تدريب Shadowing: Cambridge 11 Listening test 1 | Hiring a public room | IELTS Listening Test - تعلم التحدث بالإنجليزية عبر الفيديو

You will hear a number of different recordings and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four sections.

At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.

Now turn to section one.

Section one.

You will hear a telephone conversation between an official at a village hall

and a woman who wants to hire a public room.

First, you have some time to look at questions 1 to 6.

You will see that there is an example that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello.

Oh, hello.

Hello, I wanted to enquire about hiring a room in the

village hall for the evening of September the 1st. Let me just see...

Err...

Yes, we have both rooms available that evening.

There's our main hall that's got seating for two hundred people, or there's the Charlton room.

The main hall seats 200, so 200 has been written in the space.

Now we shall begin.

You should answer the questions as you listen because you will not hear the recording a second time.

Listen carefully and answer questions 1 to 6.

Hello?

Oh, hello.

I wanted to enquire about hiring a room in the village

hall for the evening of September the 1st. Let me just see...

Yes, we have both rooms available that evening.

There's our main hall that's got seating for two hundred people.

Or there's the Charlton room.

Sorry?

The Charlton Room.

C-H-A-R-L-T-O-N.

That's got seating for up to one hundred.

Well, we're organising a dinner to raise money for a charity, and we're hoping for at least a hundred and fifty people.

So, I think we'll go for the main hall.

How much would that cost?

Let's see.. you wanted it for the evening of September the 1st?

Yes, that's a Saturday.

So, from 6pm to midnight, that'd be £115.

That's the weekend price.

It's £75 on weekdays.

That's all right.

And I have to tell you there's also a deposit of £250, which is returnable, of course,

as long as there's no damage.

But we do insist that this is paid in cash.

We don't take cards for that.

You can pay the actual rent of the room however you like, though.

Cash, credit card, cheque.

Oh, well, I suppose that's OK.

So, does the charge include use of tables and chairs and so on?

Oh, yes. And what about parking?

Yeah, that's all included.

The only thing that isn't included is.. you said you were organising a dinner?

Yeah.

Well, you'll have to pay extra for the kitchen if you want to use that.

It's £25.

It's got very good facilities, good quality cookers and fridges and so on.

OK.

Well, I suppose that's all right.

We can cover the cost in our entry charges.

Right.

So I'll make a note of that.

Now, there are just one or two things you need to think about before the event.

For example, you'll have to see about getting a licence if you're planning to have any music during the meal.

Oh, really?

It's quite straightforward.

I'll give you the details later on.

And about a week or ten days before your event, you'll need to contact the caretaker,

that's Mr Evans, to make the arrangements for entry.

He'll sort that out with you.

And do I give him the payment as well?

No, you do that directly with me.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

Now listen and answer questions seven to ten.

Right.

Now, is there anything I need to know about what happens during the event?

Well, as you'll be aware, of course, the building is no smoking throughout. Of course.

Now, are you having a band?

Yes.

Well, they'll have a lot of equipment, so rather than using the front door, they should park their van round the back and use the stage door there.

You can open that from inside, but don't forget to lock it at the end.

OK.

And talking of bands, I'm sure I don't need to tell you this, but you must make sure that no one fiddles about with the black box by the fire door.

That's a system that cuts in when the volume reaches a certain level.

It's a legal requirement.

Sure.

Anyway, we want people to be able to talk to one another, so we don't want anything too loud.

Oh, that reminds me.

We'll be having speeches.

Are there any microphones available?

Yep.

Just let the caretaker know.

He'll get those for you.

Right.

Now, when the event is over, we do ask that the premises are left in good condition.

So there's a locked cupboard and you'll be informed of the code you need to open that.

It's got all the cleaning equipment, brushes and detergent and so on.

Right.

100

So what do we need to do after everyone's gone?

101

Sweep the floors, I suppose?

102

Well, actually, they have to be washed, not just swept.

103

Then you'll be provided with black plastic bags, so all the rubbish must be collected up and left outside the door.

104

Of course, we'll make sure everything's left tidy.

105

Oh, and I forgot to ask, I presume we can have decorations in the room?

