Pratique du Shadowing: Cambridge 13 Listening Test 1 With Answers1 - Apprendre l'anglais à l'oral avec la vidéo
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279 phrases
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Test 1.
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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 sections.
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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 Section 1.
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Section 1
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You will hear a telephone conversation between a woman who wants to attend a cookery class
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and an official at a tourist information center.
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First, you have some time to look at questions 1 to 6.
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You will see that there is an example that has been done for you.
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On this occasion only, the conversation relating to this will be played first.
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Hello, Tourist Information Centre.
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Mike speaking.
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How can I help you?
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Oh, hi.
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I wanted to find out about cookery classes.
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I believe there are some one-day classes for tourists.
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Well, they're open to everyone, but tourists are always welcome.
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OK, let me give you some details of what's available.
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There are several classes.
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One very popular one is at the food studio.
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The first cooking class is at the food studio.
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So studio has been written in the space.
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Now we shall begin.
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You should answer the questions as you listen because you will not hear the recording a second time.
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Listen carefully and answer questions 1 to 6.
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Hello, Tourist Information Centre.
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Mike speaking.
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How can I help you?
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Oh, hi.
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I wanted to find out about cookery classes.
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I believe there are some one-day classes for tourists.
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Well, they're open to everyone, but tourists are always welcome.
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OK, let me give you some details of what's available.
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There are several classes.
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One very popular one is at the food studio.
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OK.
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They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.
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Right, that sounds good.
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How big are the classes?
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I'm not sure exactly, but they'll be quite small.
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And could I get a private lesson there?
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I think so.
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Let me check.
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Yes, they do offer those.
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Though in fact most of the people who attend the classes find it's a nice way of getting to know one another.
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I suppose it must be, yes.
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And this company has a special deal for clients where they offer a discount of 20%
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if you return for a further class.
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OK, but you said there were several classes.
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That's right.
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Another one you might be interested in is Bonds Cookery School.
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They're quite new.
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They just opened six months ago, but I've heard good things about them.
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They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.
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So, is that food for people on a diet and things like that?
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I don't know if I'd be interested in that.
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Well, I don't think they particularly focus on low-calorie diets or weight loss.
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It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger, that sort of thing.
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I see.
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Well, I might be interested, I'm not sure.
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Do they have a website I could check?
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Yes, just key in the name of the school, it'll come up.
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And if you want to know more about them, every Thursday evening they have a lecture at the school.
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It's free, and you don't need a book or anything, just turn up at 7.30, and that might give you an idea of whether you want to go to an actual class.
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Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
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Now listen and answer questions 7 to 10.
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OK, there's one more place you might be interested in.
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That's got a rather strange name.
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It's called the Arezza Centre.
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That's spelled A-R-R-E-T-S-A.
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OK.
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They've got a very good reputation.
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They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.
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Right.
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That's certainly an area I'd like to learn more about.
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I've got lots of friends who don't eat meat.
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In fact, I think I might have seen that school today.
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Is it just by the market?
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That's right.
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So they don't have any problem getting their ingredients.
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They're right next store.
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And they also offer a special two-hour course in how to use a knife.
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They cover all the different skills, buying them, sharpening, chopping techniques.
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It gets booked up quickly though, so you'd need to check it was available.
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Right, well, thank you very much.
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I'll go and check that out.
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That is the end of section one.
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You now have half a minute to check your answers.
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Thank you.
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Section 2 Now turn to Section 2.
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Section 2.
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You will hear the Chairman of the Highways Committee of Granford
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speaking to members of the public about proposed changes to traffic and parking in the area.
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First, you have some time to look at questions 11 to 13.
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Now listen carefully and answer questions 11 to 13.
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Good evening everyone.
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My name's Phil Sutton and I'm Chairman of the Highways Committee.
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We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.
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I'll start by summarising these changes before we open the meeting to questions.
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So, why do we need to make these changes to traffic systems in Granford?
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Well, we're very aware that traffic is becoming an increasing problem.
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It's been especially noticeable with the increase in heavy traffic while they've been building the new hospital.
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but it's the overall rise in the volume of traffic of all kinds that's concerning us.
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To date, there's not been any increase in traffic accidents, but that's not something we want to see happen, obviously.
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We recently carried out a survey of local residents, and their responses were interesting.
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People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
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We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up, but this was on top of the list,
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and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
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We think these new traffic regulations would make a lot of difference, but we still have a long way to go.
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We've managed to keep our proposals within budget, just so they can be covered by the Council.
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But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them,
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and that's an area we're still working on with the help of representatives from the police force.
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Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
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Thank you.
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Now listen and answer questions 14 to 20.
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OK, so this slide shows a map of the central area of Granford with the High Street in the middle
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and School Road on the right.
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Now, we already have a set of traffic lights in the High Street at the junction with Station Road, but we're planning to have another set at the other end
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at the school road junction to regulate the flow of traffic along the high street.
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We've decided we definitely need a pedestrian crossing.
