Shadowing Practice: Volume 8 Test 1 - IELTS Listening Full Test - Learn English Speaking with Video
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1
You will hear a number of different recordings, and you will have to answer questions on what you hear.
2
There will be time for you to read the instructions and questions, and you will have a chance to check your work.
3
All the recordings will be played once only.
4
The test is in four parts.
5
Write all your answers in the Listening Question booklet.
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At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
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Now turn to Part 1 on page 2 of your question booklet.
8
Part 1.
9
You will hear a conversation between a travel agent and a student who is planning a trip abroad.
10
First, you have some time to look at questions 1 to 6.
11
Now listen carefully and answer questions 1 to 6.
12
Hello, how can I help you?
13
Um, I'm taking a year off and I'm hoping to travel abroad
14
and to find work as well for part of the time.
15
I know you specialise in student travel and work placements, so...
16
That's right.
17
We can help you arrange your travel and set up a job for you.
18
But first of all, I need some personal details
19
and then we'll match your details against our database to see what's available work-wise.
20
Great.
21
OK.
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Your full name?
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Sarah Brown.
24
Date of birth?
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March the 30th.
26
Oh, I'm the 31st. 1988. And your address?
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21 Waverley Road, Radstone, RD46WV.
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And a contact telephone number, please.
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Erm, I can give you my mobile number.
30
Mm-hm.
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0903 775115.
32
Fine.
33
Now, tell me where you plan to travel to and I'll see how I can help.
34
Well, I'd like to go to Northern Europe.
35
Have you been there before?
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No, I know Southern Europe quite well as I've been there with my family.
37
We always went by plane but now I can choose.
38
I'd like to go by train so I can stop off whenever I want.
39
OK.
40
Now, just as important, what sort of work have you got in mind?
41
Well, I thought about hotel work because then I might get accommodation with the job
42
and I'd like to work for about half the year.
43
Hmm, that sort of work is usually quite competitive.
44
Perhaps you should consider an alternative just in case.
45
Such as?
46
Well, lots of students like to work on a farm, and we have lots of requests from people looking for student workers for a few weeks at a time throughout the year.
47
You can generally earn quite good money if you're willing to work fairly long hours.
48
Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
49
Now listen and answer questions 7 to 10.
50
Now, travel.
51
Buying single tickets would be expensive, so the best option would be to have a European pass,
52
which would give you unlimited rail travel at off-peak times.
53
To start off with, we could issue one for up to three months to cover the countries you're intending to visit.
54
Sounds good.
55
Do you have any information about youth hostels which I could use to plan my route?
56
Yes, I'll give you a booklet now, but it's down to you to book your accommodation.
57
At certain times of the year, especially during public holiday periods, such places fill up fast.
58
And remember, if we're going to arrange work for you in the countryside, you won't be able to go out easily in the evenings.
59
Although you'd probably be too tired anyway.
60
I won't mind that.
61
And you're going to be travelling alone?
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Yes.
63
Well, before I make any arrangements for you, you need to have insurance for your entire trip.
64
We can arrange that for you if you like.
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What does it cover?
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Any valuable items, jewellery for example, your money, your mobile, your health,
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and if you needed to get back home quickly you'd be covered so you could buy a plane ticket.
68
Right, I'll do that.
69
I thought I'd take my laptop so I can email and keep in touch with people at home.
70
Hmm, not a good idea to lug your computer around with you.
71
It's much more sensible to rely on an internet cafe.
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That's what we tell people to do.
73
Oh, OK.
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Right, so I've entered all your details.
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Let's see what the database comes up with.
76
That is the end of part one.
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You now have one minute to check your answers to part one.
78
Thank you.
79
Part 2
80
You will hear the manager of a bookshop called Bibliostack talking
81
to a group of young people about the way the bookshop is organised.
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First, you have some time to look at questions 11 to 15.
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Now listen carefully and answer questions 11 to 15.
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Good morning everyone and a big welcome to Bibliostack.
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Firstly, I'll explain the plan of the store to you.
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The building is on seven floors and is circular as you can see, and we're here on the ground floor in its entrance hall.
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Right in the centre of this floor, but behind the bookshelf, so you can't see it very well from here, is our main seating area,
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where people are encouraged to sit and read for as long as they like.
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But they're under no pressure to buy what they're reading.
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That's not how we operate.
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And if you look to your immediate left, past the first double row of shelves, you'll see piles of coloured cushions in front of the window there.
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We provide those so that people can sit wherever they want.
93
Lots of people like to sit close to the bookshelves, and if they want to sit on the floor there, we want them to be as comfortable as possible.