106

Yes, but you must take them down afterwards.

107

Sure.

108

And the chairs and tables should be stacked up neatly at the back of the room.

109

I'll make sure I've got a few people to help me.

110

That is the end of section one.

111

You now have half a minute to check your answers.

112

Now turn to section 2.

113

Section 2.

114

You will hear a guide talking to a group of visitors to a farm.

115

First, you have some time to look at questions 11 to 14.

116

Listen carefully and answer questions 11 to 14.

117

Welcome to the Fidi Working Heritage Farm.

118

This open-air museum gives you the experience of agriculture

119

and rural life in the English countryside at the end of the 19th century.

120

So you'll see a typical farm of that period, and like me, all the staff are dressed in clothes of that time.

121

I must give you some advice and safety tips before we go any further.

122

As it's a working farm, please don't frighten or injure the animals.

123

We have a lot here, and many of them are breeds that are now quite rare.

124

And do stay at a safe distance from the tools.

125

Some of them have sharp points which can be pretty dangerous, so please don't touch them.

126

We don't want any accidents, do we?

127

The ground is very uneven, and you might slip if you're wearing sandals, so I'm glad to see you're all wearing shoes.

128

We always advise people to do that.

129

Now children of all ages are very welcome here, and usually even very young children love the ducks and lambs,

130

so do bring them along next time you come.

131

I don't think any of you have brought dogs with you, but in case you have, I'm afraid they'll have to stay in the car park unless they're guide dogs.

132

I'm sure you'll understand that they could cause a lot of problems on a farm.

133

Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

134

Now listen and answer questions 15 to 20.

135

Now let me give you some idea of the layout of the farm.

136

The building where you bought your tickets is the new barn immediately to your right, and we're now at the beginning of the main path to the farmland

137

and of course the car park is on your left.

138

The scarecrow you can see in the car park in the

139

corner beside the main path is a traditional figure for keeping the birds away from crops

140

but our scarecrow is a permanent sculpture.

141

It's taller than a human being so you can see it from quite a distance.

142

If you look ahead of you, you'll see a maze.

143

It's opposite the new barn, beside the side path that branches off to the right, just over there.

144

The maze is made out of hedges which are too tall for young children to see over them, but it's quite small so you can't get lost in it.

145

Now, can you see the bridge crossing the fish pool further up the main path?

146

If you want to go to the café, go towards the bridge and turn right just before it.

147

Walk along the side path and the café's on the first bend you come to.

148

The building was originally the schoolhouse and it's well over a hundred years old.

149

As you may know, we run skills workshops here, where you can learn traditional crafts like woodwork and basket making.

150

You can see examples of the work and talk to someone about the courses in the black barn.

151

If you take the side path to the right, here, just by the new barn, you'll come to the black barn, just where the path first bends.

152

Now, I mustn't forget to tell you about picnicking, as I can see some of you have brought your lunch with you.

153

You can picnic in the field, though do clear up behind you of course.

154

Or if you'd prefer a covered picnic area, there's one near the farmyard, just after you cross the bridge.

155

There's a covered picnic spot on the right.

156

And the last thing to mention is Fiddy House itself.

157

From here you can cross the bridge, then walk along the footpath through the field to the left of the farmyard.

158

That goes to the house, and it'll give you a lovely view of it.

159

It's certainly worth a few photographs, but as it's a private home, I'm afraid you can't go inside.

160

Right.

161

Well, if you're all ready, we'll set off on our tour of the farm.

162

That is the end of section two.

163

You now have half a minute to check your answers.

164

Thank you.

165

Section 3.

166

You will hear two psychology students called Lisa and Greg discussing a project they have to do.

167

First, you have some time to look at questions 21 to 27.

168

Thank you.

169

OK, Greg.

170

So, I finally managed to read the article you mentioned, the one about the study on gender and physics.

171

Greg, about the study of college students done by Akira Miyake and his team.

172

Yeah.

173

I was interested that the researchers were actually a mix of psychologists and physicists.

174

That's an unusual combination.

175

Yeah.

176

I got a little confused at first about which students the study was based on.

