Pratique du Shadowing: Cambridge 13 Listening Test 2 With Answers - Apprendre l'anglais à l'oral avec la vidéo
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314 phrases
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1
Test 2.
2
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 You will hear a woman phoning the secretary of a cycling club to find out about becoming a member.
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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, South City Cycling Club.
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Oh, hi.
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Um, I want to find out about joining the club.
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Right, I can help you there.
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I'm the club secretary and my name's Jim Hunter.
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Oh, hi, Jim.
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The club secretary's name is Jim Hunter, so Hunter 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 one to six.
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Hello, South City Cycling Club.
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Oh, hi.
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Um, I want to find out about joining the club.
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Right, I can help you there.
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I'm the club secretary and my name's Jim Hunter.
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Oh, hi, Jim.
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So, are you interested in membership for yourself?
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That's right.
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OK, well there are basically two types of adult membership.
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If you're pretty serious about cycling, there's the full membership.
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That costs two hundred and sixty dollars, and that covers you not just for ordinary cycling,
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but also for races both here in the city and also in other parts of Australia.
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Right.
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Well, I'm not really up to that standard.
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I was more interested in just joining a group to do some cycling in my free time.
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Sure, that's why most people join.
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So in that case, you'd be better with the recreational membership.
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That's $108 if you're over 19 and $95 if you're under.
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I'm 25.
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Okay.
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It's paid quarterly and you can upgrade it later to the full membership if you want to, of course.
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Now, both types of membership include the club fee of $20.
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They also provide insurance in case you have an accident, though we hope you won't need that, of course.
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No. OK, well, I'll go with the recreational membership, I think, and that allows me to join in the club activities and so on?
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That's right.
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And once you're a member of the club, you're also permitted to wear our kit when you're out cycling.
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It's green and white.
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Yes, I've seen cyclists wearing it.
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So can I buy that at the club?
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No, it's made to order by a company in Brisbane.
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You can find them online.
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They're called Jerry's.
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That's J -E -R -R -I -Z.
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You can use your membership number to put in an order on their website.
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OK.
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Now can you tell me a bit about the rides I can do?
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Sure.
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So we have training rides pretty well every morning
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and they're a really good way of improving your cycling skills as well as your general level of fitness.
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But they're different levels.
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Level A is pretty fast.
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You're looking at about 30 or 35 kilometres an hour.
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If you can do about 25 kilometres an hour, you'd probably be level B.
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And then level C are the novices who stay at about 15 kilometres per hour.
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Right.
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Well, I reckon I'd be level B.
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So when are the sessions for that level?
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There are a couple each week.
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They're both early morning sessions.
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There's one on Tuesdays.
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And for that one, you meet at 5 .30am.
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and the meeting points the stadium.
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Do you know where that is?
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Yes, it's quite near my home, in fact.
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OK, and how about the other one?
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That's on Thursdays.
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It starts at the same time, but they meet at the main gate to the park.
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Is that the one just past the shopping mall?
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That's it.
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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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So how long are the rides?
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They're about an hour and a half, so if you have a job it's easy to fit in before you go to work.
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And the members often go somewhere for coffee afterwards, so it's quite a social event.
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OK, that sounds good.
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I've only just moved to the city so I don't actually know many people yet.
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Well, it's a great way to meet people.
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And does each ride have a leader?
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Sometimes, but not always.
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But you don't really need one.
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The group members on the ride support one another anyway.
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How would we know where to go?
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If you check the club website, you'll see that the route for each ride is clearly marked.
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So you can just print that out and take it along with you.
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It's similar from one week to another, but it's not always exactly the same.
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And what do I need to bring?
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Well, bring a bottle of water and your phone.
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You shouldn't use it while you're cycling, but have it with you.
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Right.
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And in winter, it's well before sunrise when we set out, so you need to make sure your bike's got lights.
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That's OK.
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Well, thanks, Jim.
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I'd definitely like to join.
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So what's the best way of going about it.
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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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Now turn to Section 2.
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Section 2.
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You will hear a manager in a company talking to employees about volunteering for charity work.
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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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Thanks for coming, everyone.
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Okay, so this meeting is for new staff and staff who haven't been involved with our volunteering projects yet. So, basically,
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the idea is
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that we allow staff to give up some of their work
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time to help on various charity projects to benefit the local community.
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We've been doing this for the last five years, and it's been very successful.
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Participating doesn't necessarily involve a huge time commitment.
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The company will pay for eight hours of your time.
