تدريب Shadowing: Cambridge official Listening test- 7 :with Answers: Hostel Accommodation in Darwin - تعلم التحدث بالإنجليزية عبر الفيديو

you will hear a telephone conversation between two friends called Julie

and Nick about cheap accommodation in the city of Darwin Australia

first you have some time to look at questions 1 to 6

Hi Nick, it's Julie.

Have you managed to find any information about accommodation in Darwin?

Hi.

I was just going to call you.

I found some on the internet.

There were quite a few hostels for backpackers there.

The first possibility I found was a hostel called Top End Backpackers.

Okay.

It's pretty cheap.

You can get a bed in a dormitory for $19 per person.

Private rooms cost a bit more.

But we'll be okay in dormitories, won't we?

Sure.

So, that hostel has parking, though that doesn't really matter to us, as we'll be using public transport.

Yeah.

Are there any reviews on the website from people who have been there?

Well, yes.

They aren't all that good, though.

Some people said they didn't like the staff.

They had an unfriendly attitude.

Hmm.

That's quite unusual in a hostel.

Usually all the staff are really welcoming.

That's what I thought.

People said they liked the pool and the fact that the rooms had air conditioning.

But the problem with that was that it was very noisy, so they were kept awake.

But it was too hot if they turned it off, so they had to put up with it.

Someone told me there's another hostel called Gumtree something.

Hmm, Gumtree Lodge.

It costs a bit more. $45 a person.

What?

Oh, no. That's for private rooms.

It's $23.50 for the dorms.

That's more like it.

It looks to be in quite a good location.

A bit out of town and quiet, but with good transport and quite near a beach.

Has it got a pool?

Yes, and its own gardens.

The reviews for that one are mostly okay.

Except for one person who said they couldn't sleep because there were insects flying around in the dormitories.

Not for me, then.

And I'd rather be somewhere central, really.

Right.

There's a place called Kangaroo Lodge.

They've got dorms at $22.

And it's downtown, near all the restaurants and clubs and everything.

So that should suit you.

and it doesn't close at night.

So there's always someone on reception?

That sounds good.

The only criticism I saw was that the rooms were a bit messy and untidy, because people just left their clothes and stuff all over the beds and the floor.

Don't hostels usually have lockers in the bedrooms, where you can leave your stuff?

Yeah, they do usually, but apparently they don't here.

Still, hostels are never particularly tidy places, so that doesn't bother me.

And the same person said that the standard of cleanliness was pretty good, and especially the bathrooms.

They were excellent as far as that went.

Right.

Yeah, I reckon Kangaroo Lodge sounds the best.

Me too.

Quite a lot of people reviewing it said it was really fun there.

Like, every night everyone staying there got together and ended up having a party.

So it sounds like it's got a really good atmosphere.

Okay, let's go for that one.

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

Now listen and answer questions 7 to 10.

Did you get the address of Kangaroo Lodge?

Yes, it's on Shadforth Lane.

Can you spell that?

S-H-A-D-F-O-R-T-H It's near the transit centre,

where the intercity buses and the airport buses drop you off.

Cool.

I'm really looking forward to this.

I've never stayed in a hostel before.

Do they provide bed linen, sheets and things?

Yeah.

And you can usually either bring your own towel or hire one there.

But they don't usually provide those for free.

OK.

And what happens about meals?

Well, you don't have to pay extra for breakfast.

It varies a lot in different places, but generally it's okay.

And there's usually a cafe where you can buy a snack or a hot meal for lunch.

But actually, if you're really travelling on the cheap, usually for every five or six rooms, there's a kitchen where you can knock up a snack.

And that saves a lot of money.

Great.

Right.

Well, shall I go ahead and book that?

That is the end of section one.

You now have half a minute to check your answers.

Now turn to section 2.

Recording 64 You will hear a guide at an outdoor sculpture park talking to a group of visitors.

First you have some time to look at questions 11 to 16.

Hello everyone and I'm to the Anglia Sculpture Park.

Right, well, the idea behind the Sculpture Park is that it's a place where works of art, such as large sculptures and carvings,

can be displayed out of doors in a natural setting.

