تدريب Shadowing: Cambridge IELTS 17 | Listening Test 2 | With Answers | HD - تعلم التحدث بالإنجليزية عبر الفيديو
اختر وضع التدريب
كل وضع يفتح غرفة تدريب بملء الشاشة.
271 جمل
إذا كانت الجمل قصيرة أو طويلة جدًا، انقر على Edit لتعديلها.
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 one.
7
Part one.
8
You will hear a man asking about voluntary work in the village that he has just moved to.
9
First, you have some time to look at questions one to seven.
10
Now listen carefully and answer questions 1 to 7.
11
Hello, Jane Fairbank speaking.
12
oh good morning my name's frank pritchard i've just retired
13
and moved to southo i'd like to become a volunteer
14
and i gather you coordinate voluntary work in the village that's right
15
what sort of thing could i do well we need help
16
with the village library we borrow books from the town library
17
and individuals also donate them
18
so one thing you could do is get involved in collecting them
19
if you've got a car that is yes that's no problem the times are pretty flexible
20
so we can arrange it to suit you oh another thing is the records
21
that we keep of the books we're given and those we borrow
22
and need to return to the town library it would be
23
very useful to have another person to help keep them up
24
to date right i'm used to working on a computer i
25
presume they're computerise oh yes is the library purpose built i haven't noticed it
26
when i've walked around the village no we simply have the
27
use of a room in the village hall the west room
28
it's on the left as you go in i must go
29
and have a look inside the hall yes it's a nice
30
building do you run a lunch club in the village for
31
elderly people i know a lot of places do yes we have a very successful club
32
i could help with transport
33
if that's of any use oh definitely people come to the club from neighboring villages
34
and we're always in need of more drivers
35
and does the club have groups
36
that focus on a particular hobby too i could get involved in one
37
or two particularly if there are any art groups excellent i'll find out where we need help
38
and get back to you fine what about help for individual residents do you arrange
39
that at all yes we do it as a one -off
40
oh in fact there's mrs carroll she needs a lift to the hospital next week
41
and we're struggling to find someone when's her appointment on tuesday it would take the whole morning i could do
42
that oh that would be great thank you
43
and also next week we're arranging to have some work done
44
to mr selsbury's house before he moves as he isn't healthy
45
enough to do it himself we've got some people to decorate his kitchen
46
but if you could do some weeding in his garden that would be wonderful OK, I'd enjoy that.
47
And presumably the day and time are flexible?
48
Oh, yes.
49
Just say when would suit you best and we'll let Mr. Selisbury know.
50
Good.
51
Before you hear the rest of the conversation, you have some time to look at questions 8 to 10.
52
Now listen and answer questions 8 to 10.
53
The Volunteers Group also organises monthly social events, which is a great way to meet other people, of course.
54
Uh -huh.
55
So, next month, on the 19th of October, we're holding a quiz.
56
A couple of residents are great at planning unusual ones, and we always fill the village hall.
57
That sounds like fun.
58
Can I do anything to help?
59
Well, because of the number of people, we need plenty of refreshments for halfway through.
60
So if you could provide any, we'd be grateful.
61
I'm sure I could.
62
I'll think about what to make and let you know.
63
Thank you.
64
Then on November the 18th, we're holding a dance, also in the village hall.
65
We've booked a band that specialises in music of the 1930s they've been before, and we've had a lot of requests to bring them back.
66
I'm not really a dancer, but I'd like to do something to help.
67
Well, we sell tickets in advance, and having an extra person to check them at the door as people arrive would be good.
68
It can be quite a bottleneck if everyone arrives at once.
69
OK, I'm happy with that.
70
We're also arranging a New Year's Eve party.
71
We're expecting that to be a really big event, so instead of the village hall, it'll be held in the Mountfort Hotel.
72
The Mountfort.
73
M -O -U -N -T -F -O -R -T Hotel.
74
It isn't in South O itself, but it's only a couple of miles away.
75
The hotel will be providing dinner, and we've booked a band.
76
The one thing we haven't got yet is a poster.
77
That isn't something you could do by any chance, is it?