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We considered putting this on school road just outside the school
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but in the end we decided that could lead to a lot of traffic congestion
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so we decided to locate it on the high street crossing the road in front of the supermarket it.
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That's a very busy area, so it should help things there.
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We're proposing some changes to parking.
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At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,
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but not at the other end of the High Street near School Road.
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There'll be a new No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.
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This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.
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As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,
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so we've got two new disabled parking spaces on the side road up towards the bank.
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It's not ideal, but probably better than the present arrangement.
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We also plan to widen the pavement on School Road.
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We think we can manage to get an extra half metre on the bend just before you get to the school, on the same side of the road.
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Finally, we've introduced new restrictions on loading and unloading for the supermarket, so lorries will only be allowed to stop there before 8am.
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That's the supermarket on School Road.
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We kept to the existing arrangements with the High Street supermarket.
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Okay, so that's about it.
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That is the end of Section 2.
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You now have half a minute to check your answers.
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Now turn to Section 3.
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Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.
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First, you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
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We've got to choose a topic for our experiment, haven't we, Jack?
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Were you thinking of something to do with seeds?
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That's right.
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I thought we could look at seed germination, how a seed begins to grow.
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OK.
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Any particular reason?
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I know you're hoping to work in plant science eventually.
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Yeah, but practically everything we do is going to feed into that.
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No, there's an optional module on seed structure and function in the third year that I might do,
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so I thought it might be useful for that.
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If I choose that option, I don't have to do a dissertation module.
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Good idea.
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Well, I thought for this experiment we could look at the relationship between seed size and the way the seeds are planted,
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so we could plant different sized seeds in different ways and see which grow best.
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OK.
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Would need to allow time for the seeds to come up.
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That should be fine if we start now.
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A lot of the other possible experiments need quite a bit longer.
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So that'd make it a good one to choose.
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And I don't suppose it'd need much equipment.
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We're not doing chemical analysis or anything.
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Though that's not really an issue.
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We've got plenty of equipment in the laboratory.
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Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.
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I'm sure our aim's OK.
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It's not very ambitious, but the assignment's only 10% of our final mark, isn't it?
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But we need to be sure we're the only ones doing it.
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Yeah, it's only 5% actually, but it'd be a bit boring if everyone was doing it.
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Did you read that book on seed germination on our reading list?
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The one by Graves?
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Hmm.
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I looked through it for my last experiment, though it wasn't all that relevant there.
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It would be for this experiment, though.
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I found it quite hard to follow.
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Lots about the theory, which I hadn't expected.
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Yes, I'd been hoping for something more practical.
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It does include references to the recent findings on genetically modified seeds, though.
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Yes, that was interesting.
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I read an article about seed germination by Lee Hall.
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About seeds that lie in the ground for ages and only germinate after a fire.
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That's the one.
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I knew a bit about it already, but not about this research.
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His analysis of figures, comparing the times of the fires and the proportion of seeds that germinated, was done in a lot of detail.
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Very impressive.
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Was that the article with the illustrations of early stages of plant development?
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They were very clear.
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I think those diagrams were in another article.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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Anyway, shall we have a look at the procedure for our experiment?
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We'll need to get going with it quite soon.
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Right.
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So the first thing we have to do is find our seeds.
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I think vegetable seeds would be best, and obviously they mustn't all be the same size.
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So how many sorts do we need?
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About four different ones?
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I think that would be enough.
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There'll be quite a large number of seeds for each one.
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Then for each seed, we need to find out how much it weighs, and also measure its dimensions.
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And we need to keep a careful record of all that.
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That'll be quite time-consuming.
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And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down, or several centimetres.
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OK, so then we get planting.
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Do you think we can plant several seeds together in the same plant pot?
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No, I think we need a different one for each seed.
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Right.
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And we'll need to label them.
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We can use different coloured labels.
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Then we wait for the seeds to germinate.
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I reckon that'll be about three weeks, depending on what the weather's like.
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Then we see if our plants have come up and write down how tall they've grown.
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Then all we have to do is look at our numbers and see if there's any relation between them.
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That's right.
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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.
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Now turn to Section 4.
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Section 4
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You will hear part of a lecture on an environmental studies
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course about recent research on how animals are adapting to urban environments.
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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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Now listen carefully and answer questions 31 to 40.
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Hi.
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Today we're going to be looking at animals in urban environments,
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and I'm going to be telling you about some research on how they're affected by these environments.
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Now, in evolutionary terms, urban environments represent huge upheavals,
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the sorts of massive changes that usually happen over millions of years.
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And we used to think that only a few species could adapt to this new environment.
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One species which is well known as being highly adaptable is the crow,
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and there have been various studies about how they manage to learn new skills.
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Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,
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just like they once perched on cliffs by the sea.
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But, in fact, we're now finding
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that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.
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And one thing that researchers are finding especially interesting is the speed with which they're doing this.
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We're not talking about gradual evolution here.
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These animals are changing fast.