As you'll have noticed when you drove here, most of the land around the park is farmland.

100

The park itself belonged to a family called the De Quince's, who had made a lot of money from manufacturing farm machinery

101

and who also owned substantial stretches of forest land to the north of the park.

102

They built a house in the centre of the park, not far from where we're standing now, but this burnt down in 1980,

103

and the De Quince's then sold the land.

104

The Anglia Sculpture Park isn't the only one in the country.

105

Several of the London parks sometimes display contemporary sculptures,

106

and there are a couple of other permanent sculpture parks in England.

107

But we're unique in that some of our sculptures were actually created for the sites they occupy here,

108

and we also show sculptures by a wider range of artists than anywhere else in the country.

109

For example, at present we have an exhibition by Joe Tremaine of what he calls burnt sculptures.

110

These are wood and stone sculptures that he's carved

111

and marked with fire to illustrate the ferocity and intensity of the forces that have shaped our planet over millions of years.

112

They look really dramatic in this rural setting.

113

To see some of the sculptures, you'll need to follow the path alongside the lower lake.

114

We had to renovate this after the lake overflowed its banks a couple of months ago and flooded the area.

115

The water level's back to normal now and you shouldn't have any trouble.

116

The path's very level underfoot.

117

You should be back at the visitor centre at about four o'clock.

118

If you have time, it's worth taking a look at the centre itself.

119

It's not possible to go upstairs at present, as builders are working there adding another floor, but the rest's well worth seeing.

120

The architect was Guy King.

121

He was actually born in this part of England, but he recently designed a museum in Canada that won a prize for innovation in public buildings.

122

If you want to get something to eat when you get back, like a snack or a sandwich, the terrace room is currently closed,

123

but you can go to the kiosk and buy something,

124

then sit on one of the chairs overlooking the lower lake and enjoy the view as you're eating.

125

Before you hear the rest of the conversation, you will have some time to look at the questions 17 to 20.

126

Now listen and answer questions 17 to 20.

127

Now, let me just tell you a bit about what you can see in the sculpture park.

128

If you look at your map, you'll see the visitor centre, where we are now, at the bottom, just by the entrance.

129

Since we only have an hour, you might not be able to get right around the park, but you can choose to visit some of the highlights.

130

You might like to take a look at the Joe Tremaine sculptures, which are displayed on this side of the upper lake,

131

just behind the education centre and near the bridge.

132

They're really impressive, but please remember not to let your children climb on them.

133

One of our most popular exhibitions is the Giorgio Catalucci bird sculptures.

134

They're just across the bridge on the north side of the lower lake.

135

I love the way they're scattered around in the long grass beside the lake, looking as if they're just about to take to their wings.

136

You could also go to the Garden Gallery.

137

It's on this side of the upper lake.

138

From the visitor centre, you go to the education centre, then keep on along the path and you'll see it on your right.

139

There's an exhibition of animal carvings there which is well worth a look.

140

We also have the longhouse.

141

That's quite a walk.

142

From here, you go to the bridge and then turn left on the other side.

143

Soon you'll see a winding pathway going up towards the northern boundary of the park.

144

Go up there and you'll find it at the top.

145

They have some abstract metal sculptures that are well worth seeing if you have time.

146

OK, well, now...

147

That is the end of section two.

148

You now have half a minute to check your answers.

149

Now turn to section 3.

150

Recording 65.

151

You will hear a first-year marketing student called Leo talking to a second-year student called Anna about his marketing report.

152

First, you have some time to look at questions 21 to 26.

153

Thank you. about it.

154

That's okay, Leo.

155

So what do you have to do?

156

Choose a product or service, then compare two organisations that produce it.

157

I'm doing instant coffee.

158

But haven't you got a weekend job in a clothing store?

159

Why didn't you choose clothing?

160

That was my first thought, because I thought it'd give me some practical examples.

161

But when I searched for men's clothing on the internet, there were hardly any articles.

162

So then I looked for coffee, and I found there were tons.

163

Yeah, there are so many brands on the market now.

164

Okay, so how much have you actually written?

165

I've done part one on economic and technological factors.

