تدريب Shadowing: Cambridge IELTS 16 | Listening Test 2 | With Answers | HD - تعلم التحدث بالإنجليزية عبر الفيديو
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268 جمل
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1
You will hear a number of different recordings and you will have to answer questions on what you hear.
2
There will be time for you to read the instructions and questions and you will have a chance to check your work.
3
All the recordings will be played once only.
4
The test is in four parts.
5
At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.
6
Now turn to part 1.
7
Part 1 You will hear a woman phoning a company that converts old photographs to digital format.
8
First, you have some time to look at questions 1 to 3.
9
Now listen carefully and answer questions one to three.
10
Hello, picture rep.
11
Can I help you?
12
Oh, hi.
13
I saw your advertisement about copying pictures to disk, and I'd like a bit more information about what you do.
14
Sure.
15
What would you like to know?
16
Well, I've got a box full of old family photos that's been up in the attic for years.
17
Some of them must be 50 or 60 years old, and I'd like to get them converted to digital format.
18
Sure, we can do that for you.
19
Right.
20
And what about size?
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The photos are all sorts of sizes.
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Are there any restrictions?
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Well, the maximum size of photo we can do with our normal service is 30 centimetres, and each picture must be at least 4 centimetres.
24
That's the minimum we can cope with.
25
Well, that should be fine.
26
And some of them are in a frame.
27
Should I take them out before I send them?
28
Yes, please.
29
We can't copy them otherwise.
30
And also the photos must all be separate.
31
They mustn't be stuck into an album.
32
OK, that's not a problem.
33
So, can you give me an idea of how much this will cost?
34
I've got about 360 photos, I think.
35
We charge £195 for 300 to 400 photos for the basic service.
36
OK.
37
And does that include the disc?
38
Yes, one disc, but you can get extra ones for £5 each.
39
That's good.
40
So, do I need to pay when I send you the photos?
41
No, we won't need anything until we've actually copied the pictures.
42
Then we'll let you know how much it is, and once we've received the payments, we'll send the parcel off to you.
43
Right.
44
Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.
45
Now listen and answer questions 4 to 10.
46
is there anything else you'd like to ask about our services
47
yes I've roughly sorted out the photos into groups according to what they're about
48
so can you keep them in those groups
49
when you copy them sure we'll save each group in a different folder on the disc
50
and if you like you can suggest a name for each folder so I could have one called grandparents for instance Exactly.
51
And do you do anything besides scan the photos?
52
Like, can you make any improvements?
53
Yes, in the standard service, each photo is checked and we can sometimes touch up the colour a bit or improve the contrast.
54
That can make a big difference.
55
OK, and some of the photos are actually quite fragile.
56
They won't get damaged in the process, will they?
57
No, if any look particularly fragile, we'd do them by hand.
58
We do realise how precious these old photos can be.
59
Sure.
60
And another thing is we can make changes to a photo if you want.
61
So if you want to remove an object from a photo or maybe alter the background.
62
We can do that.
63
Really?
64
I might be interested in that.
65
I'll have a look through the photos and see.
66
Oh, and talking of fixing photos, I've got a few that aren't properly in focus.
67
Can you do anything to make that better?
68
No, I'm afraid that's one thing we can't do.
69
OK.
70
Any other information I can give you?
71
Er, oh, how long will it all take?
72
We aim to get the copying done in ten days.
73
Fine.
74
Right, well, I'll get the photos packed up in a box and post them off to you.
75
Right.
76
If you've got a strong cardboard box, that's best.
77
We've found that plastic ones sometimes break in the post.
78
OK.
79
Right, thanks for your help.
80
Bye.
81
Bye.
82
That is the end of part one.
83
You now have half a minute to check your answers to part one.
84
Part 2.
85
You will hear a head teacher talking to parents of pupils about changes at the school.
86
First you have some time to look at questions 11 to 15.
87
Now listen carefully and answer questions 11 to 15.
