Shadowing Practice: CAMBRIDGE IELTS 21 TEST 1 FULL - Learn English Speaking with Video
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IELTS 21.
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Published by Cambridge University Press and Assessment 2026.
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This recording is copyright.
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Test 1.
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This is the IELTS Listening Test.
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You will hear a number of different recordings and you will have to answer questions on what you hear.
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There will be time for you to read the instructions and questions and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four parts.
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At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
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Now turn to part one.
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Part 1.
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You will hear a man phoning a sailing club to ask about learning to sail.
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First, you have some time to look at questions 1 to 6.
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Thank you.
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6. Hello, Oyster Bay Sailing Club.
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How can I help you?
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Oh, hi.
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I'd like to find out about sailing courses for beginners.
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No problem.
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Is it for yourself?
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Yes.
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I had a look online, but I'm not sure which course would be best.
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OK.
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Well, you might be interested in our taster days.
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Possibly.
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So, these are for people who've never sailed before.
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It's basically an introduction to sailing, to find out whether you enjoy it and want to carry on with it.
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And how much is that?
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It's £120 for the day, but it's reduced to £110 each if there are two of you.
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No, it would just be me.
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Oh, that's fine.
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You'd be in a small group, usually about eight people, but no more than ten, and everyone's always very friendly.
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Uh -huh.
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And are there any other suitable courses?
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The other option is the Level 1 course.
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These are two -day weekend courses, and we run those all year round.
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OK.
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And what do you learn on that course? this is a mix of theory
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and practical skills so you learn about things like the weather
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which is obviously really important
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and also the tides as well as learning basic sailing skills
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you go out into the harbor in special training dinghies for beginners two people in each dinghy and an instructor.
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He or she will make sure you understand everything you need to know about safety.
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It sounds like hard work.
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Yes, but you'll have a lot of fun too.
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And the cost of that one is?
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£200, but it's a bit cheaper if you decide to join the club.
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There's a discount for members.
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Well, I'm not sure about that yet.
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You've got plenty of time to decide.
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And does the cost include everything?
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Yes, everything's included and you also get a really good dictionary explaining all the sailing terminology.
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A lot of people struggle with this at first.
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It's got lots of pictures, so I'm sure you'd find it really helpful.
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And on completion of the course, you get a certificate.
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Then you're ready to move on to the Level 2 course.
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Sounds good.
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Before you hear the rest of the conversation, you have some time to look at questions seven to ten.
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Now listen and answer questions 7 to 10.
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I think that's all the info you need for now.
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Just a couple of general things.
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For example, it's really important that you know how to swim.
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Yes, I'm pretty confident in the water.
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Great.
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The other thing I should tell you is that we provide wetsuits and life jackets, but you need to bring swimming trunks and some old trainers.
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And a towel?
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Yes, definitely.
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And you might want to bring your own toiletries, things like shampoo.
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OK.
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What about food and drink?
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Do I need to bring that or is there a cafe at the club?
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Yes, you can get sandwiches, cakes and snacks there.
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The food's pretty reasonable.
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OK, good.
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Well, I think I'm interested in the Level 1 course.
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But I know absolutely nothing about sailing, so is there anything I can do to prepare myself a bit?
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I recommend you watch some videos we use for training.
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They're available online.
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I can send you the link.
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They'll give you an idea of what to expect.
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Perfect.
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Thanks.
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That would be very helpful.
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Oh, and just one other thing.
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I'll be cycling to the club and we'll need somewhere to put valuables.
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I'm just wondering if there are lockers for people to use.
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Yes, there are plenty in the changing rooms.
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Great.
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OK, well, could you book me on to the...
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That is the end of part one.
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You now have one minute to check your answers to part one.
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Thank you.
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You will hear a woman giving advice on a podcast about how to become a make -up artist in the film industry.
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First, you have some time to look at questions 11 to 16.
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Now listen carefully and answer questions 11 to 16.
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Hello and welcome to the Filmmaking Podcast.
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In this week's episode, Claire Lamar talks to us about how to become a makeup artist.
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Claire has been working as a makeup artist in the film industry for over 20 years
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and has lots of useful advice about how to get started.
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Thanks, Ian.
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Well, before you can become a makeup artist on films, you have to spend about two years working as a makeup trainee.
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A good place to get your first job would be on a low -budget short film.
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Of course, this means that you'll be working for free, but it's often worth it for the experience.
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Make sure your transport costs are covered, and remember, there's very unlikely to be any catering provided, so bring plenty of food.