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That can be used over one or two days all at once, or spread over several months throughout the year.
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There are some staff who enjoy volunteering so much, they also give up their own free time for a couple of hours every week.
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It's completely up to you.
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Obviously, many people will have family commitments and aren't as available as other members of staff.
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Feedback from staff has been overwhelmingly positive.
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Because they felt they were doing something really useful, nearly everyone agreed that volunteering made them feel more motivated at work.
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They also liked building relationships with the people in the local community and felt valued by them.
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One or two people also said it was a good thing to have on their CVs.
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One particularly successful project last year was the Get Working project.
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This was aimed at helping unemployed people in the area get back to work.
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Our staff were able to help them improve their telephone skills, such as writing down messages and speaking with confidence to potential customers,
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which they had found quite difficult.
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This is something many employers look for in job applicants, and something we all do without even thinking about every day at work.
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We've got an exciting new project starting this year.
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Up until now, we've mainly focused on projects to do with education and training,
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and we'll continue with our reading project in schools and our work with local charities.
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But we've also agreed to help out on a conservation project in Redfern Park,
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so if any of you fancy being outside and getting your hands dirty, this is the project for you.
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I also wanted to mention the annual
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Digital Inclusion Day, which is coming up next month.
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The aim of this is to help older people keep up with technology, and this year, instead of hosting the event in our own training facility,
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we're using the ICT suite at Hill College, as it can hold far more people.
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We've invited over 60 people from the Silver Age Community Center to take part, so we'll need a lot of volunteers to help with this event.
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If you're interested in taking part, please go to the volunteering section of our website and complete the relevant form.
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We won't be providing any training for this, but you'll be paired with an experienced volunteer if you've never done it before.
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By the way, don't forget to tell your manager about any volunteering activities you decide to do.
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Before you hear the rest of the talk, 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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The participants on the Digital Inclusion Day really benefited.
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The majority were in their 70s, though some were younger, and a few were even in their 90s.
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Quite a few owned both a computer and a mobile phone, but these tended to be outdated models.
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They generally knew how to do simple things, like send texts, but weren't aware of recent developments in mobile phone technology.
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A few were keen to learn, but most were quite dismissive at first.
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They couldn't see the point of updating their skills.
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But that soon changed.
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The feedback was very positive.
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The really encouraging thing was
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that participants all said they felt much more confident about using social media to keep in touch with their grandchildren,
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who prefer this form of communication to phoning or sending emails.
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A lot of them also said playing online games would help them make new friends and keep their brains active.
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They weren't that impressed with being able to order their groceries online, as they liked going out to the shops,
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but some said it would come in handy if they were ill or the weather was really bad.
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One thing they asked about was using tablets for things like reading newspapers.
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Some people had been given tablets as presents, but had never used them.
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So that's something we'll make sure we include this time.
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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.
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You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,
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the study of materials on an extremely small scale.
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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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Come in, Russ.
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Thank you.
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Now, you wanted to consult me about your class presentation on nanotechnology.
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You were due to give it next week, aren't you?
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That's right, and I'm really struggling.
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I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,
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in a way there's too much to say.
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I could talk for much longer than the 20 minutes I've been allocated.
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Should I assume the other students don't know much and give them a kind of general introduction?
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Or should I try and make them share my fascination with a particular aspect?
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You could do either, but you'll need to have it clear in your own mind.
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Then I think I'll give an overview.
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OK.
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Now, one way of approaching this is to work through developments in chronological order.
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Uh -huh.
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On the other hand, you could talk about the numerous ways that nanotechnology is being applied.
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You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?
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Exactly.
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Or another way would be to focus on its impact in one particular area, say medicine or space exploration.
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That would make it easier to focus.
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Perhaps I should do that.
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I think that would be a good idea.
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Right.
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How important is it to include slides in the presentation?
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They aren't essential by any means.
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And there's a danger of tailoring what you say to fit whatever slides you can find.
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While it can be good to include slides, you could end up spending too long looking for suitable ones.
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You might find it better to leave them out.
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I see.
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Another thing I was wondering about was how to start.
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I know presentations often begin with, first I'm going to talk about this, and then I'll talk about that.
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But I thought about asking the audience what they know about nanotechnology.
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That would be fine if you had an hour or two for the presentation,
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but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.
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So maybe I should mention a particular way that nanotechnology is used to focus people's attention.
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That sounds sensible.
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What do you think I should do next?
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I really have to plan the presentation today and tomorrow.