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Let me tell you about some of the studies that have been carried out in this area.
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So, in the University of Minnesota,
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a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,
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such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.
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And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.
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And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.
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Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,
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it does suggest that something cognitive was going on.
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And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life, having to look in different places to find food,
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for example, and coping with a whole new set of dangers.
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Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,
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who's done some experiments with blackbirds living in urban and rural areas.
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And she's been looking not at their anatomy, but at their behavior.
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So, as you might expect, she's found that the urban blackbirds tend to be quite bold.
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They're prepared to face up to a lot of threats that would frighten away their country counterparts.
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But there's one type of situation that does seem to frighten the urban blackbirds,
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And that's anything new, anything they haven't experienced before.
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And if you think about it, that's quite sensible for a bird living in the city.
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Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.
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He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.
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It's a sensible-seeming adaptation.
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A rat that gets scared every time a subway train rolls past won't be very successful.
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There's just one more study I'd like to mention, which is by Sarah Parton and her team.
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And they've been looking at how squirrels communicate in an urban environment,
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and they've found that a routine part of their communication is carried out by waving their tails.
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You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.
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So, what are the long-term implications of this?
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One possibility is that we may see completely new species developing in cities.
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But on the other hand, it's possible that not all of these adaptations will be permanent.
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Once the animals got accustomed to its new environment, it may no longer need the features it's developed.
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So now we've had a look at adaptation...
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That is the end of Section 4.
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You now have half a minute to check your answers.
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That is the end of the listening test.
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In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Cambridge 13 Listening Test 1 With Answers1 ». Les mots qui reviennent le plus souvent : seed, questions, answer, section, road. Cette vidéo contient 279 phrases et 3057 mots à répéter en shadowing. La partie parlée dure 27:56. Le locuteur parle lentement, environ 109 mots par minute, ce qui laisse le temps d’imiter chaque son. 86 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| supermarket nom | /ˌsupɚˈmɑɹkət/ | supermarché |
| adaptation nom | /ˌæd.æpˈteɪ.ʃən/ | adaptation |
| germinate verbe | /ˈd͡ʒɜː(ɹ)mɪneɪt/ | germer |
| mammal nom | /ˈmæməl/ | mammifère |
| biologist nom | /baɪˈɒləd͡ʒɪst/ | biologiste, biologue |
| frighten verbe | /ˈfɹaɪ.tən/ | effrayer, redouter |
| perch nom | /pɝt͡ʃ/ | perche |
| disable verbe | /dɪsˈeɪbəl/ | désactiver, empêcher |
| congestion nom | /kənˈd͡ʒɛs.t͡ʃən/ | embouteillage, bouchon |
| pedestrian nom | /pəˈdɛstɹiən/ | piéton, piétonne |
| specimen nom | /ˈspɛsɪmɪn/ | spécimen, exemple |
| ingredient nom | /ɪnˈɡɹiːdi.ənt/ | ingrédient |
| metre nom | /ˈmiːtəɹ/ | mètre |
| visibility nom | /ˌvɪz.əˈbɪl.ɪ.ti/ | visibilité |
| evolutionary adjectif | /ˌiː.vəˈluː.ʃən.ɛɹ.i/ | évolutif, évolutionnaire |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| come up verbe | se montrer, sortir du bois | |
| carry out verbe | /ˈkæ.ɹi aʊt/ | sortir, transporter dehors |
| build up verbe | s'accumuler, s'entasser | |
| drop off verbe | s’endormir, tomber | |
| find out verbe | découvrir, savoir | |
| write down verbe | noter, écrire |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- How can I help you?
- I'm not sure exactly, but they'll be quite small.
- I don't know if I'd be interested in that.
- Do they have a website I could check?
- Were you thinking of something to do with seeds?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect continu have/has been + -ing — une action commencée avant et toujours en cours | she's been looking · they've been looking |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been done · has been written · I've heard |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be played · will be given · has been done |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | woman who wants · people who attend · friends who don |
Prononciation à surveiller
Le locuteur utilise 81 contractions et formes réduites, comme we're, they're, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, junction /ˈd͡ʒʌŋkʃən/, sharpen /ˈʃɑɹpən/
- Mots longs — placez bien l’accent: supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, biologist /baɪˈɒləd͡ʒɪst/, ingredient /ɪnˈɡɹiːdi.ənt/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: upheaval /ʌpˈhiːvəl/, hormone /ˈhoɹmoʊn/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: germinate /ˈd͡ʒɜː(ɹ)mɪneɪt/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, biologist /baɪˈɒləd͡ʒɪst/, perch /pɝt͡ʃ/, congestion /kənˈd͡ʒɛs.t͡ʃən/
- /r/ anglais — langue recourbée, sans frotter la gorge: kukri /ˈkʊkɹi/, supermarket /ˌsupɚˈmɑɹkət/, germinate /ˈd͡ʒɜː(ɹ)mɪneɪt/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, lorry /ˈlɔɹi/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme supermarket, adaptation, germinate.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.