88
good morning
89
and thank you for coming here today i'd like to bring you up to date with changes in the school
90
that will affect your children as you know the school buildings
91
date from various times some from the 1970s some from the last five years
92
and of course dartfield house is over a century old.
93
It was commissioned by a businessman, Neville Richards, and intended as his family home, but he died before it was completed.
94
His heir chose to sell it to the local council, who turned it into offices.
95
A later plan to convert it into a tourist information centre didn't come about through lack of money,
96
and instead it formed the nucleus of this school when it opened 40 years ago.
97
The school has grown as the local population has increased
98
and I can now give you some news about the lower school site
99
which is separated from the main site by a road.
100
Planning permission has been granted for development of both sites.
101
The lower school will move to new buildings that will be constructed on the main site.
102
Developers will construct houses on the existing lower school site work
103
on the new school buildings should start within the next few months a more imminent change concerns the catering facilities
104
and the canteen the canteen is always very busy throughout the lunch period in fact it's often full to capacity
105
because a lot of our pupils like the food that's on offer there, but there's only one serving point,
106
so most pupils have to wait a considerable time to be served.
107
This is obviously unsatisfactory, as they may have hardly finished their lunch before afternoon lessons start.
108
So, we've had a new food hall built, and this will come into use next week.
109
It'll have several serving areas, and I'll give you more details about those in a minute
110
but one thing we ask you to do to help in
111
the smooth running of the food hall is to discuss with your children each morning
112
which type of food they want to eat that day so they can go straight to the relevant serving point.
113
There won't be any junk food.
114
Everything on offer will be healthy
115
and there's no change to the current system of paying for lunches by topping up your child's electronic payment card online.
116
You may be wondering what will happen to the old canteen.
117
We'll still have tables and chairs in there, and pupils can eat food from the food hall or lunch they've brought from home.
118
Eventually, we may use part of the canteen for storage, But first, we'll see how many pupils go in there at lunchtime.
119
Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
120
Now listen and answer questions 16 to 20.
121
OK, back to the serving points in the food hall, which will all have side dishes, desserts and drinks on sale,
122
as well as main courses.
123
one serving point we call world adventures this will serve a different country's cuisine each day maybe Chinese one day
124
and Lebanese the next the menus will be planned for a week at a time
125
so pupils will know what's going to be available the whole of that week
126
street life is also international with food from three particular cultures We'll ask pupils to make suggestions,
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so perhaps sometimes there'll be food from Thailand,
128
Ethiopia and Mexico, and then one of them will be replaced by Jamaican food for a week or two.
129
The Speedy Italian serving point will cater particularly for the many pupils who don't eat meat or fish.
130
They can be sure that all the food served there is suitable for them.
131
There'll be plenty of variety, so they shouldn't get bored with the food.
132
OK, that's all on the new food hall.
133
Now after -school lessons.
134
These are very popular with pupils, particularly swimming.
135
In fact, there's a waiting list for lessons.
136
Cycling is another favourite, and I'm delighted
137
that dozens of pupils make use of the chance to learn to ride in off -road conditions it means
138
that more and more cycle to
139
and from school every day as you know we have a well -equipped performance center
140
and we're going to start drama classes in there too pupils will be able to join in just for fun
141
or work up to taking part in a play
142
we hope to put on at least one a year we
143
already teach a number of pupils to use the sound
144
and lighting systems in the centre and a former pupil has given a magnificent grand piano to the school
145
so a few pupils will be able to learn at the
146
school instead of going to the local college as many of them do at the moment
147
that is the end of part two you now have half a minute to check your answers to part two
148
Part 3 You will hear two psychology students called Luke and Susie discussing their assignment on sleep and dreams.
149
First, you have some time to look at questions 21 to 24.
150
Now listen carefully and answer questions 21 to 24.
151
So, Luke, for our next psychology assignment, we have to do something on sleep and dreams.
152
Right.
153
I've just read an article suggesting why we tend to forget most of our dreams soon after we wake up.
154
I mean, most of my dreams aren't that interesting anyway.
