Shadowing Practice: cam14 test 3 - Learn English Speaking with Video
Elige un modo de práctica
Cada modo abre una sala de práctica a pantalla completa.
301 oraciones
Si las oraciones son demasiado cortas o largas, haz clic en Editar para ajustarlas.
1
Section 1.
2
You will hear a man phoning the customer services manager of a hotel to get information about holding a conference there.
3
First, you have some time to look at questions 1 to 5.
4
You will see that there is an example that has been done for you.
5
On this occasion only, the conversation relating to this will be played first.
6
Hello, Flanders Conference Hotel.
7
Oh, hi.
8
I wanted to ask about conference facilities at the hotel.
9
Have I come through to the right person?
10
You have.
11
I'm the Customer Services Manager.
12
My name's Angela.
13
The name of the customer services manager is Angela.
14
So Angela has been written in the space.
15
Now we shall begin.
16
You should answer the questions as you listen because you will not hear the recording a second time.
17
Listen carefully and answer questions 1 to 5.
18
Hello, Flanders Conference Hotel.
19
Oh, hi.
20
I wanted to ask about conference facilities at the hotel.
21
Have I come through to the right person?
22
Mm -hmm, you have.
23
I'm the customer services manager.
24
My name's Angela.
25
So, how can I help you?
26
Well, I'm calling from Barrett & Stansons.
27
We're a medical company based in Perth.
28
Oh, yes?
29
And we're organising a conference for our clients to be held in Sydney.
30
It'll be held over two days and we're expecting about 50 or 60 people.
31
When were you thinking of having it?
32
Sometime early next year, like the end of January.
33
It'd have to be a weekend.
34
Ah, let me see.
35
Our conference facilities are already booked for the weekend beginning January the 28th.
36
We could do the first weekend in February.
37
How about January the 21st?
38
Ah, I'm afraid that's book two.
39
Well, let's go for the February date then.
40
So, that's the weekend beginning the 4th.
41
OK.
42
Now, can you tell me a bit about what conference facilities you have?
43
Sure.
44
So, for talks and presentations, we have the Tesla Room.
45
Sorry?
46
Tesla.
47
That's spelled T -E -S -L -A.
48
It holds up to 100 people and it's fully equipped with a projector and so on.
49
How about a microphone?
50
Yes, that'll be all set up ready for you.
51
And there'll be one that members of the audience can use too, for questions if necessary.
52
Fine.
53
And we'll also need some sort of open area where people can sit and have a cup of coffee.
54
And we'd like to have an exhibition of our products and services there as well.
55
So that'll need to be quite a big space.
56
Mm -hmm.
57
That's fine.
58
There's a central atrium with all those facilities.
59
And you can come before the conference starts if you want to set everything up.
60
Great.
61
And I presume there's Wi -Fi?
62
Oh yes, that's free and available throughout the hotel.
63
Okay.
64
Would you also like us to provide a buffet lunch?
65
We can do a two -course meal with a number of different options.
66
What sort of price are we looking at for that?
67
Well, I can send you a copy of the standard menu.
68
That's $45 per person.
69
Or you can have the special for $25 more.
70
I think the standard should be OK, but yes, send me the menu.
71
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
72
Thank you.
73
Now listen and answer questions 6 to 10.
74
Now we're also going to need accommodation on the Saturday night for some of the participants.
75
I'm not sure how many, but probably about 25.
76
So what do you charge for a room?
77
Well, for conference attendees, we have a 25 % reduction.
78
So we can offer you rooms at $135.
79
Normally a standard room's $180.
80
And does that include breakfast?
81
Sure.
82
And of course, guests can also make use of all the other facilities at the hotel.
83
So we've got a spa where you can get massages and facials and so on.
84
And there's a pool up on the roof for the use of guests.
85
Oh, great.
86
Now, what about transport links?
87
The hotel's downtown, isn't it?
88
Yes.
89
It's about 12 kilometres from the airport, but there's a complimentary shuttle bus for guests,
90
and it's only about 10 minutes' walk from the central railway station.
91
OK.
92
Now, I don't know Sydney very well.
93
Can you just give me an idea of the location of the hotel?
94
Ah, well, it's downtown on Wilby Street.
95
That's quite a small street and it's not very far from the sea.
96
And of course, if the conference attendees want to go out on their Saturday evening, there's a huge choice of places to eat.
