Shadowing-Übung: Volume 8 Test 2 - IELTS Listening Full Test - Englisch Sprechen Lernen mit Video

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.

Write all your answers in the Listening Question booklet.

At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.

Now turn to Part 1 on page 2 of your question booklet.

Part 1.

You will hear a man called Peter phoning a sports center manager about a job.

First, you have some time to look at questions 1 to 4.

Now listen carefully and answer questions 1 to 4.

Hello, Fernley Sports Center.

How can I help you?

Yes.

I'd like to apply for one of the lifeguard jobs you advertised this week.

Right.

We can do that now, over the phone.

I'll just need some information from you.

Let me get a form.

Okay.

So let's start with your name.

Peter Smith.

Okay.

Can you let me have your home address?

It's 130 South Main Street, Lake Elsinore.

Okay.

I'm new around here.

Can you spell that for me?

Yes, it's E-L-S-I-N-O-R-E.

Mm-hmm.

Okay.

Got that.

And your phone number?

My home number's 951-674-3124, but it's best to ring me on my cell phone.

That's 0778-96245.

Okay.

Now, what do you do?

Are you still in college, or are you working full-time?

I'm in my second year here at Fernley, and this vacation I've got a job as a part-time waiter.

Okay.

I guess if you're at Fernley College you'll be studying physical education?

They all seem to do that there.

That's right.

Then I hope to go on and coach baseball in high school.

Something like that.

I guess it all depends on how I do in my final exams.

Okay.

Sounds good to me.

Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.

Now listen and answer questions 5 to 10.

Now, the next part of the form deals with qualifications.

Do you have the water safety certificate?

We absolutely insist on that.

Yes, I do.

So how long will it last before you have to do a refresher course?

I took it last November, so it will run out in October.

Okay, good.

Now, what about work experience as a lifeguard?

Well, I've had about four months' experience.

Which swimming pool was that at?

I need to have details of your employer, obviously, so we can get a reference.

Oh, it was at the beach here in Fernley.

I can get the number of the person you need to contact.

Good.

And do you have any other additional skills I can put down?

You can put down diving.

I've done that for a long time now.

I'm also keen on rock climbing, but that's not really relevant here.

No. Okay.

And I need to ask when you would prefer to work.

You can choose either Saturday mornings or any time Monday to Friday.

We've got enough people on Sundays at the moment.

Well, not Monday to Friday, because I'm at the restaurant weekday evenings.

Okay.

We open at 6.

Could you start that early?

No, that's fine.

I'd prefer that to working late.

Okay.

Now I need to speak to the committee who run the sports center here, but you should hear back from us pretty soon, and then they'll probably arrange an interview.

Thanks very much.

great now before you go I just like to ask you

how you found out about our advertisement we always ask this was it from the newspaper

or the radio I heard the advertisement this morning

when I was driving into college I don't usually read the

local paper all right thanks well that's all hope to see you soon That is the end of part one.

You now have one minute to check your answers to part one.

Part 2.

You will hear part of a radio program in

which a successful businessman is advising listeners on how to become a self-made millionaire.

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

Thank you.

Now listen carefully and answer questions 11 to 16.

Everybody dreams of becoming a millionaire one day.

So we asked Arthur Knowles, who made his millions in the plumbing business,

to give the budding entrepreneurs among you a few tips on how to make your first million.

Arthur, welcome to the programme.

Thanks, Sue.

So, Arthur, what advice do you have for our listeners?

100

Well, one thing I've heard people say is that when you're starting up a business, you can't afford to make mistakes.

101

Well, I believe in the old saying, a person who never made a mistake never made anything.

102

You can't really predict when you'll make mistakes

103

and you have to look at them as a positive experience and one that means you won't make the same mistake again.

104

You need to be able to cope with the world of business.

105

But according to recent American Business School studies, believing in yourself isn't enough by itself to guarantee success.

106

Confidence can be a good thing, but a person can have too much confidence.

107

And people who try to learn to be confident by buying those how-to-succeed books are just wasting their time.

108

The advice given in these American studies was that being a successful entrepreneur comes down to having the right attitude.

109

It's no good getting depressed every time something goes wrong.

110

Always keep your goals in mind and never give up, and don't listen to all the people around you who say, oh, this will never work.

111

One thing I've learned in business is that you don't have to be an expert in everything, like marketing, for example.