166

I found some good data on technological changes, how in Australia fewer people are buying instant coffee

167

because of cheap coffee percolators that they can use to make real coffee at home.

168

But there's also a movement away from drinking coffee.

169

Switching to things like herbal teas instead because they think it's healthier.

170

But that's not really to do with technology.

171

It's more cultural.

172

Anyway, for part two, I'm comparing two instant coffee companies, Coffee Now and Shaffers, and I've made this table of products.

173

Right.

174

Let's see.

175

So you've got the brand names and prices and selling size and descriptions.

176

OK, the table looks good.

177

You'll get marks for research there.

178

Where will it go?

179

In the section on the marketing mix, under product.

180

Not in the appendix?

181

No. Okay, but it's too factual on its own.

182

You need to add some comment in that section about the implications of the figures.

183

Right, I'll do that.

184

Now, I want to say that I think that Shaffers is more of a follower than a leader in the coffee industry.

185

Now, I'm putting that in the section on market share.

186

Does that seem okay?

187

Let's see.

188

So, you've begun by explaining what market share is, that's important.

189

But you've got to be careful how you give that opinion.

190

Do you think it should go in another section?

191

Well, it's fine where it is, but you've got to back it up with some data, or they'll say your report lacks weight.

192

OK.

193

One thing I'm worried about is finding anything original to say.

194

Well, since this is your first marketing report, you're not expected to go out and do interviews and things to collect your own data.

195

you're just using published data.

196

So the analysis you do might not throw up anything that people didn't know before.

197

But the focus is more on how you handle the data.

198

I mean, you might take something like a graph of sales directly from a website.

199

But what makes your work original is the perspective you provide by your interpretation of it.

200

Oh.

201

You know, it's all so different from business studies assignments at school.

202

It's really surprised me.

203

What?

204

How much research you have to do?

205

I expected that.

206

It's more, I knew exactly what I had to do to get a good grade at school.

207

And I knew I'd be expected to go more deeply into things here.

208

but I haven't got information on how the lecturer is going to grade my work, what he's looking for.

209

Now listen and answer questions 27 to 30.

210

Well, one thing you have to remember is that in a marketing report,

211

you've got to have what they call an executive summary at the beginning.

212

I forgot that and I got marked down.

213

Yeah, I've drafted it.

214

I've got an overview.

215

Have you got something about the background there?

216

Yeah.

217

Good.

218

So, I've just made a summary of the main points.

219

I wasn't sure whether or not I should have my aims there.

220

No, that's too personal.

221

The executive summary is just, like, what a manager would read to get a general idea of your report if he was in a hurry.

222

Right.

223

Then I'm okay for the first main part, all of the macro environment stuff.

224

But it's when I get onto the problem section, I've listed all the problems that Kofi Now and Shafas are facing. But then what?

225

Well, you have to prioritise.

226

So indicate the main problems, and then you analyse each one by connecting it with a theory.

227

That's where your reading comes in.

228

OK.

229

Have you done your implementation section yet?

230

I've thought about it.

231

So that's where I write about what could be done about the problems.

232

Yes.

233

And it's got to be practical, so don't forget to specify things like who would be involved,

234

and the cost, and the order that things would be done in.

235

Right.

236

Well, that shouldn't take long.

237

You'd be surprised.

238

Actually, that's the bit that tends to get badly done because people run out of time.

239

That and the conclusion.

240

Oh, any hints for that?

241

Well, it's got to draw out the main points from your report, so it's got to be quite general.

242

You need to avoid introducing new stuff here.

243

It's got to sum up what you've said earlier.

244

OK.

245

Thanks, Anna.

246

That's been a big help.

247

That is the end of Section 3.

248

You now have half a minute to check your answers.

249

Now turn to section 4.

250

Recording 66 You will hear part of a lecture about the history of fireworks in Europe.

251

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

252

Thank you.

253

Now listen carefully and answer questions 31 to 40.

254

An interesting aspect of fireworks is

255

that their history tells us a lot about the changing roles of scientists and technicians in Europe.

256

Fireworks were introduced from China in the 13th century.