97
Then, if they want to make a night of it, they can go on to one of the clubs in the area.
98
There are a great many to choose from.
99
Okay, so if we go ahead with this, can you give me some information about how much we're looking at?
100
That is the end of section one.
101
You now have half a minute to check your answers.
102
Now turn to section 2.
103
Section 2.
104
You will hear a woman talking to a group of college students about volunteering to help other people.
105
First, you have some time to look at questions 11 to 14.
106
Now listen carefully and answer questions 11 to 14.
107
Good morning, my name's
108
Lucy Crittenden and I'm the Director of Operations for an organisation that arranges volunteering in this part of the country.
109
I'm hoping I can persuade one or two of you to become volunteers yourselves.
110
Let me start by briefly explaining what we mean by volunteering.
111
Volunteers are teenagers and adults who choose to spend some time unpaid helping other people in some way.
112
Most volunteers devote two or three hours to this every week, while a few do much more.
113
The people they help may have physical or behavioural difficulties, for example.
114
volunteers can do all sorts of things depending on their own abilities and interests
115
if they're supporting a family that's struggling for example they may be able to give them tips on cooking
116
or recommend how to plan their budget
117
or how to shop sensibly on their income they might even do some painting
118
or wallpapering perhaps alongside any members of the family who were able to do it
119
or even do some babysitting so the parents can go out for a while.
120
The benefit from volunteering isn't only for the people being helped.
121
Volunteers also gain from it.
122
They're using their skills to cope with somebody's mental or physical ill health.
123
And volunteering may be a valuable element of their CV when they're applying for jobs.
124
employers usually look favourably on someone who's given up time to help others.
125
Significantly, most volunteers feel that what they're doing gives them a purpose in their lives, and in my opinion, they're lucky in that respect,
126
as many people don't have that feeling.
127
Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
128
Thank you.
129
Now listen and answer questions 15 to 20.
130
Now I'd like to tell you what some of our volunteers
131
have said about what they do to give you an idea of the range of ways in which they can help people.
132
Habib supports an elderly lady who's beginning to show signs of dementia.
133
Once a week they, along with other elderly people, go to the local community centre where a group of people come in and sing.
134
The songs take the listeners back to their youth
135
and for a little while they can forget the difficulties that they face now.
136
Our volunteer Consuela is an amazing woman.
137
She has difficulty walking herself but she doesn't let that stop her.
138
She helps a couple of people with similar difficulties who had almost stopped walking altogether.
139
By using herself as an example, Consuela encourages them to walk more and more.
140
Min visits a young man who lives alone and can't leave his home on his own, so he hardly ever saw anyone.
141
But together they go out to the cinema
142
or to see friends the young man hadn't been able to visit for a long time.
143
Tanya visits an elderly woman once a week.
144
When the woman found out that Tanya is a professional dressmaker, she got interested.
145
Tanya showed her some soft toys she'd made and the woman decided to try it herself.
146
And now she really enjoys it and spends hours making toys.
147
They're not perhaps up to Tanya's standard yet, but she gains a lot of pleasure from doing it.
148
Alexi is a volunteer with a family that faces a number of difficulties.
149
By calmly talking over possible solutions with family members,
150
he's helping them to realise that they aren't helpless and that they can do something themselves to improve their situation.
151
This has been great for their self -esteem.
152
And the last volunteer I'll mention, though there are plenty more, is Juba.
153
She volunteers with a teenage girl with learning difficulties who wasn't very good at talking to other people.
154
Juba's worked very patiently with her, and now the girl is far better at expressing herself and at understanding other people.
155
OK, I hope that's given you an idea of what volunteering is all about.
156
Now I'd like to talk to you about...
157
That is the end of Section 2.
158
You now have half a minute to check your answers.
159
Now turn to section 3.
160
Section 3 You will hear a trainee music teacher called Joe talking to his supervisor about the school marching band
161
that he has been given responsibility for.
162
First, you have some time to look at questions 21 to 26.
163
Thank you.
164
Now listen carefully and answer questions 21 to 26.
165
So, how are you getting on with your teaching practice at the high school, Joe?
166
Well, I've been put in charge of the school marching band, and it's quite a responsibility.
167
I'd like to talk it over with you.
168
Go ahead.
169
You better start by giving me a bit of background.
170
Okay.
171
Well, the band has students in it from all years, so they're aged 11 to 18, and there are about 50 of them altogether.