177

They weren't actually majoring in physics.

178

They were majoring in what's known as the STEM disciplines.

179

That's science, technology, engineering and... And math.

180

Yes, but they were all doing physics courses as part of their studies.

181

That's correct.

182

So, as I understood it, Miyake and co started from the fact that women are underrepresented in introductory physics courses at college,

183

and also that, on average, the women who do enrol on these courses perform more poorly than the men.

184

No one really knows why this is the case.

185

Yeah, but what the researchers wanted to find out was basically what

186

they could do about the relatively low level of the women's results, but in order to find a solution, they needed to find out more about the nature of the problem.

187

Right.

188

Now, let's see if I can remember.

189

It was that in the physics class,

190

the female students thought the male students all assumed that women weren't any good at physics.

191

Was that it?

192

And they thought that the men expected them to get poor results in their tests.

193

That's what the women thought, and that made them nervous, so they did get poor results.

194

But actually, they were wrong.

195

No one was making any assumptions about the female students at all.

196

Anyway, what Miyake's team did was quite simple, getting the students to do some writing before they went into the physics class.

197

What did they call it?

198

Values affirmation.

199

They had to write an essay focusing on things that were significant to them, not particularly to do with the subject they were studying,

200

but more general things like music or people who mattered to them.

201

Right.

202

So the idea of doing the writing is that this gets the students thinking in a positive way.

203

And putting these thoughts into words can relax them and help them overcome the psychological factors that lead to poor performance, yeah.

204

But what the researchers in the study hadn't expected was

205

that this one activity raised the women's physics grades from the C to the B range.

206

A huge change.

207

Pity it wasn't to an A, but still.

208

No, but it does suggest that the women were seriously underperforming beforehand in comparison with the men.

209

Yes.

210

Mind you, Miyake's article left out a lot of details, like did the students do the writing just once or several times,

211

and had they been told why they were doing the writing, that might have affected the results.

212

You mean, if they know the researchers thought it might help them to improve, then they'd just try to fulfil that expectation?

213

Exactly.

214

Before you hear the rest of the discussion, you have some time to look at questions 28 to 30.

215

Now listen and answer questions 28 to 30.

216

So anyway, I thought for our project we could do a similar study, but investigate whether it really was the writing activity that had that result.

217

OK.

218

So we could ask them to do a writing task about something completely different,

219

something more factual, like a general knowledge topic.

220

Maybe, or we could have half the students doing a writing task and half doing something else, like an oral task.

221

Or even half do the same writing task as in the original research and half do a factual writing task.

222

Then we'd see if it really is the topic that made the difference or something else.

223

That's it.

224

Good.

225

So, at our meeting with the supervisor on Monday, we can tell him we've decided on our project.

226

We should have our aims ready by then.

227

I suppose we need to read the original study.

228

The article's just a summary.

229

And there was another article I read by Smolinski.

230

It was about her research on how women and men perform in mixed teams in class, compared with single-sex teams and on their own.

231

Let me guess, the women were better at teamwork.

232

That's what I expected.

233

But actually, the men and the women got the same results whether they were working in teams or on their own.

234

But I guess it's not that relevant to us.

235

What worries me anyway is how we're going to get everything done in the time.

236

We'll be OK now we know what we're doing.

237

Though I'm not clear how we assess whether the students in our experiment actually make any progress or not.

238

No, we may need some advice on that.

239

The main thing's to make sure we have the right size sample, not too big or too small.

240

That shouldn't be difficult.

241

Right, what do we need to do next?

242

We could have a look at the timetable for the science classes, or perhaps we should just make an appointment to see one of the science professors.

243

That'd be better.

244

Great.

245

And we could even get to observe one of the classes.

246

What for?

247

Well, OK, maybe let's just go with your idea.

248

Right, well, I think that's everything for now.

249

That is the end of Section 3.

250

You now have half a minute to check your answers.

251

Now turn to section 4.

252

Section 4.

253

You will hear part of a student presentation about the variety of different species that live in the world's oceans.

254

They've been surveying.

255

First, you have some time to look at questions 31 to 40.