78
Well, actually, yes.
79
Before I retired, I was a graphic designer, so that's right up my street.
80
Oh, perfect.
81
I'll give you the details, and then perhaps you could send me a draft? Of course.
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 You will hear a guide at a tourist attraction called Onniton Hall talking to a group of visitors.
85
First, you have some time to look at questions 11 to 14.
86
Now listen carefully and answer questions 11 to 14.
87
Good morning, and welcome to Onniton Hall, one of the largest estates in the area.
88
My name's Nick, and I'm one of the guides.
89
I'll give you a brief introduction to the estate while you're sitting down, and then we'll walk round.
90
The estate consists of the house, gardens, parkland and farm, and it dates back to the 14th century.
91
The original house was replaced in the late 17th century, and of course it has had a large number of owners.
92
Almost all of them have left their mark, generally by adding new rooms,
93
like the ballroom and conservatory or by demolishing others.
94
The farm looks much as it's always done although the current
95
owner has done a great deal of work to the flower beds.
96
In the 17th century the estate was owned by a very wealthy man called Sir Edward Downes.
97
His intention was to escape from the world of politics, after years as an active politician,
98
and to build a new house worthy of his big collection of books, paintings and sculptures.
99
He broke off contact with his former political allies and hosted meetings of creative and literary people,
100
like painters and poets.
101
Unusually, for his time, he didn't care whether his guests were rich or poor, as long as they had talent.
102
Big houses like Oniton had dozens of servants until the 1920s or 30s,
103
and we've tried to show what their working lives were like.
104
Photographs, of course, don't give much of an idea.
105
So instead, as you go round the house,
106
you'll see volunteers dressed up as 19th century servants going about their work.
107
They'll explain what they're doing and tell you their recipes or what tools they're using.
108
We've just introduced this feature to replace the audio guide we used to have available.
109
I see there are a number of children here with you today.
110
Well, we have several activities specially for children,
111
like dressing up in the sorts of clothes that children wore in the past and, as it's a fine day,
112
some of you will probably want to play in the Adventure Playground.
113
Our latest edition is child -sized tractors that you can drive around the grounds.
114
Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
115
Now listen and answer questions 15 to 20.
116
We'll also be going into the farm that's part of the estate, where there's plenty to do.
117
Most of the buildings date from the 18th century, so you can really step back into an agricultural past.
118
Until recently, the dairy was where milk from the cows was turned into cheese.
119
It's now the place to go for lunch, or afternoon tea, or just a cup of coffee and a slice of homemade cake.
120
The big stone building that dominates the farm is the large barn, and in here is our collection of agricultural tools.
121
These were used in the past to plough the earth, sow seeds, make gates and much more.
122
There's a small barn, also made of stone, where you can groom the donkeys and horses to keep their coats clean.
123
They really seem to enjoy having it done, and children love grooming them.
124
The horses no longer live in the stables, which instead is the place to go to buy gifts,
125
books, our own jams and pickles, and clothes and blankets made of wool from our sheep.
126
Outside the shed, which is the only brick building,
127
you can climb into a horse -drawn carriage for a lovely relaxing tour of the park and farm.
128
The carriages are well over a hundred years old.
129
and finally the parkland which was laid out in the 18th century with a lake
130
and trees that are now well established you'll see types of cattle and sheep
131
that are hardly ever found on farms these days we're helping
132
to preserve them to stop their numbers falling further okay well if you'd like to come with me?
133
We will start.
134
That is the end of part two.
135
You now have half a minute to check your answers to part two.
136
Part 3 You will hear two theatre studies students discussing stage and screen performances of Shakespeare's play Romeo and Juliet.
137
First, you have some time to look at questions 21 and 22.
138
Now listen carefully and answer questions twenty -one and twenty -two.
139
Did you make notes while you were watching the performances of Romeo and Juliet, Gemma?
140
Yes, I did.
141
I found it quite hard, though.
142
I kept getting too involved in the play.
143
Me too.
144
I ended up not taking notes.
145
I wrote down my impressions when I got home.
146
Do you mind if I check a few things with you, in case I've missed anything?