112

When I started my business, I tried to do it all myself, but I soon realised that although I knew everything there was to know about plumbing,

113

I didn't have much idea about how to sell my ideas.

114

So, I got someone who knew more about this to take care of the marketing side of things for me.

115

And as for leadership, well, you've got to be someone your workers look up to because you've been seen to make the right decisions.

116

You have to be able to control people but listen to them at the same time.

117

Some people are driven to make their companies successful but that too often leads to a ruthless approach.

118

Then there's the question of taking risks, even calculated ones.

119

I personally feel it's actually better to tread carefully when it comes to taking short-term risks.

120

You need a degree of vision, certainly, but it's easy to get carried away by your desire to increase profits.

121

And if things go wrong, you can end up losing more than you gain.

122

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

123

Now listen and answer questions 17 to 20.

124

So, if you have a great idea for a business, what should you do next?

125

Well, the first thing to ask yourself is whether there's a need for your product or service.

126

Can you cater for people's needs better than existing companies?

127

You don't need to worry about whether it's original or not, because there isn't always enough of a demand for completely new ideas.

128

And the second thing to ask yourself is, not what colour should the packet be or how much should it cost,

129

but do I care enough about this idea to dedicate the next ten years of my life to it?

130

Because realistically, that's how long it will take.

131

Tell us how you got started, Arthur.

132

How do you explain your early success?

133

Well, I started my business just as the economy was going into a recession, which wasn't the best time, and I was lucky to survive,

134

especially as the banks weren't being particularly supportive to small businesses at that time.

135

If I'd listened to the business advice I was given back then, I'd never have got started.

136

My strengths were that I knew I could provide a better service than my competitors, who really hadn't spotted the opportunities that were out there,

137

and that my wife had a good job

138

and was able to pay the household bills while I was getting the company on its feet.

139

The first couple of years were very tough, but I knew I would make it eventually.

140

OK, now we're going to take some calls from listeners...

141

That is the end of part two.

142

You now have 30 seconds to check your answers to part two.

143

Thank you.

144

Part 3

145

You will hear two students of performance arts called Charlie and Gina

146

preparing to give feedback at the end of the second year of their three-year course.

147

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

148

Now listen carefully and answer questions 21 to 26. So, Gina,

149

we've got to give our tutor some feedback on how we

150

feel about the course now we've come to the end of our second year.

151

Is it OK with you if we have a chat together before we go and see him?

152

Sure, Charlie.

153

So, did you choose this university to do performance arts because it's got such a good reputation?

154

That's what hooked me in.

155

Well, there are other good places which I also considered, but

156

when I looked into things further I was impressed by the

157

connections this course has with a whole range of theatres of different types.

158

So even though I was tempted to go and study abroad, I decided to come here in the end.

159

And you don't regret it?

160

No, it's been brilliant, especially the options this year.

161

The body and dance option I did for this term has been particularly stimulating.

162

Hmm, I'm sorry I didn't go for that one too.

163

But I did dance and drama, which was brilliant too.

164

I think the most valuable option I've done was the movement analysis course we did in the first year.

165

Absolutely.

166

It's provided a great foundation for all our other work since then.

167

So let's talk about our work experience last summer.

168

You went to Finland, didn't you?

169

That's right.

170

I was at their National Ballet Theatre.

171

I didn't get the chance to go on stage, but I helped out with sewing clothes for current productions and even with designing some for future shows.

172

It was brilliant.

173

I got to know a lot of students studying at the local dance school, and I may get the chance to go back there next summer.

174

Hmm.

175

I've been offered more work at the place where I was working in Canada.

176

Great!

177

So what do you think you gained most from the experience?

178

I think I've got much better at controlling my stress levels.

179

For me, it was probably the fact that I learned a lot about collaborating with others rather than working independently.

180

I was lucky to be able to do that in a situation that wasn't too stressful.

181

Also, I had to organise my time well, but I've always been reasonably good at that.

182

That's good.

183

So, we've got quite a few things ready to say to our tutor.

184

It'd be a good chance to ask him any questions we have too, of course.

185

I also think it could be helpful to discuss our future plans.

186

For example, what we're planning to do our dissertations on.

187

Sure.

188

I was unsure about whether to focus on globalisation in dance or on stage design.

189

I did an essay on globalisation in my first year and really enjoyed it.

190

But then I saw a spectacular production at the Royal Opera House and that settled me on stage design.