257

Up to the 16th century, they were generally used for military purposes, with rockets and fire tubes being thrown at the enemy.

258

But they were also sometimes a feature of plays and festivals, where their chief purpose was related to religion.

259

By the 17th century, the rulers of Europe had started using fireworks as a way of marking royal occasions.

260

technicians were employed to stage spectacular shows

261

which displayed aspects of nature with representations of the Sun snow

262

and rain these shows were designed for the enjoyment of the nobility

263

and to impress ordinary people but fireworks also aroused the interest of scientists who started to think of new uses for them.

264

After seeing one firework display where a model of a dragon was propelled along a rope by rockets,

265

scientists thought that in a similar way humans might be able to achieve flight, a dream of many scientists at the time.

266

Other scientists, such as the chemist Robert Boyle, noticed how in displays one firework might actually light another,

267

and it occurred to him that fireworks might provide an effective way of demonstrating how stars were formed.

268

Scientists at the time often depended on the royal courts for patronage,

269

but there was considerable variation in the relationships between the courts and scientists in different countries.

270

This was reflected in attitudes towards fireworks and the purposes for which they were used.

271

In London, in the middle of the 17th century, there was general distrust of fireworks among scientists.

272

However, later in the century, scientists and technicians started to look at the practical purposes for which fireworks might be employed,

273

such as using rockets to help sailors establish their position at sea.

274

It was a different story in Russia,

275

where the St. Petersburg Academy of Science played a key role in creating fireworks displays for the court.

276

Here, those in power regarded fireworks as being an important element in the education of the masses,

277

and the displays often included a scientific message.

278

Members of the Academy hoped

279

that this might encourage the Royal Family to keep the Academy open at a time

280

when many in the government were considering closing it.

281

In Paris, the situation was different again.

282

The Paris Academy of Sciences played no role in staging fireworks displays.

283

Instead, the task fell to members of the Royal Academy of Painting and Sculpture.

284

As in Russia, the work of the technicians who created the fireworks was given little attention.

285

Instead, the fireworks

286

and the spectacle they created were all designed to encourage the public to believe in the supreme authority of the King.

287

However, science was also enormously popular among the French nobility,

288

and fashionable society flocked to demonstrations such as Nicolas Lemery's display representing an erupting volcano.

289

The purpose of scientists was basically to offer entertainment to fashionable society,

290

and academicians delighted in amazing audiences with demonstrations of the universal laws of nature.

291

in the course of the 18th century the circulation of skills

292

and technical exchange led to further developments fireworks specialists from Italy

293

began to travel around Europe staging displays for many of the European courts the architect

294

and stage designer Giovanni Servandoni composed grand displays in Paris featuring colourfully painted temples and triumphal arches.

295

A fireworks display staged by Servandoni would be structured in the same way as an opera

296

and was even divided into separate acts.

297

Italian fireworks specialists were also invited to perform in London, St. Petersburg and Moscow.

298

As these specialists circulated around Europe, they sought to exploit the appeal of fireworks for a wider audience,

299

including the growing middle classes.

300

As in the previous century, fireworks provided resources for demonstrating scientific laws and theories, as well as new discoveries,

301

and displays now showed a fascinated public the curious phenomenon of electricity.

302

By the mid-18th century, fireworks were being sold for private consumption.

303

So the history of fireworks shows us the diverse relationships which existed between scientists, technicians and the rest of society.

304

Thank you.

305

Thank you.

306

Thank you.

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المفردات وملاحظات التحدث لهذا الدرس

هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “Cambridge official Listening test- 7 :with Answers: Hostel Accommodation in Darwin”. أكثر الكلمات تكرارًا في الفيديو: firework, sculpture, park. يحتوي هذا الفيديو على 306 جملة و3161 كلمة للتدرب على الترديد. مدة الكلام 30:22. يتكلم المتحدث ببطء، بمعدل 104 كلمة في الدقيقة تقريبًا، فيكون لديك وقت لتقليد كل صوت. 83% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، ويُستحسن مراجعة الباقي قبل البدء.

