Shadowing Practice: IELTS LISTENING REAL TEST 1 3 - Learn English Speaking with Video
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1
Good morning, Riverdale Preschool.
2
Sally speaking.
3
Hello.
4
My name's Robert.
5
I've got a four -year -old daughter called Susie, and I'd like to get some information about your preschool, please.
6
Sure, Robert.
7
Well, Susie's the right age.
8
We take three - and four -year -olds in classes of 20 students.
9
Oh, great.
10
And how many teachers do you have?
11
We have two.
12
The first group is taught by Mrs Oliver, and the second group is taken by Mrs Keogh.
13
Just a moment.
14
I'll write that down.
15
Could you spell the last name, please?
16
It's an unusual one, isn't it?
17
Yes, it's K -E -O -G -H.
18
OK, I've got that.
19
Now, I know the children attend for two or three days a week.
20
That's right.
21
The older ones, like Susie, are here for three days, which means 15 hours a week.
22
The younger ones, the three -year -olds, attend two days a week.
23
That's a total of 10 hours.
24
And what do they do during that time?
25
Well, half the day is spent outside and the children can run around
26
and play games with their friends or do a calmer activity, like painting, for example.
27
We have a great outside play area that we're improving all the time.
28
Yes, we were walking past the other day and Susie noticed.
29
You've recently put in a new slide, haven't you?
30
Yes, we're really pleased with it.
31
It's a big one and the children love it.
32
And are you thinking of adding anything else outdoors?
33
Well, we were hoping to build a playhouse, but that was too expensive.
34
So we're now making plans for a garden where the children will be able to grow flowers and vegetables.
35
Lovely.
36
And what else do the children do?
37
Well, the other half of the day is spent indoors.
38
This year, the children seem to be very interested in music, so the teachers are doing a lot of activities related to that.
39
Last year, there seemed to be more of an interest in dancing.
40
Well, Susie would love either of those.
41
The teachers may sometimes play quiet games with the children, but we always make time for a story each day.
42
It's a very important part of the program here.
43
Yes, of course.
44
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10 on page 2.
45
Now listen and answer questions 6 to 10.
46
now i'd like to ask you about the fees
47
if that's okay sure we actually had to put them up
48
this term i'm afraid yes i heard from a friend of mine
49
that it used to be four hundred and twenty dollars for the term
50
but it's just gone up to four hundred and seventy dollars is
51
that right yes we had to add the extra fifty dollars
52
to cover costs things got a lot more expensive last year i understand And I think the fees are still quite reasonable.
53
Another school I've spoken to charges $500 per term.
54
Oh, really?
55
My friend also told me that his daughter went on a trip to the local zoo
56
and that the cost of that was covered in the fees.
57
Is that right?
58
Yes, we did that last year, but we'll be going to a farm this year instead.
59
We vary it, so, for example, we may go to the theatre next year.
60
OK, it sounds like fun.
61
Also included in the price is membership of a special library.
62
Children can borrow a toy and keep it for a week and choose a different one the following week.
63
It's very popular.
64
What a great idea.
65
We would certainly make use of that system if we enrol.
66
Now, is there anything else I should know?
67
Well, the children have a rest here during the day
68
and we make up a little bed for them with sheets and blankets.
69
But we advise parents to pack a pillow in the child's bag as we don't provide one.
70
OK, I'll make a note of that.
71
So, what should I do if I want to come and look around the school during the day and meet the staff?
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The best thing is to call the teacher on the classroom mobile and she'll tell you which time is best to visit.
73
Shall I give you the number?
74
Yes, please.
75
OK, it's 0914 638 520.
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Thanks for all your help, Sally, and we hope to see you soon.
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No problem.
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Bye for now.
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You now have half a minute to check your answers.
80
Now listen carefully.
81
and answer questions eleven to fifteen
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hi thanks for coming along my name is Marissa
83
and I'm going to tell you a bit about finding part -time jobs
84
not everybody wants to work when they're studying
85
and as this is your first year you may feel that you've quite enough to do as it is
86
but you may change your mind or find that you need to earn some extra cash
87
however if you are a student from overseas there may be particular conditions attached to working in this country,
88
so you should check with the staff at the center before applying for a job.
89
Right.
90
Now, the university has its own job center on the campus.
91
Well, actually, it's not on this main, Hilston campus.
92
It's based in the Student Services Building on the campus called Woodside,
93
spelt W -O -O -D -S -I -D -E.
94
The center works on a drop -in basis, which means that you don't have to make an appointment.
95
It's open six days a week, Monday to Saturday, and nine hours a day from 10 in the morning until 8 at night.
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The center is run by other students, but a professional employment lawyer is on hand every Tuesday if you want any advice about your job.
