkında ek bilgicoast, which is · ram, which was

Dikkat edilecek telaffuzlar

  • “sh” ve “zh” sesleri: warship /ˈwɔɹˌʃɪp/, navigation /nævɪˈɡeɪʃən/, estimation /ˌɛs.təˈmeɪ.ʃən/, shorten /ˈʃɔɹtn̩/, succession /səkˈsɛʃ.ən/
  • Uzun kelimeler — vurguyu doğru yere koyun: navigation /nævɪˈɡeɪʃən/, estimation /ˌɛs.təˈmeɪ.ʃən/, inhabitant /ɪnˈhæb.ɪ.tənt/, triangular /tɹaɪˈæŋ.ɡjə.lɚ/, visibility /ˌvɪz.əˈbɪl.ɪ.ti/

Türkçe konuşanların zorlandığı sesler:

  • /w/ — dudaklar yuvarlak, /v/ değil: warship /ˈwɔɹˌʃɪp/, swell /swɛl/, whereby /wɛə(ɹ)ˈbaɪ/, lightweight /ˈlaɪt.weɪt/, underwater /ʌndɚˈwɔtəɹ/
  • Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: plank /ˈplæŋk/, proceed /pɹəˈsid/, triangular /tɹaɪˈæŋ.ɡjə.lɚ/, swell /swɛl/, stitch /stɪt͡ʃ/
  • /æ/ — “e”den daha açık: plank /ˈplæŋk/, navigation /nævɪˈɡeɪʃən/, ballast /ˈbæl.əst/, inhabitant /ɪnˈhæb.ɪ.tənt/, mariner /ˈmæɹɪnɚ/

Bu videoyla nasıl çalışılır

  1. Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
  2. Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
  3. Kendinizi kaydedin ve orijinaliyle karşılaştırın; sail, warship, merchant gibi kelimelere özellikle dikkat edin.

Gölgeleme Tekniği Nedir?

Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.

Shadowing tekniği: adım adım eksiksiz rehberi okuyun →