155
But what it said was that if we remembered everything, we might get mixed up about what actually happened and what we dreamed.
156
So, it's a sort of protection.
157
I hadn't heard that idea before.
158
I'd always assumed that it was just that we didn't have room in our memories for all that stuff.
159
Me too.
160
What do you think about the idea that our dreams may predict the future?
161
It's a belief that you get all over the world.
162
Yeah.
163
Lots of people have a story of it happening to them.
164
But the explanation I've read is that for each dream that comes true, we have thousands that don't,
165
but we don't notice those we don't even remember them we
166
just remember the ones where something in the real world like a view
167
or an action happens to trigger a dream memory right
168
so it's just a coincidence really something else i read about is what they call segmented sleeping that's a theory
169
that hundreds of years ago people used to get up in the middle of the night
170
and have a chat or something to eat then go back to bed
171
so i tried it myself why well it's meant to make you more creative
172
i don't know why but i gave it up after a week it just didn't fit in with my lifestyle
173
but most preschool children have a short sleep in the day
174
don't they there was an experiment some students did here last
175
term to see at what age kids should stop having naps but they didn't really find an answer.
176
They spent a lot of time working out the most appropriate methodology, but the results didn't seem to show any obvious patterns.
177
Right.
178
Anyway, let's think about our assignment.
179
Last time I had problems with the final stage, where we had to describe and justify how successful we thought we'd been.
180
I struggled a bit with the action plan too.
181
I was okay with the planning, but I got marked down for the self -assessment as well.
182
And I had big problems with the statistical stuff.
183
That's where I really lost marks.
184
Right.
185
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
186
Now listen and answer questions 25 to 30.
187
so shall we plan what we have to do for this
188
assignment okay first we have to decide on our research question
189
so how about is there a relationship between hours of sleep
190
and number of dreams okay then we need to think about who we'll do the study on about 12 people right
191
and shall we use other psychology students let's use people from a different department
192
what about history yes they might have interesting dreams
193
or literature students i don't really know any okay forget
194
that idea then we have to think about our methodology
195
so we could use observation but
196
that doesn't seem appropriate no it needs to be self -reporting i think
197
and we could ask them to answer questions online
198
but in this case paper might be better as they'll be doing it straight after they wake up in fact
199
while they're still half asleep right and we'll have to check the ethical guidelines for this sort of research Hmm,
200
because our experiment involves humans, so there are special regulations.
201
Yes.
202
I had a look at those for another assignment I did.
203
There's a whole section on risk assessment, and another section on making sure they aren't put under any unnecessary stress.
204
Let's hope they don't have any bad dreams.
205
yeah then when we've collected all our data we have to analyze it
206
and calculate the correlation between our two variables that's time sleeping
207
and number of dreams and then present our results visually in a graph right
208
and the final thing is to think about our research and evaluate it
209
so that seems quite straightforward yeah so now let's get started That is the end of part three.
210
You now have half a minute to check your answers to part three.
211
Part 4 You will hear a sports science student giving a presentation on the health benefits of dance.
212
First, you have some time to look at questions 31 to 40.
213
Now listen carefully and answer questions 31 to 40.
214
Dancing is something that humans do when they want to have a good time.
215
It's a universal response to music found in all cultures
216
but what's only been discovered recently is that dancing not only makes us feel good it's also extremely good for our health.
217
Dancing like other forms of exercise releases hormones such as dopamine
218
which make us feel relaxed and happy and it also reduces feelings of stress or anxiety.
219
Dancing is also a sociable activity, which is another reason it makes us feel good.
220
One study compared people's enjoyment of dancing at home in front of a video with dancing in a group in a studio.
221
The people dancing in a group reported feeling happier, whereas those dancing alone did not. In another experiment,
222
university researchers at York and Sheffield took a group of students
223
and sent each of them into a lab where music was played for five minutes.
224
Each had to choose from three options.
225
To sit and listen quietly to the music, to cycle on an exercise bike while they listened, or to get up and dance.