147
And I've also got some questions about our assignment.
148
No, it's good to talk things through.
149
I may have missed things too.
150
OK, great.
151
So first of all, I'm not sure how much information we should include in our reviews.
152
Right.
153
Well, I don't think we need to describe what happens, especially as Romeo and Juliet is one of Shakespeare's most well -known plays.
154
Yeah, everyone knows the story.
155
In an essay, we'd focus on the poetry and Shakespeare's use of imagery, etc. But that isn't really relevant in a review.
156
We're supposed to focus on how effective this particular production is.
157
Hmm.
158
We should say what made it a success or a failure.
159
And part of that means talking about the emotional impact the performance had on us.
160
I think that's important.
161
Yes, and we should definitely mention how well the director handled important bits of the play,
162
like when Romeo climbs onto Juliet's balcony.
163
And the fight between Mercutio and Tybalt.
164
Yes.
165
It would also be interesting to mention the theatre space and how the director used it, but I don't think we'll have space in eight hundred words.
166
No, OK.
167
That all sounds quite straightforward.
168
Before you hear the rest of the discussion, you have some time to look at questions 23 to 30.
169
Thank you.
170
So, what about the Emporium Theatre's production of the play?
171
I thought some things worked really well, but there were some problems too.
172
Yeah.
173
What about the set, for example?
174
I think it was visually really stunning.
175
I'd say that was probably the most memorable thing about this production.
176
You're right.
177
The set design was really amazing.
178
But actually, I have seen similar ideas used in other productions.
179
Hmm.
180
What about the lighting?
181
Some of the scenes were so dimly lit, it was quite hard to see.
182
I didn't dislike it.
183
It helped to change the mood of the quieter scenes.
184
That's a good point.
185
What did you think of the costumes?
186
I was a bit surprised by the contemporary dress, I must say.
187
Yeah, I think it worked well, but I'd assumed it would be more conventional.
188
Me too.
189
I liked the music at the beginning, and I thought the musicians were brilliant,
190
but I thought they were wasted because the music didn't have much impact in Acts 2 and 3.
191
Yes, that was a shame.
192
one problem with this production was that the actors didn't deliver the lines
193
that well they were speaking too fast it was a problem i agree
194
but i thought it was
195
because they weren't speaking loudly enough especially at key points in the play i actually didn't have a problem with
196
that it's been an interesting experience watching different versions of romeo
197
and juliet hasn't it definitely it's made me realize how relevant
198
the place still is right i mean a lot's changed since Shakespeare's time, but in many ways nothing's changed.
199
There are always disagreements and tension between teenagers and their parents.
200
Yes, that's something all young people can relate to, more than the violence and the extreme emotions in the play.
201
How did you find watching it in translation?
202
Really interesting.
203
I expected to find it more challenging, but I could follow the story pretty well.
204
I stopped worrying about not being able to understand all the words and focused on the actor's expressions.
205
The ending was pretty powerful.
206
Yes.
207
That somehow intensified the emotion for me.
208
Did you know Shakespeare's been translated into more languages than any other writer?
209
Hmm.
210
What's the reason for his international appeal, do you think?
211
I was reading that it's because his plays are about basic themes that people everywhere are familiar with.
212
Yeah, and they can also be understood on different levels.
213
The characters have such depth.
214
Right, which allows directors to experiment and find new angles.
215
That's really important because...
216
That is the end of part three.
217
You now have half a minute to check your answers to part three.
218
Part 4 You will hear a lecturer on a languages course talking about the impact of digital technology on Icelandic,
219
the native language of Iceland.
220
First, you have some time to look at questions 31 to 40.
221
Now listen carefully and answer questions 31 to 40.
222
Right, everyone, let's make a start.
223
Over the past few sessions, we've been considering the reasons why some world languages are in decline,
224
and today I'm going to introduce another factor that affects languages and the speakers of those languages,
225
and that's technology, and in particular digital technology.
226
In order to illustrate its effect, I'm going to focus on the Icelandic language, which is spoken by around 321 ,000 people,
227
most of whom live in Iceland, an island in the North Atlantic Ocean.