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If you're lucky, you might start out on a big -budget film where you'll get the most useful experience.
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On productions like this, Makeup and hair styling are separate departments, so you won't need to bring your curling tongs,
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but you're likely to get the opportunity to work with a range of age groups as well as different ethnicities.
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Doing makeup for special effects is highly specialized, so don't expect to be offered any practical experience in that.
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One problem with working in the makeup department is that it's a high -pressure environment.
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There are very few times when you'll be bored or have nothing to do.
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It can be stressful, but you'll see that the top makeup artists are very professional,
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even when they're having to work with directors who are impatient or unhappy with the makeup artist's work.
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Follow your supervisor's lead and try to remain calm at all times.
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I've worked with many very famous actors over the years.
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At first, I found it overwhelming and could hardly speak.
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I was so in awe.
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That's preferable, by the way, to becoming too excited and asking for selfies.
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Now, meeting the talent is just a normal part of the job, and to be honest, most actors don't look that special without all the makeup.
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Every makeup trainee will need a makeup kit, which they'll be expected to have with them at all times.
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Just the essentials will do for the kinds of tasks you'll be given.
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It won't be anything complicated.
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It's worth looking at what the other makeup artists have in their kits.
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But whatever you do, don't borrow anything without asking first.
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It's very important to build your portfolio.
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You should take photos of all the work you do and ideally show the different stages of makeup application if you can.
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But remember, you'll need to get approval from the makeup designer in charge of the department.
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As you'll be sending your portfolio digitally, you won't need to get photos printed.
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Before you hear the rest of the podcast, you have some time to look at questions 17 to 20.
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Now listen and answer questions 17 to 20.
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So what does a makeup trainee actually do?
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You need to think about whether you're the right kind of person to do the job and whether you'd enjoy it.
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So to give you some idea, here are some of the things you might be required to do.
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You may be asked to help prep an actor ready for makeup.
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Some actors will arrive having already cleansed and moisturized their skin.
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But sometimes you'll need to step in and get this done without wasting any time.
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Otherwise, the makeup artist will get behind schedule.
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Trainees play a useful role in continuity.
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It will be your responsibility to take photos, log them digitally, and print out a hard copy to put in each actor's file.
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This information needs to be kept in good order, as a reshoot can mean replicating makeup months later.
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General duties mean doing anything from getting the teas and coffees to putting on a wash.
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Having a positive attitude and being willing to do whatever is asked of you will help you get your next film job.
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You won't be asked to apply makeup to any of the principal cast, only the extras.
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If there are dozens of extras involved, you'll need to keep up a swift pace and not spend too long on each person.
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It takes quite a lot of confidence to be able to do this well.
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Okay, now about terms and conditions.
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That is the end of part two.
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You now have 30 seconds to check your answers to part two.
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Part 3 You will hear two marine biology students discussing a lecture on marine biodiversity and conservation from a visiting speaker.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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that lecture from the visiting speaker yesterday was good wasn't it
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yeah i learned a lot from her about ocean biodiversity i've already done some reading on it
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and i did an assignment on some of the problems associated with it last year
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but i especially like the way her lecture focused on more long -term issues.
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Yes, things that aren't currently receiving widespread attention but are likely to be important in the future.
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That impressed me too.
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It wasn't exactly a feel -good conclusion because it's hard to see any real solution for a lot of the problems.
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No, though she did point to where policy changes could be made to protect our marine and coastal environments.
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Hmm, but that's just at a national level.
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The examples she gave were at a more global level, and they really made it clear to me just how wide -ranging the threats to ocean biodiversity are.
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Yes, me too.
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The research project she described was impressive, wasn't it?
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I'd have thought it was quite unusual to have so many experts working together.
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Yeah, and from such different backgrounds.
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Must have been a really exciting team to work with.
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I'd heard of a couple of them before.
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They were involved in research way back in 2009, warning about the dangers of ocean pollution.
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But now people are much more aware of that, aren't they?
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I suppose so.
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Another thing about the research is that the team members came from all around the world.
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Though I suppose that's not unusual nowadays.
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Now everyone can work remotely.
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Right.
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I like the way she didn't bombard us with figures.
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I mean, they were available, but she focused more on the general points they indicated.
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And the description of improvements in systems used for tracking marine animals and things like robots were really interesting.
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Yes, and her description of how robotics can be used to investigate threats to biodiversity.
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Absolutely.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
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While you're here, can we talk about the list of resources we have to evaluate for the seminar tomorrow?
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I've had a look at them all, but it's been a bit of a rush.
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Yeah.