226
All were given cognitive tasks to perform before and after.
227
The result showed that those who chose to dance showed much more creativity when doing problem solving tasks.
228
Dr Lovett at the University of Hertfordshire believes dance could be
229
a very useful way to help people suffering from mental health problems.
230
He thinks dance should be prescribed as therapy to help people overcome issues such as depression.
231
It's well established that dance is a good way of encouraging adolescent girls to take exercise, but what about older people?
232
Studies have shown that there are enormous benefits for people in their 60s and beyond.
233
One of the great things about dance is that there are no barriers to participation.
234
Anyone can have a go, even those whose standard of fitness is quite low.
235
Dance can be especially beneficial for older adults who can't run
236
or do more intense workouts or for those who don't want to.
237
One 2015 study found that even a gentle dance workout helps to promote a healthy heart.
238
And there's plenty of evidence which suggests that dancing lowers the risk of falls which could result in a broken hip,
239
for example, by helping people to improve their balance.
240
There are some less obvious benefits of dance for older people too.
241
One thing I hadn't realised before researching this topic was that dance isn't just a physical challenge.
242
It also requires a lot of concentration, because you need to remember different steps and routines.
243
For older people,
244
this kind of activity is especially important because it forces their brain to process things more quickly and to retain more information.
245
Current research also shows that dance promotes a general sense of wellbeing in older participants,
246
which can last up to a week after a class.
247
Participants report feeling less tired and having greater motivation to be more active
248
and do daily activities such as gardening or walking to the shops or a park.
249
Ballroom or country dancing, both popular with older people, have to be done in groups.
250
They require collaboration and often involve touching a dance partner, all of which encourages interaction on the dance floor.
251
This helps to develop new relationships and can reduce older people's sense of isolation, which is a huge problem in many countries.
252
I also looked at the benefits of Zumba.
253
15 million people in 180 countries now regularly take a Zumba class,
254
an aerobic workout based on Latin American dance moves.
255
John Porcari, a professor of exercise and sports science at the University of Wisconsin,
256
analysed a group of women who were Zumba regulars and found that a class lasting 40 minutes burns about 370 calories.
257
This is similar to moderately intense exercises like step aerobics or kickboxing.
258
A study in the American Journal of Health Behaviour showed that
259
when women with obesity did Zumba three times a week for 16 weeks, they lost an average of 1 .2 kilos.
260
lowered their percentage of body fat by one percent.
261
More importantly the women enjoyed the class so much
262
that they made it a habit and continued to attend classes at least once a week.
263
Very unusual for an aerobic exercise program.
264
Dance is never going to compete with high intensity workouts
265
when it comes to physical fitness gains
266
but its popularity is likely to keep on rising because it's such a fun way to keep fit.
267
That is the end of part four.
268
You now have one minute to check your answers to part four.
تنزيل التطبيق
كل ما تحتاجه للتحدث بطلاقة
تقييم النطق بالذكاء الاصطناعيتقييم كل جملة
تدريب IPAأتقن كل صوت
المفرداتابنِ رصيدك من الكلمات
لعبة المفرداتتعلّم أثناء اللعب
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المفردات وملاحظات التحدث لهذا الدرس
هذا الدرس في المحادثة مبني على الفيديو “Cambridge IELTS 16”. أكثر الكلمات تكرارًا في الفيديو: photo, dance, answer, pupil. يحتوي هذا الفيديو على 268 جملة و3150 كلمة للتدرب على الترديد. مدة الكلام 28:46. يتكلم المتحدث بسرعة ثابتة، نحو 110 كلمة في الدقيقة، وهي سرعة مريحة للترديد. 87% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، فالمفردات سهلة المتابعة.