228
The problem for this language is not the number of speakers, even though this number is small, nor is it about losing words to other languages such as English.
229
In fact, the vocabulary of Icelandic is continually increasing because when speakers need a new word for something,
230
they tend to create one rather than borrowing from another language.
231
All this makes Icelandic quite a special language.
232
It's changed very little in the past millennium, yet it can handle 21st century concepts related to the use of computers and digital technology.
233
Take, for example, the word for web browser.
234
This is vafri in Icelandic, which comes from the verb to wander.
235
i can't think of a more appropriate term
236
because that's exactly what you do mentally
237
when you browse the internet then there's an icelandic word for podcast
238
which is too hard to pronounce and so on icelandic then is alive
239
and growing but
240
and it's a big part young icelanders spend a great deal of time in the digital world
241
and this world is predominantly english think about smartphones.
242
They didn't even exist until comparatively recently but today young people use them all the time to read books,
243
watch TV or films, play games, listen to music and so on.
244
Obviously this is a good thing in many respects
245
because it promotes their bilingual skills
246
but the extent of the influence of English in the virtual world is staggering and it's all happening really fast.
247
For their parents and grandparents the change is less concerning because they already have their native speaker skills in Icelandic,
248
but for young speakers, well, the outcome is a little troubling.
249
For example, teachers have found that playground conversations in Icelandic secondary schools can be conducted entirely in English,
250
while teachers of much younger children have reported situations where their
251
classes find it easier to say what is in a picture using English rather than Icelandic.
252
The very real and worrying consequence of all this is
253
that the young generation in Iceland is at risk of losing its mother tongue.
254
Of course, this is happening to other European languages too.
255
But while internet companies might be willing to offer, say, French options in their systems, it's much harder for them to justify the expense of doing the same for a language
256
that has a population the size of a French town, such as Nice.
257
The other drawback of Icelandic is the grammar, which is significantly more complex than in most languages.
258
At the moment, the tech giants are simply not interested in tackling this.
259
So what is the Icelandic government doing about this?
260
Well, large sums of money are being allocated to a language technology fund
261
that it is hoped will lead to the development of Icelandic -sourced apps and other social media and digital systems.
262
But clearly this is going to be an uphill struggle.
263
On the positive side, they know that Icelandic is still the official language of education and government.
264
It has survived for well over a thousand years, and the experts predict that its future in this nation -state is sound and will continue to be so.
265
However, there's no doubt that it's becoming an inevitable second choice in young people's lives.
266
This raises important questions.
267
When you consider how much of the past is tied up in a language, will young Icelanders lose their sense of their own identity?
268
Another issue that concerns the government of Iceland is this.
269
If children are learning two languages through different routes, neither of which they are fully fluent in, will they be able to express themselves properly?
270
That is the end of part four.
271
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
نفس القناة
B22
Cambridge IELTS 12 | Listening Test 1 | With Answers | HD
IELTS PrepUniversity Students