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What did you think of that article on invasive lionfish?
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The one claiming they were expanding their habitat throughout the Mediterranean Sea?
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Well, the writer went on about how dangerous they were in environmental terms.
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which is probably true
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but he didn't really provide much information to explain why i
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know what you mean i watched the documentary on microplastics at least i started to
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but then i found it was made 10 years ago
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so i gave up i watched to the end
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but you're right it was showing its age people had hardly
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heard of microplastics then whereas now everyone knows about them
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and how dangerous they are yeah did you listen to the
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podcast on ocean pollution hmm i didn't get anything out of
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it though most of it was stating the obvious yes it mentioned pesticides and plastic and things
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and it clearly made the point that they were a bad thing.
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But everybody knows that anyway.
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Did you read that book on coastal ecosystems?
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The one by John Harper?
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Yes, I found it hard going at first.
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It went into a lot of detail about things like the effects of offshore wind farms and fish farms.
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But actually, I ended up with a much better understanding of the issues.
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Yes, I agree.
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And I thought it was a well -written summary of those.
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And the diagrams helped a lot, too.
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The article on metal toxicity was way above my head.
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I didn't know anything about how metals from industrial emissions react in the ocean.
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And I still don't understand it.
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I gave up reading after the first chapter.
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I just couldn't follow it.
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That podcast on floating marine cities was interesting.
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Though it presented a rather one -sided picture, I thought.
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Yes, it focused on how this would benefit people and ignored the effects on the environment.
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But anyway, shall we talk about...
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Part 4 You will hear part of a science lecture about different sources of rubber.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Much of the world now lives in an industrial civilisation,
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but this has only become possible because we have the necessary natural resources.
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There are three types of natural resource without which industry could not exist.
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One of these is metal.
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Without that, we'd have no machines and no transportation.
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Another is fossil fuels, which we need to power those machines.
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But there's a third resource that's essential to connect the different parts of a machine together with belts
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and pipes and shock absorbers, and that is rubber.
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It's now used in over 40 ,000 products, from waterproof footwear to surgical gloves.
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At present, we have two types of rubber in common use.
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One is natural rubber, which nearly all comes from the Pará rubber tree.
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This was originally native to Brazil, but is now cultivated on plantations in Southeast Asia.
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Recently, however, concern's been growing that supplies may soon be insufficient for the world's needs
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So what exactly is limiting the supply of natural rubber?
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Well, for one thing, rubber trees don't just spring up overnight It can take 8
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to 10 years for a tree to start producing rubber So cultivating them's a slow process And this leads to another problem.
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With most crops, farmers don't have to think very far ahead, so they can easily change what crop they produce
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or how much of a crop they produce if they find the demand for that crop is rising or falling.
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But if you have to plant eight or ten years ahead, that's much harder.
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And also, the rubber tree is very choosy about where it grows.
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It needs the right temperature, the right amount of rainfall, and the right altitude, not too high and not too low.
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The result is that it can't be grown in the northern or southern parts of the globe, only around the equator.
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Another problem is that the rubber is basically extracted in the same way as it's been done for hundreds of years,
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and that's by hand, by making small cuts in the trunk of the tree
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and putting a little cup there to catch the latex, as the rubber is called.
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It's very labour intensive.
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And it's not just the initial production that's limiting supplies.
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With other resources, such as water and glass, when we've finished using them, we can recycle them.
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But although this is also possible with rubber, it's very difficult, so that also reduces the amount we have available.
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And in the last few years there have been new threats to the supply of natural rubber.
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One problem is linked to the fact
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that nearly all the rubber trees in South East Asia are
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descended from just a small number of seeds brought from Brazil in the 19th century.
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This means that there's very little genetic diversity among the trees, which in turn makes them very vulnerable to disease.
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The most dangerous threat is a fungus, which destroyed large numbers of rubber trees in Brazil,
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and which could cause devastation to plantations worldwide.
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Another problem is that farmers in Southeast Asia are increasingly turning to the cultivation of palm oil,
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which is easier and more profitable for them.
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And finally, in recent years, Southeast Asia, like other parts of the world,
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has been repeatedly hit by extreme types of weather, and this looks likely to continue in the future.
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However, as well as using natural rubber, it's also possible to make rubber synthetically.
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This works very well for some purposes, for example making engine parts or silicon pots and pans used for cooking.
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But compared with natural rubber, it's not anything like as strong,
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and this means it can't replace natural rubber in other products.
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For example, while a mixture of natural rubber and synthetic rubber works well in car tyres,
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only natural rubber can stand up to the extreme speeds of aircraft tyres during take -off and landing.