172
It's quite a popular activity within the school.
173
I've never worked with a band of more than 20 before, and this is very different.
174
I can imagine.
175
They aren't really good enough to enter national band competitions, but they're in a regional one later in the term.
176
Even if they don't win, and I don't expect them to, hopefully it'll be an incentive for them to try and improve.
177
Yes, hopefully.
178
Well, now the town council's organizing a carnival in the summer, and the band has been asked to perform.
179
If you ask me, they aren't really up to it yet,
180
and I need to get them functioning better as a band and in a very short time.
181
Have you been doing anything with them?
182
Apart from practicing the music, I mean.
183
I played a recording I came across of a drummer talking about how playing in a band had changed his life.
184
I think it was an after -dinner speech.
185
I thought it was pretty inspiring, because being in the band had stopped him from getting involved in crime.
186
The students seem to find it interesting, too.
187
That's good.
188
I'm planning to show them that old film from the 1940s, Strike Up the Band, and talk about it with the students.
189
What do you think?
190
Good idea.
191
As it's about a school band, it might make the students realize how much they can achieve if they work together.
192
That's what I've got in mind.
193
I'm hoping I can take some of the band to a parade that's going to take place next month.
194
A couple of marching bands will be performing, and the atmosphere should be quite exciting.
195
It depends on whether I can persuade the school to hire a coach or two to take us there.
196
Hmm.
197
They sound like good ideas to me.
198
Thanks.
199
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
200
Now listen and answer questions 27 to 30.
201
Can I tell you about a few people in the band who I'm finding it quite difficult to cope with?
202
I'm sure you'll have some ideas about what I can do.
203
Go ahead.
204
There's a flautist who says she loves playing in the band.
205
We rehearse twice a week after school, but she's hardly ever there.
206
Then she looks for me the next day and gives me a very plausible reason.
207
She says she had to help her mother or she's been ill, but to be honest, I don't believe her.
208
Oh dear.
209
Any more students with difficulties?
210
Plenty.
211
Uh, there's a trumpeter who thinks she's the best musician in the band, though she certainly isn't.
212
She's always saying what she thinks other people should do, which makes my job pretty difficult.
213
She sounds a bit of a nightmare.
214
You can say that again.
215
One of the trombonists has got an impressive sense of rhythm and could be an excellent musician,
216
except that he has breathing difficulties and he doesn't really have enough breath for the trombone.
217
He'd be much better off playing percussion, for instance, but he refuses to give up, so he ends up only playing half the notes.
218
I suppose you have to admire his determination.
219
Maybe.
220
One of the percussionists isn't too bad, but he never seems to interact with other people,
221
and he always rushes off as soon as the rehearsal ends.
222
I don't know if there are family reasons or what, but it isn't good in a band,
223
where people really need to feel they're part of a group.
224
Hmm.
225
There are others, too, but at least that gives you an idea of what I'm up against.
226
Do you have any thoughts about what I can do, Lizzie?
227
That is the end of Section 3.
228
You now have half a minute to check your answers.
229
Now turn to section 4.
230
Section 4.
231
You will hear a British University lecturer in music talking about concerts in an arts festival.
232
First, you have some time to look at questions 31 to 40.
233
Thank you.
234
Now listen carefully and answer questions 31 to 40.
235
As you all know, the university is planning an arts festival for later this year,
236
and here in the music department we've planned three concerts.
237
These will be public performances, and the programme has just been finalised.
238
The theme of the festival is links between the UK and Australia, and this is reflected in the music.
239
Each concert will feature both British and Australian composers.
240
I'll tell you briefly about the Australian music, as you probably won't be familiar with that.
241
The first concert will include music by Liza Lim, who was born in Perth, Western Australia, in 1966.
242
As a child, Lim originally learned to play the piano, like so many children, and also the violin.
243
But when she was eleven, her teachers encouraged her to start composing.
244
She found this was her real strength, and she studied and later taught composition,
245
both in Australia and in other countries.
246
As a composer, she has received commissions from numerous orchestras, other performers, and festivals in several countries.
247
Liza Lim's compositions are vibrant and full of energy,
248
and she often explores Asian and Australian Aboriginal cultural sources, including the native instrument the didgeridoo.
249
This is featured in a work called The Compass.
250
Her music is very expressive, so although it is complex,
251
it has the power of connecting with audiences and performers alike.