256

Thank you.

257

Now listen carefully and answer questions 31 to 40.

258

I've been looking at ocean biodiversity, that's the diversity of species that live in the world's oceans.

259

About 20 years ago, biologists developed the idea of what they called biodiversity hotspots.

260

These are the areas which have the greatest mixture of species.

261

So, one example is Madagascar.

262

These hotspots are significant because they allow us to locate key areas for focusing efforts at conservation.

263

Biologists can identify hotspots on land fairly easily,

264

but until recently, very little was known about species distribution and diversity in the oceans,

265

and no one even knew if hotspots existed there.

266

Then a Canadian biologist called Boris Worm did some research in 2005 on data on ocean species

267

that he got from the fishing industry.

268

Worm located five hotspots for large ocean predators, like sharks, and looked at what they had in common.

269

The main thing he'd expected to find was that they had very high concentrations of food,

270

but to his surprise that was only true for four of the hotspots.

271

The remaining hotspot was quite badly off in that regard,

272

but what he did find was that in all cases the water at the surface of the ocean had relatively high temperatures,

273

even when it was cool at greater depths.

274

So this seemed to be a factor in supporting a diverse range of these large predators.

275

However, this wasn't enough on its own, because he also found that the water needed to have enough oxygen in it.

276

So these two factors seemed necessary to support the high metabolic rate of these large fish.

277

A couple of years later, in 2007, a researcher called Lisa Balance, who was working in California,

278

also started looking for ocean hotspots, but not for fish.

279

What she was interested in was marine mammals, things like seals, and she found three places in the oceans which were hotspots,

280

and what these had in common was that these hotspots were all located at boundaries between ocean currents.

281

And this seems to be the sort of place that has lots of the plankton that some of these species feed on.

282

So now people who want to protect the species that are endangered need to get as much information as possible.

283

For example, there's an international project called the Census of Marine Life, oceans all over the world, including the Arctic.

284

One thing they found there which stunned other researchers was that there were large numbers of species which live below the ice,

285

sometimes under a layer up to 20 metres thick.

286

Some of these species had never been seen before.

287

They've even found species of octopus living in these conditions.

288

And other scientists working on the same project

289

but researching very different habitats on the ocean floor have found large numbers of species congregating around volcanoes,

290

attracted to them by the warmth and nutrients there.

291

However, biologists still don't know how serious the threat to their survival is for each individual species.

292

So, a body called the Global Marine Species Assessment is now creating a list of endangered species on land,

293

so they consider things like the size of the population, how many members of one species there are in a particular place,

294

and then they look at their distribution in geographical terms, although this is quite difficult when you're looking at fish because they're so mobile,

295

and then thirdly they calculate the rate at which the decline of the species is happening.

296

So far only 1,500 species have been assessed, but they want to increase this figure to 20,000.

297

For each one they assess, they use the data they collect on that species to produce a map showing its distribution.

298

Ultimately, they will be able to use these to figure out not only where most species are located, but also where they are most threatened.

299

So finally, what can be done to retain the diversity of species in the world's oceans?

300

Firstly, we need to set up more reserves in our oceans, places where marine species are protected.

301

We have some, but not enough.

302

In addition, to preserve species such as leatherback turtles, which live out in the high seas but have their nesting sites on the American coast,

303

we need to create corridors for migration so they can get from one area to another safely.

304

As well as this, action needs to be taken to lower the levels of fishing quotas to prevent overfishing of endangered species.

305

And finally, there's the problem of bycatch.

306

This refers to the catching of unwanted fish by fishing boats.

307

They're returned to the sea, but they're often dead or dying.

308

If these commercial fishing boats used equipment which was more selective so that only the fish wanted for consumption were caught,

309

this problem could be overcome.

310

OK, so does anyone have any questions about...

311

That is the end of section 4.

312

You now have half a minute to check your answers.

ما هي تقنية التظليل الصوتي؟

التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.

تدريب Shadowing: Cambridge 11 Listening test 1 | Hiring a public room | IELTS Listening Test - تعلم التحدث بالإنجليزية عبر الفيديو

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