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So, for some time, scientists have been looking for alternative sources of natural rubber.
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One that's been known about for some time seems initially to be a rather unlikely source.
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It's a wild plant with yellow flowers that we normally regard as a weed when we see it in our gardens.
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But when it's pulled up and its roots cut open, they're found to contain rubber.
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Now compared to the rubber tree, dandelions produce relatively small amounts of rubber,
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but unlike rubber trees, they're very adaptable.
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They'll grow in all sorts of places and they don't need rich soil.
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So at present there are several projects underway investigating the possibility of using dandelions as a source of rubber.
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Another possibility is a desert shrub grown in Mexico and Texas, which is also...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación se basa en el vídeo “CAMBRIDGE IELTS 21 TEST 1 FULL”. Las palabras que más se repiten: rubber, makeup, questions, answer. Este vídeo tiene 278 frases y 3112 palabras para practicar shadowing. La parte hablada dura 29:42. El hablante habla despacio, unas 105 palabras por minuto, así que hay tiempo para imitar cada sonido. El 85 % 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 |
|---|---|---|
| rubber sustantivo | /ˈɹʌbɚ/ | caucho, goma |
| sail sustantivo | /seɪl/ | vela, candonga |
| podcast sustantivo | /ˈpɑdˌkæst/ | podcast, pódcast |
| crop sustantivo | /kɹɑp/ | cultivo |
| lecture sustantivo | /ˈlɛk.t͡ʃə/ | aleccionamiento, lectivo |
| practical adjetivo | /ˈpɹæk.tɪ.kəl/ | práctico |
| carefully adverbio | /ˈkɛɹf(ə)li/ | cuidadosamente |
| unusual adjetivo | /ʌnˈjuːʒ(u)əl/ | inusual, inusitado |
| helpful adjetivo | /ˈhɛlp.fl̩/ | servicial, adyuvante |
| resource sustantivo | /ɹɪˈzɔːs/ | recurso |
| investigate verbo | /ɪnˈvɛs.tə.ɡeɪt/ | indagar |
| unlikely adjetivo | /ʌnˈlaɪkli/ | improbable |
| swim verbo | /swɪm/ | nadar |
| pollution sustantivo | /pəˈluʃən/ | polución, contaminación |
| coastal adjetivo | /ˈkoʊstəl/ | costero, costanero |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| give up verbo | rendirse, entregar | |
| find out verbo | averiguar, anoticiarse | |
| keep up verbo | continuar con, continuar así | |
| make up verbo | /ˌmeɪk ˈʌp/ | reponer, suplir |
| take off verbo | quitarse |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- How can I help you?
- Yes, but you'll have a lot of fun too.
- You've got plenty of time to decide.
- Yes, I'm pretty confident in the water.
- Did you read that book on coastal ecosystems?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect continuous have/has been + -ing — una acción que empezó antes y continúa | has been working · concern's been growing · have been looking |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | who've never sailed · I've worked · i've already done |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | will be played · will be given · are covered |
Pronunciación a tener en cuenta
El hablante usa 67 contracciones y formas reducidas, como you'll, don't, I'm. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: synthetic /sɪnˈθɛtɪk/, ethnicity /ɛθˈnɪsɪti/
- Los sonidos de “sh” y “zh”: unusual /ʌnˈjuːʒ(u)əl/, pollution /pəˈluʃən/, plantation /plænˈteɪʃən/, rush /ɹʌʃ/, shock /ʃɔk/
- Palabras largas — cuida el acento: unusual /ʌnˈjuːʒ(u)əl/, investigate /ɪnˈvɛs.tə.ɡeɪt/, portfolio /pɔːtˈfəʊ.liˌəʊ/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: swim /swɪm/, swift /swɪft/, snack /snæk/, stressful /ˈstɹɛsfəl/, specialize /ˈspɛʃəˌlaɪz/
- /v/ — no es /b/: los dientes tocan el labio inferior: investigate /ɪnˈvɛs.tə.ɡeɪt/, impressive /ɪmˈpɹɛsɪv/, arrive /əˈɹaɪv/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, diversity /daɪˈvɜː(ɹ)sɪti/
- /z/ — sonora, no /s/: resource /ɹɪˈzɔːs/, designer /dɪˈzaɪnɚ/, whereas /(h)wɛɹˈæz/, desert /ˈdɛz.ɚt/, nowadays /ˈnaʊ.ə.deɪz/
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 rubber, sail, podcast.
¿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.