252
In the festival, we're going to give a semi -staged performance of the Oresteia.
253
This is an opera in seven parts, based on the trilogy of ancient
254
Greek tragedies by Aeschylus.
255
Lim composed this when she was in her mid -twenties, and she also wrote the text, along with Barry Kosky.
256
It's performed by six singers, a dancer, and an orchestra that, as well as standard orchestral instruments,
257
includes electric guitar and a traditional
258
Turkish stringed instrument.
259
Lim wrote that because the stories in the tragedies are not easy to tell.
260
The sounds she creates are also disturbing, and they include breathing, sobbing, laughing, and whistling.
261
The work lasts around 75 minutes,
262
and the rest of the concert will consist of orchestral works by the British composers Rafe Vaughan Williams and Frederick Delius.
263
Moving on now to our second concert.
264
This will begin with instrumental music by British composers, Benjamin Britton and Judith Weir.
265
After the interval, we'll go to Australia for a piece by Ross Edwards, The Tower of Remoteness.
266
According to Edwards, the inspiration for this piece came from nature, when he was sitting alone in the dry bed of a creek,
267
overshadowed by the leaves of palm trees, listening to the birds and insects.
268
The Tower of Remoteness is scored for piano and clarinet.
269
Edwards says he realised years after writing the piece that he had subconsciously modelled its opening phrase on a bird call.
270
Ross Edwards was born in 1943 in Sydney,
271
Australia, and studied at the Sydney Conservatorium of Music and the Universities of Adelaide and Sydney.
272
He's well known in Australia, and in fact he's one of the country's most performed composers.
273
He's written a wide range of music, from symphonies and concertos to some composed specifically for children.
274
Edwards' music has been described as being deeply connected to Australia,
275
and it can be regarded as a celebration of the diversity of cultures that Australia can be proud of.
276
The last of the three Australian composers to be represented in our festival is Carl Vine.
277
Born in 1954, Vine, like Liza Lim, comes from Perth, Western Australia.
278
He took up the cornet at the age of five, switching to the piano five years later.
279
However, he went to university to study physics before changing to composition.
280
After graduating, he moved to Sydney and worked as a freelance pianist and composer.
281
Before long, he had become prominent in Australia as a composer for dance,
282
and in fact has written 25 scores of that type.
283
In our third concert, Vine will be represented by his music for the flag handover ceremony of the Olympics held in 1996.
284
This seven -minute orchestral piece was of course heard by millions of people worldwide,
285
and we'll hear it alongside works written by British composers Edward Elgar and, more recently, Thomas Ades.
286
That is the end of Section 4.
287
You now have half a minute to check your answers.
288
Thank you.
289
In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
290
Thank you.
291
Thank you.
292
Thank you.
293
Thank you.
294
Thank you.
295
Thank you.
296
Thank you.
297
Thank you.
298
Thank you.
299
Thank you.
300
Thank you.
301
Thank you.
Descargar app
Todo lo que necesitas para hablar con fluidez
Pronunciación con IAEvalúa cada oración
Práctica de IPADomina cada sonido
VocabularioConstruye tu banco de palabras
Juego de vocabularioAprende mientras juegas
Mismo canal
FOR YOU
Recomendar Video
B21
302 oraciones
Cambridge IELTS 14 Test 4- LISTENING TEST WITH ANSWERS -Tự học IELTS
IELTS PrepUniversity Students
B23
66 oraciones
CAM 18 | IELTS LISTENING TEST | TEST 3 - SECTION 3 #english #listening #ielts #education #iseeielts
IELTS PrepUniversity Students
B22
81 oraciones
CAM 21 | IELTS LISTENING TEST | TEST 2 - SECTION 1 #english #listening #ielts #education #iseeielts
IELTS PrepUniversity Students
B23
316 oraciones
IELTS LISTENING PRACTICE TEST 2026 WITH ANSWERS | 02.09.2026