B22
Cambridge IELTS 11 | Listening Test 1 | With Answers | HD
IELTS PrepUniversity Students
B24
Cambridge IELTS 16 | Listening Test 3 | With Answers | HD
IELTS PrepUniversity Students
B23
Cambridge IELTS 16 | Listening Test 2 | With Answers | HD
IELTS PrepUniversity Students
C12
Cambridge IELTS 16 | Listening Test 1 | With Answers | HD
IELTS PrepUniversity Students
B2Cambridge IELTS 9 | Listening Test 1 | With Answers | HD
IELTS PrepUniversity Students
B2Cambridge IELTS 6 | Listening Test 4 | With Answers | HD
IELTS PrepUniversity Students
B2Cambridge IELTS 17 | Listening Test 1 | With Answers | HD
Cambridge Exam PrepUniversity StudentsWorking Adults
FOR YOU
فيديو موصى به
B22
281 جمل
IELTS LISTENING TEST 2 | OPPORTUNITIES FOR VOLUNTRY WORK IN SOUTHOE VILLAGE | BEST IELTS LISTENIN
IELTS PrepUniversity Students
B21
317 جمل
Cambridge 19 Listening Test 4 With answer | IELTS Listening Practice |
IELTS PrepUniversity Students
B21
63 جمل
Cambridge IELTS 11 | Listening Test 3 Section 2 | Audio, Questions, Answer Key and Transcript
IELTS PrepUniversity Students
B21
270 جمل
Cambridge IELTS 2 Listening Test 1 with Answers BC IDP (26.04.2021)
IELTS PrepUniversity Students
B21
286 جمل
Cambridge IELTS 17 Listening Test 4 With answer |
IELTS PrepUniversity Students
B22
51 جمل
Cam 19 Listening Test 2 Part 2
IELTS PrepUniversity Students
B22
242 جمل
Cambridge 19 IELTS Listening Test 1 with Answers | Hinchingbrooke Country Park
IELTS PrepUniversity Students
B25
33 جمل
IELTS Listening Part 2: A Talk About the New Community Arts Centre
British AccentIELTS PrepUniversity StudentsWorking Adults
B22
124 جمل
The Frankston Connect Club part 2 IELTS Actual listening (Audio +Transcript)
IELTS PrepUniversity Students
B2273 جمل
Cambridge IELTS 15 Listening Test 1 | Full Practice Test with Answers
IELTS PrepUniversity Students
B23
231 جمل
IELTS CAMBRIDGE LISTENING BOOK 18 TEST 3 WITH ANSWERS
IELTS PrepUniversity Students
من هم المستفيدون من هذا الفيديو؟
هذا الفيديو موجه للمتعلمين الذين يسعون إلى تحسين مهارات الاستماع والتحدث في اللغة الإنجليزية. سواء كنت مبتدئًا أو مستوى متوسط، فإن محتوى الفيديو يوفر لك فرصة رائعة لفهم المحادثات اليومية بشكل أفضل. إذا كنت ترغب في الانخراط في محادثات مع الناطقين باللغة الإنجليزية، فهذا الفيديو سيساعدك في تحقيق ذلك من خلال توفير نماذج حقيقية للحوار.
عبارات وكلمات تستحق الاقتباس
- voluntary work: العمل التطوعي، وهو نوع من العمل الذي يتم بدون مقابل ويهدف إلى خدمة المجتمع.
- flexible times: أوقات مرنة، تعني القدرة على تحديد مواعيد العمل وفقًا لجدولك الشخصي.
- lift to the hospital: توصيل إلى المستشفى، ويشير إلى تقديم المساعدة للأشخاص الذين يحتاجون إلى تنقلات.
- one-off: عمل لمرة واحدة، وهذا يستخدم لوصف المساعدة التي تُقدم في موقف معين ولا تتكرر.
كيفية تحسين النطق بشكل صحيح
لتحسين النطق باللغة الإنجليزية، من الضروري التركيز على كيفية نطق الكلمات والعبارات في الفيديو. استخدم تقنية shadow speech أو الـ shadowspeak، وهي طريقة فعالة تتيح لك تقليد الأصوات والإيقاع الخاص بالمتحدثين. حاول الاستماع بعناية إلى كيفية نطق الكلمات، وكرر ما تسمعه بصوت عالٍ. هذه الطريقة ستساعدك في تطوير مهارات النطق لديك.
يمكنك أيضًا استخدام موقع مخصص لتقنيات shadowing، حيث يمكنك العثور على مقاطع صوتية ومحادثات مشابهة لمساعدتك في تحسين مهاراتك. تأكد من تكرار التمارين بانتظام، حيث إن الاستمرارية هي المفتاح لتحقيق نتائج ملموسة في تحسين النطق.
باستخدام هذه التقنيات والعبارات، ستتمكن من تعزيز مهاراتك في المحادثة باللغة الإنجليزية، مما يسهل عليك التواصل بشكل أكثر فعالية وثقة.
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| الجمل الشرطية if + جملة، will/would + فعل — شرط ونتيجته | if you could provide any, we'd be |
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | has just moved · i've just retired · haven't noticed |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | will be played · will be given · be held |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | events, which is · shed, which is · parkland which was |
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.