أهم المفردات في هذا الفيديو

أصعب 15 كلمة في الفيديو، مع النطق والمعنى:

الكلمة	النطق	المعنى
firework اسم	/ˈfaɪɚˌwɚk/	أَلْعَاب نَارِيَّة, مُفَرْقِعَات
sculpture اسم	/ˈskʌlpt͡ʃɚ/	تِمْثَال, مَنْحُوتَة
hostel اسم	/ˈhɑstəl/	نُزُل, أُوتِيل
technician اسم	/tɛkˈnɪʃən/	تِقْنِيّ, فَنِّيّ
visitor اسم	/ˈvɪzɪtɚ/	زَائِر
snack اسم	/snæk/	وَجْبَة خَفِيفَة, لُمْجَة
dormitory اسم	/ˈdɔɹ.mɪˌtɔɹ.i/	مَهْجَع
nobility اسم	/noʊˈbɪlɪti/	نُبْل, نَبَالَة
carving اسم	/ˈkɑɹvɪŋ/	نَحْت
employ فعل	/ɪmˈplɔɪ/	وَظَّفَ
accommodation اسم	/əˌkɒm.əˈdeɪ.ʃən/	إِقَامَة
architect اسم	/ˈɑɹ.kɪˌtɛkt/	مِعْمَارِيّ, مُهَنْدِس مِعْمَارِيّ
demonstrate فعل	/ˈdɛm.ənˌstɹeɪt/	تَظَاهَر, احْتَجَّ
fascinate فعل	/ˈfæsɪneɪt/	فَتَنَ
scatter فعل	/ˈskætɚ/	نَثَرَ, تَفَرَّقَ

الأفعال المركبة التي ستسمعها

الكلمة	المعنى
go up فعل	صَعِدَ, يَصْعَدُ
go out فعل	خَرَجَ

جمل تستحق التكرار

جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:

Why didn't you choose clothing?
Do you think it should go in another section?
How much research you have to do?
Have you got something about the background there?
Have you done your implementation section yet?

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	have been · I've never stayed · have noticed
المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله	were kept · can be displayed · were actually created
جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء	people who have · person who said · sculptures, which are

نطق يحتاج إلى انتباه

يستخدم المتحدث 67 من الصيغ المختصرة، مثل I've, I'm, you'll. انطقها بصيغتها القصيرة كما تسمعها.

أصوات “sh” و“zh”: technician /tɛkˈnɪʃən/, fashionable /ˈfæʃənəbl̩/, demonstration /dɛmənˈstɹeɪʃən/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, implication /ˌɪmpləˈkeɪʃən/
الكلمات الطويلة — انتبه لموضع النبر: dormitory /ˈdɔɹ.mɪˌtɔɹ.i/, nobility /noʊˈbɪlɪti/, technological /ˌtɛk.nəˈlɑ.dʒɪ.kəl/, demonstration /dɛmənˈstɹeɪʃən/, accommodation /əˌkɒm.əˈdeɪ.ʃən/

أصوات يجدها متحدثو العربية صعبة:

/p/ — ليس /b/: انطقه مع نفخة هواء: sculpture /ˈskʌlpt͡ʃɚ/, employ /ɪmˈplɔɪ/, compose /kəmˈpəʊz/, appendix /əˈpɛn.dɪks/, implication /ˌɪmpləˈkeɪʃən/
/v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: visitor /ˈvɪzɪtɚ/, carving /ˈkɑɹvɪŋ/, overlook /ˈoʊ.vɚˌlʊk/, volcano /vɑlˈkeɪ.noʊ/, variation /ˌvɛəɹiˈeɪʃn̩/
تتابع الصوامت — لا تضف حركة بينها: sculpture /ˈskʌlpt͡ʃɚ/, snack /snæk/, dorm /doɹm/, employ /ɪmˈplɔɪ/, demonstration /dɛmənˈstɹeɪʃən/

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 firework, sculpture, hostel.

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.

تقنية الشادوينغ: اقرأ الدليل الكامل خطوة بخطوة →

تدريب Shadowing: Cambridge official Listening test- 7 :with Answers: Hostel Accommodation in Darwin - تعلم التحدث بالإنجليزية عبر الفيديو

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