IELTS PrepUniversity Students
B210
371 oraciones
IELTS Listening Practice Test with Answers
IELTS PrepUniversity StudentsWorking Adults
B23
99 oraciones
Cambridge 15 listening (Test-3) (Part-1) IELTS Practice British Council
IELTS PrepUniversity Students
B250 oraciones
Cambridge 15 listening (Test-1) (Part-2)
IELTS PrepUniversity Students
B22
17 oraciones
IELTS Listening Practice Test 2026 with Answers 27.03.2026 - Test #274
IELTS PrepUniversity Students
B2309 oraciones
IELTS Listening Actual Test 2024 with Answers | 04.01.2024
IELTS PrepUniversity Students
B22
244 oraciones
cambridge 9 test 2
IELTS PrepUniversity Students
B22
239 oraciones
IELTS Listening Podcast Ep 54 Practice Test | Daily English Conversation & ASMR #ib8
IELTS PrepDaily ConversationUniversity Students
B2298 oraciones
Cambridge IELTS Book 14 Listening Test 2 with answers
IELTS PrepUniversity Students
Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación se basa en el vídeo “cam14 test 3”. Las palabras que más se repiten: band, questions, answer. Este vídeo tiene 301 frases y 3095 palabras para practicar shadowing. La parte hablada dura 34:28. El hablante habla despacio, unas 90 palabras por minuto, así que hay tiempo para imitar cada sonido. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| volunteer sustantivo | /ˌvɑlənˈtɪɹ/ | voluntario |
| composer sustantivo | /kəmˈpoʊzəɹ/ | compositor, compositora |
| difficulty sustantivo | /ˈdɪfɪkəlti/ | dificultad |
| carefully adverbio | /ˈkɛɹf(ə)li/ | cuidadosamente |
| piano sustantivo | /piˈænɪː/ | piano |
| instrument sustantivo | /ˈɪnstɹəmənt/ | instrumento |
| elderly adjetivo | /ˈɛldɚli/ | anciano, entrado en años |
| alongside | /əˌlɔŋˈsaɪd/ | yunto/juntamente/junto con |
| encourage verbo | /ɪnˈkʌɹ.ɪd͡ʒ/ | alentar, arengar |
| downtown sustantivo | /ˈdaʊ̯nˌtaʊ̯n/ | centro, centro/núcleo urbano/ciudadano/citadino |
| toy sustantivo | /tɔɪ/ | juguete |
| breathe verbo | /bɹiːð/ | respirar |
| menu sustantivo | /ˈmɛn.juː/ | menú, carta |
| briefly adverbio | /ˈbɹiːfli/ | concisamente, brevemente |
| tragedy sustantivo | /ˈtɹæd͡ʒ.ɪ.di/ | tragedia |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| give up verbo | rendirse, entregar | |
| go ahead verbo | /ˌɡoʊ əˈhɛd/ | venga, adelante |
| come across verbo | pasarse a | |
| end up verbo | terminar, ir a parar | |
| find out verbo | averiguar, anoticiarse | |
| get on with verbo | hacer, realizar | |
| strike up verbo | entablar, crear |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- Have I come through to the right person?
- I'm the customer services manager.
- When were you thinking of having it?
- Ah, I'm afraid that's book two.
- Have you been doing anything with them?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | has been done · Have I come · has been written |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | has been done · will be played · has been written |
Pronunciación a tener en cuenta
El hablante usa 70 contracciones y formas reducidas, como I'm, they're, don't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: breathe /bɹiːð/, altogether /ɔl.tuˈɡɛð.ɚ/, rhythm /ˈɹɪð.əm/
- Los sonidos de “sh” y “zh”: composition /ˌkɑm.pəˈzɪʃ.ən/, musician /mjuˈzɪʃən/, rush /ɹʌʃ/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/, sheet /ʃit/
- Palabras largas — cuida el acento: difficulty /ˈdɪfɪkəlti/, composition /ˌkɑm.pəˈzɪʃ.ən/, altogether /ɔl.tuˈɡɛð.ɚ/, ceremony /ˈsɛɹ.əˌmoʊ.ni/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: string /stɹɪŋ/, spell /spɛl/
- /v/ — no es /b/: los dientes tocan el labio inferior: volunteer /ˌvɑlənˈtɪɹ/, impressive /ɪmˈpɹɛsɪv/, diversity /daɪˈvɜː(ɹ)sɪti/, eleven /əˈlɛv.ən/, incentive /ɪnˈsɛntɪv/
- /z/ — sonora, no /s/: composer /kəmˈpoʊzəɹ/, composition /ˌkɑm.pəˈzɪʃ.ən/, musician /mjuˈzɪʃən/, physics /ˈfɪz.ɪks/, refuse /ɹɪˈfjuːz/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como volunteer, composer, difficulty.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.