94
On your right, between the two larger bookshelves, you'll see the computer bench, where our visitors can search through our entire catalogue.
95
We pride ourselves in being the largest bookshop in the country, so our sales assistants can't possibly know all the available titles.
96
Although the room in front of you is dominated by the bookshelves, at the far end, just in front of the lift, you'll see that we provide a small cafe bar here too.
97
And just to your right there's a door to the cloakroom where people can leave their coats.
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Then after that there's a stand where we keep a selection of local and national newspapers.
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Customers are welcome to browse through them and we also have some for sale.
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We really want people to feel as though they're browsing through books in the comfort of their own home.
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Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
102
Now listen and answer questions 16 to 20.
103
Right, now I suggest we walk slowly up through the building, and I'll give you more information as we go.
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We're open 12 hours a day.
105
We don't mind if people spend the whole day here, but leave without buying anything.
106
Of course, we hope they'll buy something, but our purpose is to draw people in, to provide the kind of environment which makes them want to stay and read.
107
Look at how busy each floor is, but how quiet.
108
You may be wondering whether there are any children in the building.
109
We debated about locating children's books on the ground floor, or halfway up the building, like the third or fourth floor, but in the end we decided to put them on the very top level,
110
and I can assure you it's not the least bit quiet up there.
111
Of course many parents would prefer to spend time on other floors, and so we provide a supervised area for children under two in the basement,
112
so parents can wander around the shop for a few hours and not worry.
113
But they do have to pay for this service, because although we thought about using some of our own assistance,
114
we decided to employ qualified nursery staff for parents' complete peace of mind.
115
Now, we're just passing the fiction section, and you've probably noticed a small crowd of people beginning to gather.
116
That's because a well-known author is going to read from her latest novel.
117
We try to hold events like this at least once
118
or twice a week
119
and as you can imagine they're very popular we don't make a charge for people to attend
120
but we obviously hope
121
that some of them will want to purchase the book after
122
listening to part of it being read aloud other events
123
which are proving to be very popular are our workshops last week we held a poetry workshop
124
and people came along with poems
125
that they'd written one of the country's best known poets ran the workshop and the participants read their poems aloud to him.
126
He was kind and encouraging and many people felt inspired by his advice.
127
It's extremely difficult to earn your living as a professional poet, and even published poets have other jobs.
128
Now we're going to take a look at our section on audiobooks.
129
That is the end of part two.
130
You now have 30 seconds to check your answers to part two.
131
Part 3.
132
You will hear a business student called Ron getting feedback from his tutor on his presentation.
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First, you have some time to look at questions 21 to 24.
134
Now listen carefully and answer questions 21 to 24.
135
Thanks, Ron, for coming to my office to discuss the presentation you gave yesterday to the Business Management Seminar.
136
We'll go over what you did with the aim of helping you improve your next presentation.
137
Sounds good.
138
Now, the topic was the Just-in-Time, or JIT, supply system, used by a lot of manufacturers,
139
first in Japan and then in the West, I think.
140
Yes, but actually one thing I should have made clearer
141
and talked about was the fact that the Americans actually pioneered the idea of Just-in-Time, though it wasn't called that.
142
Henry Ford and his cars, in fact, at the turn of the 20th century.
143
Later, a big US supermarket chain used it, and this was where Toyota in Japan got the idea for its car making.
144
Yes, that would have been a good addition.
145
Now, before we go any further, I think I would suggest that you should have stopped and clearly defined just in time for your seminar colleagues.
146
You said its aim was to reduce waste,
147
and you mentioned that classic business theory assumes that stock or inventory of parts are counted as assets,
148
but just in time sees them as unnecessary waste.
149
But you never told us that JIT simply means waiting until the last moment to order new supplies as you need them.
150
Yes, you're right.
151
I should have done that.
152
Now you talked a bit about standardising parts as a way of streamlining JIT.
153
Where did you get your data from?
154
Well, I tried an internet website on the subject which is called the Lean Clearinghouse, but it was too technical for me.
155
So in the end, I got my data from a textbook called Learning from Toyota.
156
I found some journal articles too, but they didn't seem very useful.
157
Yes.
158
Well, there is a US government report on it I've seen.
159
I'll get a copy for you.
160
Great.
161
I look forward to reading through it.
162
And while you're at it, you might want to find out about cases where JIT might not be suitable –
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and that's in service industries like tourism or healthcare, where customers are paying for something that they can't actually see or count.
164
Although JIT is fashionable today, some people would say it hasn't proved
165
so successful in the service sector as it has with the manufacturing of goods that can be quantified.