97
There may be a queue, in which case you will have to wait, so make sure you allow plenty of time.
98
part -time jobs become available almost every day
99
and they are advertised on the university website
100
which you can access through the library
101
if the computer center is closed you should check things daily
102
and if you see a job
103
which interests you call in at the center before you hear
104
the rest of the talk you have some time to look at questions 16 to 20 on page four
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Now listen and answer questions 16 to 20.
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There's a good variety of jobs on offer in the university itself just now. For example,
107
they're looking for people to check that all the vehicles using the university car parks have got up -to -date permits.
108
Office jobs rarely come up, but in future the university is hoping to be able to offer jobs in the IT center.
109
There are also recruitment open days, which are held regularly during the year,
110
when local employers come into the university to recruit students for part -time work within their company.
111
These two -day events are scheduled well in advance each term and are advertised in the usual places.
112
Of course, part -time work is useful to supplement your income, but it's also a valuable way of building up an employment record that reflects your skills and capabilities.
113
One of most common complaints of graduates leaving university is
114
that many jobs require proven experience
115
so those applicants who have evidence of part -time work on
116
their cv often have an advantage the job center advertises jobs
117
which will give you skills such as using word processing packages spreadsheets
118
or supervisory skills so if you have to work use the opportunity to develop skills
119
which will help you secure a job in the future.
120
Now, what about the financial side of things?
121
Well, students who work part -time can no longer expect to be paid cash.
122
An employer will deduct tax from what you earn, but depending on your own individual circumstances and how much you earn in a year,
123
you should be able to reclaim some of this.
124
You may also have to contribute towards an insurance scheme, but you must ask your employer about these deductions.
125
You should also check whether you will be paid weekly or monthly, and if you work extra hours, what your overtime rate will be.
126
It's also necessary to make sure that your employer knows that you may only be able to work during term time.
127
Communication between you and your employer is very important, but don't expect all employers to use email.
128
If you are ill
129
or cannot get into work for whatever reason make sure your employer knows in good time
130
that shouldn't be a problem now that everyone has a mobile phone and
131
if you decide to leave the job you should make sure
132
you put this in writing some employers require a month's notice even for a part -time job
133
so what sort of work can you expect to find well as i said earlier there is
134
That is the end of Section 2.
135
You now have half a minute to check your answers.
136
Now listen carefully and answer questions 21 to 26.
137
Hello, John.
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Come in and sit down.
139
You're here to discuss your research project, are you?
140
Yes, I've more or less decided what to do, but I'd like your opinion.
141
Fine.
142
You've chosen a topic?
143
Yes.
144
I want to look at how people use public services in their local area.
145
Things like parks and swimming pools.
146
Right.
147
Well, the kind of information you'll get is very useful for town planning, of course.
148
Do you have a special interest in public services?
149
Not really.
150
It's just that I found a report in the college library about an investigation
151
that was done ten years ago and I thought it'd be interesting to do a parallel one.
152
Ten years is a relatively short space of time.
153
What do you expect to find?
154
Do you think things will be more or less the same as before?
155
I think there'll be some differences.
156
For example, I think the number of people going to the library will have decreased.
157
And I'd guess that older people are using the sports centre more often than they're used to.
158
Fine.
159
So those are your hypotheses.
160
Now, what sort of data are you going to use?
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I was thinking of using official records from the management or the local council and analysing them.
162
They should be easy to obtain.
163
I don't think that sort of information would be confidential.
164
Yes, you're probably right.
165
There might not be as much information as you'd like, but it'd certainly be the easiest kind of data to work with.
166
But have you considered using a questionnaire as well?
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It's OK to get data from more than one source.
168
Absolutely.
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It's a bonus.
170
You've already done the module on questionnaire design, haven't you?
171
And it'll be good to get experience because next year you'll have to do something similar for your final dissertation
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on a bigger scale okay
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and what are the variables you'll be looking at are you
174
going to look at people's level of education whether they have
175
a degree for example i hadn't planned to do you think
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i should well you might see some interesting patterns okay
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and that'll tie in nicely with my plans to analyse the
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kind of work people do what about the size of your
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sample have you got any thoughts on the number of questionnaires you might send out the previous study surveyed 120 people
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i don't think i can really analyse more than 50 working by myself
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so i should probably distribute about 80 questionnaires altogether to allow
182
for wastage do you think that's enough definitely I know that your project guidelines recommend a minimum of a hundred, but that's an ideal number,
183
and you're working by yourself.
184
And anyway, this assignment is mainly about giving you practice in research methods.
185
Right.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 6.
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Now listen and answer questions 27 to 30.
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And think of ways you can encourage people to actually complete the questionnaire.