191

I know another student who's planning to work on that too, so we can discuss things together a bit.

192

OK, that could be useful.

193

I'm planning to do something on current trends in contemporary dance for my dissertation.

194

That sounds pretty challenging.

195

It's a big topic.

196

It might not be easy to organise in a coherent way.

197

I've thought about it quite a lot, and I think that'll be OK, and I feel confident about how to write a longer piece of work.

198

I'm in a bit of a panic, though, about how I'll get through all the literature.

199

There seems to be so much.

200

Hopefully it won't all be relevant.

201

Quite.

202

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

203

Now listen and answer questions 27 to 30.

204

So have you made any career plans yet?

205

I'm still undecided.

206

I've thought about performance, of course.

207

Yes, I think lots of graduates from here take that route, but it's a hard life, involving lots of tough, repetitive practice,

208

as well as actually appearing on stage.

209

Yes, but the performance I've met know that's essential for the job

210

and say they wouldn't change what they do for the world.

211

I know lots of graduates go into education, teaching at various levels, but that means doing some kind of post-grad certificate.

212

But I think it would be interesting, rewarding work.

213

I was wondering about theatre management as a possible option.

214

That's what our tutor did before he got into teaching, isn't it?

215

Yes, but he said he quickly realised it wasn't for him.

216

He wasn't earning enough to live on.

217

I can imagine his communication skills are better than his business skills as well.

218

Marketing's a possibility, of course.

219

Sure.

220

I've read something saying it can be an interesting career, though I don't think many graduates go for this.

221

But that might mean there's not so much competition, as in many other fields of dance.

222

Right.

223

So, now shall we make a list...

224

That is the end of part three.

225

You now have 30 seconds to check your answers to part three.

226

Part 4.

227

You will hear part of a presentation to biology students on new research into sea lions.

228

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

229

Thank you.

230

Now listen carefully and answer questions 31 to 40.

231

Hello, everybody.

232

I'm here today to tell you about a new research study

233

that my team here at the university is doing on the sea lions that live along the coast of Western Australia.

234

You may be wondering why we've been studying this animal.

235

Well, Australian sea lions have been identified as an endangered species, so there's a real need to count them and find out just how many there are.

236

Up until 1892, the population of these animals was severely depleted because of hunting.

237

That's no longer allowed.

238

But today there is a new danger.

239

Sea lions often forage for food in the same areas along the coastlines where there are nets used to catch sharks.

240

Unfortunately, they tend to get caught up in the nets by accident and drown.

241

Now, we wanted to monitor the population of sea lions in this area, but we weren't sure of the best way to do it.

242

There are several different animal tracking methods, which vary in their effectiveness, and there are different factors to consider.

243

One of the most important of these is the cost.

244

But you also have to consider how easy your chosen method is to use.

245

You may choose a traditional method, like a plastic tag.

246

They're relatively straightforward to attach, but they're really only suitable to use with animals that you can catch quite easily.

247

You might also go with a more modern method like GPS tracking, which uses satellite technology to transmit data on the animal around the clock.

248

One drawback for marine animals, though, is that they don't transmit a signal in the ocean, You only get data when they're on land.

249

There are certain large animals in remote areas that have to be tracked using a helicopter.

250

The polar bear is a good example.

251

Now, an important part of tracking is being able to clearly identify the animal.

252

Some, like zebras, are identified by markings such as their stripes, while the dolphin usually has distinguishing scars on its body that can help tell them apart.

253

Sea lions don't have any markings like this.

254

which is just one of the challenges of tracking them

255

when researchers in perth tried to use electronic tags in a sea lion study they found

256

that the sea lions had removed their tracking devices by deliberately

257

rubbing up against rocks this was something the researchers hadn't anticipated

258

researchers in california studying american sea lions tried a different method they applied paint to the animals.

259

They thought this would be a better, less invasive means of identification.

260

Unfortunately, this didn't work so well either because sea lions molt every year and shed their fur along with the identifying mark.

261

So let's look at our current study.

262

We have several aims that we'd like to achieve.