166
That would be interesting.
167
I'll see what I can find out.
168
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
169
Now listen and answer questions 25 to 30.
170
Now, unless you have any more questions, let's turn to a critique of the technical aspects of the presentation.
171
I'm afraid I'll emphasise the things I think you might want to work on.
172
It was a good talk, but with a little work, your next presentation should be excellent.
173
Fine.
174
That would be helpful.
175
Actually, I wasn't happy with my delivery.
176
I sometimes seemed to talk fast and sometimes slow.
177
I was on edge, I guess.
178
Yes, you were.
179
And as well as that, your purpose wasn't very specific.
180
In future, you need to lay out exactly what you're going to cover and why.
181
Make it clear and concise and not so general.
182
And what about my transitions from one section to the next?
183
Well, you didn't link the sections, did you?
184
You went too quickly from one to the next.
185
It was all just too abrupt.
186
OK, I'll try to improve that.
187
Now, your PowerPoint visuals were lovely, but sometimes I got the feeling that, nice as they were as pictures,
188
they didn't have much to do with what you were talking about, right?
189
You're right.
190
And you know, another thing I could see from the other students' reactions, they just didn't understand some of the vocabulary I was using.
191
Good point.
192
Well, remember, your audience were laymen, mostly without knowledge of JIT.
193
So you need to simplify and try to put things in everyday English.
194
I never seem to do that that.
195
And lastly, I'll just mention your body language.
196
You didn't use gestures and you just stood straight without any animation.
197
It didn't make you seem very interested in the subject.
198
I know, even though I really do like the subject.
199
Sorry.
200
Well, despite all this, I enjoyed your presentation and I could see you put lots of work into it.
201
I look forward to an even better presentation from you next time.
202
Well, thanks for your help.
203
That is the end of part three.
204
You now have 30 seconds to check your answers to part three.
205
In part 4 you will hear about studying dyscalculia, a neurodevelopmental disorder affecting numerical abilities.
206
First, you have some time to look at questions 31 to 40.
207
Now listen carefully and answer questions 31 to 40.
208
Dyscalculia, a complex neurodevelopmental condition,
209
refers to a learning disorder marked by significant challenges in understanding and manipulating numerical concepts, quantities, and mathematical operations.
210
It's a condition that affects children's ability to understand and work with numbers.
211
Currently, most schools use the traditional method of teaching mathematics, which may not be effective for children with dyscalculia.
212
These children struggle with grasping mathematical concepts, especially when it comes to understanding the concept of time and sequence.
213
They find it challenging to comprehend the passage of time and the order in which events occur.
214
In the classroom, teachers focus on providing everyday practical examples to help these children overcome their difficulties.
215
They engage the students in activities that involve dealing with money, as this is a common challenge for children with dyscalculia.
216
By incorporating real-life scenarios, teachers aim to make the learning experience more meaningful and relatable for these students.
217
Additionally, teachers provide individualized support and interventions tailored to each student's needs.
218
To boost their confidence, children with mathematics disorders are encouraged to practice more calculations and problem-solving.
219
This additional practice helps them develop a stronger sense of self-assurance
220
when it comes to dealing with mathematical tasks teachers also provide positive reinforcement and praise for their efforts and progress.
221
Teachers also implement strategies that encourage children to make educated guesses when they encounter mathematical problems.
222
By empowering them to make informed guesses, teachers hope to foster problem-solving skills and reduce anxiety associated with mathematical challenges.
223
Additionally, they incorporate various exercises, such as breathing techniques, relaxation exercises,
224
and even walking breaks to promote a conducive learning environment.
225
These activities aid in reducing stress and promoting focus during math lessons.
226
Teachers also explore alternative teaching methods, such as visual aids and manipulatives, to enhance understanding and engagement.
227
Researchers in this field are particularly interested in finding a potential link between dyscalculia and language learning difficulties.
228
They are investigating whether there is a connection between language barriers and the challenges children face in mathematics.
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Understanding this link could help inform more targeted interventions and support strategies.
230
Children with dyscalculia often struggle with concentration and maintaining focus.
231
Teachers are aware of this issue and work to provide additional support and accommodations to help these children stay engaged during lessons.
232
They may use techniques like chunking information, breaking tasks into smaller steps, and providing regular breaks.
233
With this comprehensive approach to teaching children with dyscalculia,
234
the aim is to provide them with the necessary skills and strategies to overcome their mathematical challenges.
235
By implementing these strategies, children may no longer require additional treatment or training specifically focused on their mathematics disorder.