189
For example, to make sure that your questions make sense, you should try them out beforehand.
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OK, that's no problem.
191
My friends will help.
192
Good.
193
Sometimes you get unpredicted responses and you have to rephrase a question.
194
And I know that you usually get a better return if you deliver questionnaires in person,
195
but there'll be too many but I could enclose a stamped envelope for the return post.
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It's a bit expensive, but I think it'd be worth it.
197
Yes, good.
198
Some people say that another way of increasing returns is to make the questionnaires anonymous, but usually people put their names on anyway,
199
so I don't think that would make much difference.
200
OK.
201
And can you give me a bit more advice about the questionnaire?
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Would it be a good idea to have a short paragraph at the top explaining what i'm doing
203
and why definitely
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and don't forget you'll need to get a bit of information about your subjects what age group they're in
205
and perhaps how long they've lived in the area, so you'll need questions for that.
206
Ah, yes.
207
I suppose that'll mean it takes a bit longer to complete, but, er...
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Should I give them my phone number in case there's anything they're not sure about?
209
I wouldn't if I were you, no. OK.
210
And do I have to use open -ended questions as well as closed questions?
211
I know the books say it's better to have a mixture.
212
Well, it depends.
213
In this case, I'd stick to closed questions.
214
The results will be much more manageable like that.
215
If I draft some questions tomorrow, would it be OK to bring them...
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That is the end of Section 3.
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You now have half a minute to check your answers.
218
Now listen carefully and answer questions 31 to 40.
219
Hello, everyone.
220
I have an exciting announcement to make.
221
The university has decided to enter an international competition next year,
222
and we are going to need some enthusiastic undergraduates to help us with the project.
223
The competition is to make an automated vehicle,
224
a kind of robot that will be able to move quickly and accurately on its own.
225
All the vehicles will then enter a race, which will take place here in the U .S.
226
So the engineering school will be collaborating with the computer science department and possibly the automotive design department, although that's yet to be confirmed.
227
What they have to do is try to design an automated vehicle which will be able to complete the course.
228
To give you an idea of how tough this race is,
229
one vehicle last year only managed 12 kilometers of the 280 -kilometer stretch of California desert that forms the racetrack.
230
The vehicles in the race must cover the whole distance without a human driver and,
231
quite autonomously, identify and steer around corners and avoid unexpected hazards,
232
things like rocks for example it's a challenging task
233
because there are lots of obstacles of this kind along the
234
route as i said in last year's event the most successful vehicle only drove 12 kilometers
235
then its team decided to deactivate it because it had gotten too near a cliff
236
in the race held earlier this year there still wasn't a winner
237
but they did much better and there was one design which we will be analyzing carefully in seminars.
238
Its strength was in its onboard technology.
239
That particular vehicle built a three -dimensional picture of its surroundings using video cameras and lasers.
240
It was equipped with seven laptop computers, which analyzed the incoming information ten times a second
241
and it drove along at a comfortable 55 kilometers per hour the design details have been published
242
so we hope to learn from them
243
and go on to make ours even better for next year's competition the competition is open to all universities
244
and there's a prize of two million dollars for the winner but it's really about more than that
245
The sponsors are hoping to see innovative design ideas that they can transfer into commercial production.
246
You'll get a lot out of this project as well in terms of working as a team
247
and broadening your knowledge of the subject.
248
The key to winning is unlikely to be anything to do with what the vehicle looks like.
249
Programming skills will decide who eventually wins first prize.
250
the design will need technological expertise in this area above all
251
and that's what the team who work on the project will
252
need to focus on i'll be handing out some scientific reports about this year's vehicle shortly it's interesting to read
253
that even after months and months of planning building
254
and trials many of the teams were amazed
255
that the vehicles did what they wanted them to do at all
256
because so many things can go wrong on the day
257
so even though no vehicle actually completed the course they were pleased they got as far as they did right
258
if any of you are interested this is the plan of
259
action keep an eye on the main notice board for details
260
firstly at the beginning of may we'll be scheduling a seminar to introduce the project to anyone who might be interested
261
later in the month we'll be asking you to submit a
262
short essay letting us know why you feel you should be
263
chosen to take part in the project You'll need to tell us about any particular skills
264
that you have and can bring to the team and any experience you may have had in the field.
265
Then, in June, we're organizing a trip to a factory to chat over some
266
design considerations with specialists there who have kindly agreed to act as consultants throughout the project.
267
Then, at the beginning of the next semester in September, we thought we'd hold a weekend workshop to share ideas and see computer -aided design demonstrations.
268
We have a brand new package, which sponsors have kindly financed.
269
You'll need to be able to use it with confidence before we start.
