تدريب Shadowing: Listening Practice Test OC7 | HOSTEL ACCOMMODATION IN DARWIN - تعلم التحدث بالإنجليزية عبر الفيديو

This is the IELTS listening test.

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 parts.

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

Now turn to part one.

Part one.

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 one to six.

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.

OK.

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.

Forty-five dollars a person.

What?

Oh, no. That's for private rooms.

It's twenty-three fifty 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.

OK, 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 Okay 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 OK.

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?

Part 2 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 welcome 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.

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

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

100

They built a house in the centre of the park, not far from where we're standing now,

101

but this burnt down in 1980 and the De Quince's then sold the land.

102

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

103

Several of the London parks sometimes display contemporary sculptures,

104

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

105

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

106

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

107

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

108

These are wood and stone sculptures that he's carved

109

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

110

They look really dramatic in this rural setting.

111

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

112

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

113

The water level's back to normal now and you shouldn't have any trouble, the path's very level underfoot.

114

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

115

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

116

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

117

The architect was Guy King.

118

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.

119

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

120

but you can go to the kiosk and buy something,

121

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

122

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

123

Now listen and answer questions 17 to 20.

124

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

125

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

126

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.

127

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

128

just behind the education centre and near the bridge.

129

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

130

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

131

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

132

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.

133

You could also go to the Garden Gallery.

134

It's on this side of the upper lake.

135

From the Visitor Centre, you go to the Education Centre, then keep on along the path and you'll see it on your right.

136

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

137

We also have the Longhouse.

138

That's quite a walk.

139

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

140

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

141

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

142

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

143

OK, well, now if you...

144

That is the end of part two.

145

You now have half a minute to check your answers to part two.

146

Part 3 You will hear a first-year marketing student called Leo talking to a second-year student called Anna about his marketing report.

147

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

148

Thank you.

149

Anna, I wanted to ask you about my marketing report.

150

I'm not sure about it.

151

That's OK, Leo.

152

So what do you have to do?

153

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

154

I'm doing instant coffee.

155

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

156

Why didn't you choose clothing?

157

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

158

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

159

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

160

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

161

OK, so how much have you actually written?

162

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

163

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

164

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

165

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

166

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

167

But that's not really to do with technology.

168

It's more cultural.

169

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

170

Right.

171

Let's see.

172

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

173

OK, the table looks good.

174

You'll get marks for research there.

175

Where will it go?

176

In the section on the marketing mix, under product.

177

Not in the appendix?

178

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

179

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

180

Right.

181

I'll do that.

182

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

183

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

184

Does that seem OK?

185

Let's see.

186

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

187

That's important but you've got to be careful how you give

188

that opinion do you think it should go in another section well it's fine where it is

189

but you've got to back it up with some data

190

or they'll say your report lacks weight okay one thing I'm worried about is finding anything original to say

191

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.

192

You're just using published data.

193

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

194

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

195

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

196

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

197

Oh.

198

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

199

It's really surprised me.

200

What?

201

How much research you have to do?

202

I expected that.

203

It's more, I knew exactly what I had to do to get a good grade at school, And I knew I'd be expected to go more deeply into things here.

204

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

205

Now listen and answer questions 27 to 30.

206

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

207

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

208

I forgot that and I got marked down.

209

Yeah, I've drafted it.

210

I've got an overview.

211

Have you got something about the background there?

212

Yeah.

213

Good.

214

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

215

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

216

No, that's too personal.

217

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.

218

Right.

219

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

220

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

221

Well, you have to prioritise.

222

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

223

That's where your reading comes in.

224

OK.

225

Have you done your implementation section yet?

226

I've thought about it.

227

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

228

Yes.

229

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

230

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

231

Right.

232

Well, that shouldn't take long.

233

You'd be surprised.

234

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

235

That and the conclusion.

236

Oh, any hints for that?

237

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

238

So it's got to be quite general.

239

You need to avoid introducing new stuff here.

240

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

241

OK.

242

Thanks, Anna.

243

That's been a big help.

244

That is the end of Part 3.

245

You now have half a minute to check your answers to Part 3.

246

Part 4 You will hear part of a lecture about the history of fireworks in Europe.

247

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

248

Thank you.

249

Now listen carefully and answer questions 31 to 40.

250

An interesting aspect of fireworks is

251

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

252

Fireworks were introduced from China in the 13th century.

253

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

254

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

255

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

256

technicians were employed to stage spectacular shows which displayed aspects of nature with representations of the sun,

257

snow and rain.

258

These shows were designed for the enjoyment of the nobility and to impress ordinary people.

259

But fireworks also aroused the interest of scientists who started to think of new uses for them.

260

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

261

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

262

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

263

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

264

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

265

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

266

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

267

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

268

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

269

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

270

It was a different story in Russia, where the St. Petersburg Academy of Science played a key role in creating fireworks displays for the court.

271

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

272

and the displays often included a scientific message.

273

Members of the Academy hoped that this might encourage the royal family to keep the Academy open,

274

at a time when many in the government were considering closing it.

275

In Paris, the situation was different again.

276

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

277

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

278

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

279

Instead, the fireworks

280

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

281

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

282

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

283

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

284

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

285

In the course of the 18th century, the circulation of skills and technical exchange led to further developments.

286

Fireworks specialists from Italy began to travel around Europe, staging displays for many of the European courts.

287

The architect and stage designer Giovanni Servandoni composed grand displays in Paris,

288

featuring colourfully painted temples and triumphal arches.

289

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

290

and was even divided into separate acts.

291

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

292

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

293

including the growing middle classes.

294

As in the previous century, fireworks provided resources for demonstrating scientific laws and theories,

295

as well as new discoveries and displays now showed a fascinated public the curious phenomenon of electricity

296

by the mid-eighteenth century fireworks were being sold for private consumption

297

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

298

That is the end of Part 4.

299

You now have one minute to check your answers to Part 4.

300

That is the end of the listening test.

301

In the IELTS test, you would now have ten minutes to transfer your answers to the answer sheet.

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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.

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ما هي تقنية التظليل الصوتي؟