أهم المفردات في هذا الفيديو
15 كلمة من الفيديو تستحق التعلّم، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| pupil اسم | /ˈpjuːpəl/ | تِلْمِيذ, تِلْمِيذَة |
| carefully ظرف | /ˈkɛɹf(ə)li/ | بِعِنَايَة |
| disk اسم | /dɪsk/ | قُرْص |
| lesson اسم | /ˈlɛs.ən/ | دَرْس, حِصَّة |
| experiment اسم | /ɪkˈspɛɹ.ə.mənt/ | تَجْرِبَة, اِخْتِبَار |
| psychology اسم | /saɪˈkɑ.lə.d͡ʒi/ | سَيْكُولُوجْيَا, عِلْم النَّفْس |
| convert فعل | /kənˈvɝt/ | حَوَّلَ |
| assessment اسم | /əˈsɛsmənt/ | تَقْيِيم |
| encourage فعل | /ɪnˈkʌɹ.ɪd͡ʒ/ | شَجَّعَ |
| fitness اسم | /ˈfɪt.nəs/ | لِيَاقَة, صِحَّة |
| intense صفة | /ɪnˈtɛns/ | شَدِيد |
| fragile صفة | /ˈfɹæd͡ʒəl/ | هَشّ |
| methodology اسم | /ˌmɛθ.əˈdɑ.lə.d͡ʒi/ | مَنْهَج |
| participant اسم | /pɑːɹˈtɪsəpənt/ | مُشَارِك, مُشَارِكَة |
| folder اسم | /ˈfoʊldɚ/ | مِلَفّ, مُجَلَّد |
الأفعال المركبة التي ستسمعها
| الكلمة | النطق | المعنى |
|---|---|---|
| get up فعل | قَامَ, نَهَضَ | |
| wake up فعل | /ˌweɪk ˈʌp/ | صَحَا, اِسْتَيْقَظَ |
جمل تستحق التكرار
جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:
- Can I help you?
- What would you like to know?
- Should I take them out before I send them?
- Can you do anything to make that better?
- Any other information I can give you?
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | that's been · we've actually copied · we've received |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | will be played · will be given · be stuck |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | hall, which will · activity, which is · those who chose |
نطق يحتاج إلى انتباه
يستخدم المتحدث 69 من الصيغ المختصرة، مثل don't, we'll, I've. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “th”: methodology /ˌmɛθ.əˈdɑ.lə.d͡ʒi/, smooth /smuːð/, ethical /ˈɛθɪkəl/
- أصوات “sh” و“zh”: contrast /kənˈt(ʃ)ɹæst/, unusual /ʌnˈjuːʒ(u)əl/, explanation /ˌɛkspləˈneɪʃən/, sheet /ʃit/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
- الكلمات الطويلة — انتبه لموضع النبر: experiment /ɪkˈspɛɹ.ə.mənt/, psychology /saɪˈkɑ.lə.d͡ʒi/, methodology /ˌmɛθ.əˈdɑ.lə.d͡ʒi/, participant /pɑːɹˈtɪsəpənt/, universal /ˌjunəˈvɜɹs(ə)l/
أصوات يجدها متحدثو العربية صعبة:
- /p/ — ليس /b/: انطقه مع نفخة هواء: pupil /ˈpjuːpəl/, experiment /ɪkˈspɛɹ.ə.mənt/, participant /pɑːɹˈtɪsəpənt/, topic /ˈtɑpɪk/, percentage /pə(ɹ)ˈsɛntɪd͡ʒ/
- /v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: convert /kənˈvɝt/, involve /ɪnˈvɑlv/, universal /ˌjunəˈvɜɹs(ə)l/, adventure /ədˈvɛn.t͡ʃə/, solve /sɒlv/
- تتابع الصوامت — لا تضف حركة بينها: pupil /ˈpjuːpəl/, assignment /əˈsaɪn.mənt/, disk /dɪsk/, experiment /ɪkˈspɛɹ.ə.mənt/, assessment /əˈsɛsmənt/
كيف تتدرب بهذا الفيديو
- استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
- ردّد جملة جملة بالسرعة العادية، وكرّر كل جملة حتى يتطابق إيقاعك مع المتحدث.
- سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل pupil, carefully, disk.
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.