236
Ongoing assessment and monitoring of progress are crucial to ensure the effectiveness of interventions and make any necessary adjustments.
237
It's important to note that dyscalculia affects not only the children but also their families and teachers.
238
Teachers and families play a crucial role in supporting these children and understanding their unique needs in the classroom and at home.
239
Open communication, collaboration, and a supportive environment are key in helping children with dyscalculia thrive academically and emotionally.
240
By recognizing and addressing dyscalculia, we can provide a more inclusive and supportive learning environment for all students.
241
That is the end of part four.
242
You now have one minute to check your answers to part four.
243
Thank you.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “Volume 8 Test 1 - IELTS Listening Full Test”. Este vídeo tiene 242 frases y 2910 palabras para practicar shadowing. La parte hablada dura 24:09. El hablante mantiene un ritmo constante de unas 121 palabras por minuto, cómodo para el shadowing. 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
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| dyscalculia sustantivo | /ˌdɪskælˈkjuːli.ə/ | discalculia |
| mathematical adjetivo | /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ | matemático |
| mathematics sustantivo | /mæθ(.ə)ˈmæt.ɪks/ | matemáticas, matemática |
| bookshelf sustantivo | /ˈbʊkˌʃɛlf/ | estantería, librero |
| bookshop sustantivo | librería | |
| booklet sustantivo | /ˈbʊk.lət/ | libreto, cuadernillo |
| arrange verbo | /əˈɹeɪnd͡ʒ/ | arreglar, acotejar |
| accommodation sustantivo | /əˌkɒm.əˈdeɪ.ʃən/ | alojamiento, hospedaje |
| workshop sustantivo | /ˈwɝk.ʃɑp/ | taller |
| café sustantivo | /ˌkæˈfeɪ/ | café, cafetería |
| aloud adverbio | /əˈlaʊd/ | en voz alta, públicamente |
| browse verbo | /bɹaʊz/ | vichar, bichar |
| numerical adjetivo | /n(j)uːˈmɛɹ.ɪ.kəl/ | guarismo |
| seminar sustantivo | /ˈsɛmɪnɑɹ/ | seminario |
| incorporate verbo | /ɪŋˈkɔɹ.pɚ.eɪt/ | incorporar |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| look forward to verbo | no ver la hora de, quedar a la espera de | |
| come up with verbo | ingeniar, ingeniarse | |
| fill up verbo | llenar, repletar | |
| find out verbo | averiguar, anoticiarse | |
| get back verbo | regresar | |
| go out verbo | salir | |
| go over verbo | sentar, pasar | |
| lay out verbo | /ˌleɪ ˈaʊt/ | encaminar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- Have you been there before?
- Although you'd probably be too tired anyway.
- And you're going to be travelling alone?
- That's what we tell people to do.
- Where did you get your data from?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | will be played · will be given · be covered |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've been · I've entered · you've probably noticed |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | student who is · environment which makes · subject which is |
Pronunciación a tener en cuenta
El hablante usa 64 contracciones y formas reducidas, como I'll, you're, didn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thrive /θɹajv/
- Los sonidos de “sh” y “zh”: bookshelf /ˈbʊkˌʃɛlf/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, workshop /ˈwɝk.ʃɑp/, cushion /ˈkʊʃən/, fashionable /ˈfæʃənəbl̩/
- Palabras largas — cuida el acento: dyscalculia /ˌdɪskælˈkjuːli.ə/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, mathematics /mæθ(.ə)ˈmæt.ɪks/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, numerical /n(j)uːˈmɛɹ.ɪ.kəl/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: supportive /səˈpɔɹtɪv/, conducive /kənˈdjuːsɪv/, individualize /ˌɪn.dɪˈvɪd͡ʒ(.u).əl.aɪz/, supervise /ˈsuː.pə.vaɪz/, thrive /θɹajv/
- /z/ — sonora, no /s/: browse /bɹaʊz/, individualize /ˌɪn.dɪˈvɪd͡ʒ(.u).əl.aɪz/, supervise /ˈsuː.pə.vaɪz/, visitor /ˈvɪzɪtɚ/
- /dʒ/ — no es la “y” ni la “ch”: arrange /əˈɹeɪnd͡ʒ/, individualize /ˌɪn.dɪˈvɪd͡ʒ(.u).əl.aɪz/, jewellery /ˈd͡ʒʊ-/, adjustment /əˈd͡ʒʌst.mənt/, gesture /ˈd͡ʒɛs.t͡ʃɚ/
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 dyscalculia, mathematical, mathematics.
¿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.