263

The first of these is to try to establish whether sea

264

lions can be identified from the whiskers on their face these are much coarser than a cat's whiskers

265

so easier to see our theory is

266

that the pattern of these whiskers may be as individual as a fingerprint on a human

267

if this is in fact true then we think this could be an effective way to identify them

268

our second aim is to come up with a diagram of sea lion whisker patterns

269

so this can be used as a guide for us

270

and other studies we're using a few different methods to help us do all this we know

271

that we need to build up a wide range of visual data

272

so firstly we've been in touch with zoos around australia to

273

gather photographs from them of the faces of any sea lions

274

they have this won't be enough to achieve our purpose though

275

so we're also broadening our search by inviting the public to take part in our research.

276

We're hoping this will result in hundreds of useful images we can use.

277

That is the end of Part 4.

278

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

279

Thank you.

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Wortschatz und Sprechhinweise zu dieser Lektion

Dieses Video enthält 279 Sätze und 3046 Wörter zum Nachsprechen. Der gesprochene Teil dauert 26:23. Der Sprecher spricht gleichmäßig mit etwa 115 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 86 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.

Wichtiger Wortschatz in diesem Video

15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:

Wort	Aussprache	Bedeutung
lion Substantiv	/ˈlaɪən/	Löwe, Leu
carefully Adverb	/ˈkɛɹf(ə)li/	vorsichtig
researcher Substantiv	/ˈɹiˌsɝ.t͡ʃɚ/	Forscher, Forscherin
tutor Substantiv	/ˈtjuːtəː/	Lehrer, Nachhilfelehrer
listener Substantiv	/ˈlɪs(ə)nɚ/	Zuhörer, Zuhörerin
feedback Substantiv	/ˈfiːdˌbæk/	Feedback, Rückmeldung
certificate Substantiv	/səˈtɪf.ɪ.kɪt/	Zertifikat, Zeugnis
entrepreneur Substantiv	/ˌɑn.tɹə.pɹəˈnɝ/	Unternehmer, Unternehmerin
advertisement Substantiv	/ˈædvɚˌtaɪzmənt/	Anzeige, Werbung
millionaire Substantiv	/ˌmɪl.i.əˈnɛə(ɹ)/	Millionär, Millionärin
dissertation Substantiv	/ˌdɪsəˈteɪʃən/	Doktorarbeit, Dissertation
plumbing Substantiv	/ˈplʌmɪŋ/	Verrohrung, Rohrleitung
booklet Substantiv	/ˈbʊk.lət/	Heft, Broschüre
topic Substantiv	/ˈtɑpɪk/	Thema
earn Verb	/ɝn/	verdienen

Phrasal Verbs, die du hören wirst

Wort	Bedeutung
put down Verb	runtermachen, runterputzen
build up Verb	sich ansammeln, sich türmen
come up with Verb	ausdenken
end up Verb	sich herausstellen, am Ende irgendwo / etwas sein
find out Verb	herausfinden, erfahren
give back Verb	zurückgeben
give up Verb	aufgeben, sich ergeben
go back Verb	zurückgehen, zurückfahren

Aussprache, auf die du achten solltest

Der Sprecher verwendet 82 Kurzformen und abgeschwächte Formen, zum Beispiel I've, I'm, don't. Sprich sie in der kurzen Form, so wie du sie hörst.

Die „th“-Laute: gather /ˈɡæðɚ/, ruthless /ˈɹuːθləs/
Die Laute „sh“ und „zh“: dissertation /ˌdɪsəˈteɪʃən/, reputation /ˌɹɛpjʊˈteɪʃən/, establish /ɪˈstæb.lɪʃ/, sheet /ʃit/, vacation /veɪˈkeɪ.ʃən/
Lange Wörter – auf die Betonung achten: certificate /səˈtɪf.ɪ.kɪt/, entrepreneur /ˌɑn.tɹə.pɹəˈnɝ/, advertisement /ˈædvɚˌtaɪzmənt/, millionaire /ˌmɪl.i.əˈnɛə(ɹ)/, dissertation /ˌdɪsəˈteɪʃən/

So übst du mit diesem Video

Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie lion, carefully, researcher.

Grammatik in diesem Video

Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:

Struktur	Im Video
Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist	I've done · I've heard · I've learned
Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut	will be played · will be given · you've been seen
Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache	person who never · people who try · someone who knew

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

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Wortschatz und Sprechhinweise zu dieser Lektion

Wichtiger Wortschatz in diesem Video

Phrasal Verbs, die du hören wirst

Aussprache, auf die du achten solltest

So übst du mit diesem Video

Grammatik in diesem Video

Was ist die Shadowing-Technik?