270
In December, we'll be asking you to submit your outline designs, and the following month, we'll choose the team and start work in earnest.
271
Okay, it sounds like a lot of fun, but it will also require serious commitment.
272
So please think this through carefully.
273
Some handouts are coming around now.
274
Any questions?
275
That is the end of Section 4.
276
You now have half a minute to check your answers.
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Vocabulario y notas de pronunciación para esta lección
Este vídeo tiene 276 frases y 3077 palabras para practicar shadowing. La parte hablada dura 21:26. El hablante mantiene un ritmo constante de unas 144 palabras por minuto, cómodo para el shadowing. El 88 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es fácil de seguir.
Vocabulario clave de este vídeo
15 palabras menos comunes del vídeo, con su pronunciación y significado:
- employer /ɪmˈplɔɪə/ (sustantivo) — empleador, empleadora. A person, firm or other entity which pays for or hires the services of another person.
- carefully /ˈkɛɹf(ə)li/ (adverbio) — cuidadosamente. With care; attentively, circumspectly.
- earn /ɝn/ (verbo) — ganar, granjear. To gain (success, reward, recognition) through applied effort or work.
- advertise /ˈædvɚˌtaɪ̯z/ (verbo) — anunciar. To give (especially public) notice of (something); to announce publicly.
- package /ˈpæk.ɪd͡ʒ/ (sustantivo) — paquete, kete. Something which is packed, a parcel, a box, an envelope.
- spell /spɛl/ (sustantivo) — hechizo, conjuro. Words or a formula supposed to have magical powers.
- submit /səbˈmɪt/ (verbo) — someterse [a]]. To yield or give way to another.
- sponsor /ˈspɒn.səː/ (sustantivo) — patrocinador, patrocinadora. A person or organization with some sort of responsibility for another person or organization, especially where the responsibility has a religious, legal, or…
- kindly /ˈkaɪn(d)li/ (adverbio) — bondadosamente. In a kind manner, out of kindness.
- analyze /ˈæn.əˌlaɪz/ (verbo) — analizar. To subject to analysis.
- seminar /ˈsɛmɪnɑɹ/ (sustantivo) — seminario. A class held for advanced studies in which students meet regularly to discuss original research, under the guidance of a professor.
- preschool /ˈpɹiːskuːl/ (adjetivo) — preescolar. Of or relating to the years of early childhood before attendance at primary school.
- topic /ˈtɑpɪk/ (sustantivo) — tema, tópico. A subject; a theme; a category or general area of interest.
- membership (sustantivo) — membresía. The state of being a member of a group or organization.
- shortly /ˈʃɔɹtli/ (adverbio) — pronto, en breve. In a short or brief time or manner; quickly.
Phrasal verbs que vas a escuchar
- look at (verbo) — mirar, funar. To observe or watch.
- build on /bɪldɑn/ (verbo) — construir / edificar sobre, aprovechar. To add additional elements or components to (a framework, a concept, a device, etc.) in order to extend it.
- come along (verbo) — avanzar, marchar. To accompany.
- come around /kʌ.məˈɹaʊnd/ (verbo) — entrar en razón. To change one's mind, especially to begin to agree or appreciate what one was reluctant to accept at first.
- come up (verbo) — salir a relucir. To emerge or become known, especially unexpectedly.
- get into (verbo) — entrar en, entrar a. To move into (an object), such that one ends up inside it.
- get up to (verbo) — cometer. To do something, especially something that is forbidden or improper.
- hear from (verbo) — oír de, oír de parte de. To receive updates or opinions from (someone).
Pronunciación a tener en cuenta
El hablante usa 70 contracciones y formas reducidas, como you'll, don't, I'd. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: altogether /ɔl.tuˈɡɛð.ɚ/, hypothesis /haɪˈpɒθɪsɪs/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/
- Los sonidos de “sh” y “zh”: shortly /ˈʃɔɹtli/, unusual /ʌnˈjuːʒ(u)əl/, sheet /ʃit/, consideration /kənˌsɪd.əˈɹeɪ.ʃən/, specialist /ˈspɛʃəlɪst/
- Palabras largas — cuida el acento: unusual /ʌnˈjuːʒ(u)əl/, consideration /kənˌsɪd.əˈɹeɪ.ʃən/, unexpected /ʌnɪkˈspɛktɪd/, anonymous /əˈnɒn.ə.məs/, innovative /ˈɪn.əˌveɪtɪv/
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 employer, carefully, earn.
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Oraciones condicionales if + oración, will/would + verbo — una condición y su resultado | If I draft some questions tomorrow, would it |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | is taught · is spent · was covered |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've spoken · You've chosen · have decreased |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | days, which means · basis, which means · days, which are |
¿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.