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Well, initially I think you should ignore all the notes you've made,
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take a small piece of paper and write a single short sentence that ties together the whole presentation.
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It can be something as simple as, nanotechnology is already improving our lives.
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Then start planning the content around that.
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You can always modify that sentence later if you need to.
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OK.
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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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Thank you.
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OK, now let's think about actually giving the presentation.
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You've only given one before, if I remember correctly, about an experiment you'd been involved in.
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That's right.
223
It was pretty rubbish.
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Let's say it was better in some respects than in others.
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With regard to the structure, I felt that you ended rather abruptly, without rounding it off.
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Be careful not to do that in next week's presentation.
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Okay.
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And you made very little eye contact with the audience because you were looking down at your notes most of the time.
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You need to be looking at the audience and only occasionally glancing at your notes.
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Your body language was a little odd.
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Every time you showed a slide, you turned your back on the audience so you could look at it.
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You should have been looking at your laptop.
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And you kept scratching your head,
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so I found myself wondering when you were next going to do that instead of listening to what you were saying.
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Oh dear.
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What did you think of the language?
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I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.
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Yes, that came across.
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You used a few words that are specific to the field, but you always explained what they meant,
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so the audience wouldn't have had any difficulty understanding.
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Uh -huh.
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I must say, the handouts you prepared were well thought out.
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They were a good summary of your presentation, which people would have been able to refer to later on.
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So well done on that.
245
Thank you.
246
Well, I hope that helps you with next week's presentation.
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Yes, it will.
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Thanks a lot.
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I'll look forward to seeing a big improvement then.
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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 You will hear a lecturer in psychology talking about a type of memory.
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First, you have some time to look at questions 31 to 40.
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Thank you.
256
Now listen carefully and answer questions 31 to 40.
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Today we'll be continuing the series of lectures on memory by focusing on what is called episodic memory
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and what can happen if this is not working properly.
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Episodic memory refers to the memory of an event or episode.
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Episodic memories allow us to mentally travel back in time to an event from the past.
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Episodic memories include various details about these events,
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for example, when an event happened and other information such as the location.
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To help understand this concept, try to remember the last time you ate dinner at a restaurant.
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The ability to remember where you ate,
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who you were with and the items you ordered are all features of an episodic memory.
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Episodic memory is distinct from another type of memory called semantic memory memory.
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This is the type of factual memory that we have in common with everyone else.
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That is your general knowledge of the world.
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To build upon a previous example, remembering where you parked your car is an example of episodic memory.
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But your understanding of what a car is and how an engine works are examples of semantic memory.
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Unlike episodic memory, semantic memory isn't dependent on recalling personal experiences.
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Episodic memory can be thought of as a process with several different steps of memory processing,
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encoding, consolidation and retrieval.
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The initial step is called encoding.
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This involves the process of receiving and registering information which is necessary for creating memories of information or events that you experience.
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The degree to
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which you can successfully encode information depends on the level of attention you give to an event while it's actually happening.
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Being distracted can make effective encoding very difficult.
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Encoding of episodic memories is also influenced by how you process the event.
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For example, if you were introduced to someone called Charlie,
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you might make the connection that your uncle has the same name.
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Future recollection of Charlie's name is much easier if you have a strategy to help you encode it.
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Memory consolidation, the next step in forming an episodic memory,
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is the process by which memories of encoded information are strengthened,
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stabilized and stored to facilitate later retrieval.
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Consolidation is most effective when the information being stored can be linked to an existing network of information.
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Consolidation makes it possible for you to store memories for later retrieval indefinitely.
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Forming strong memories depends on the frequency with which you try to retrieve them.
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Memories can fade or become harder to retrieve if they aren't used very often.
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The last step in forming episodic memories is called retrieval,
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which is the conscious Recollection of encoded information.
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Retrieving information from episodic memory depends upon semantic,
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olfactory, auditory and visual factors.
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These help episodic memory retrieval by acting as a prompt.
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For example, when recalling where you parked your car,
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you may use the colour of a sign close to where you parked.
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You actually have to mentally travel back to the moment you parked.
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There are a wide range of neurological diseases and conditions that can affect episodic memory.
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These range from Alzheimer's to schizophrenia to autism.
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An impairment of episodic memory can have a profound effect on individuals' lives.
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For example, the symptoms of schizophrenia can be reasonably well controlled by medication.
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However, patients' episodic memory may still be impaired and so they are often unable to return to university or work.
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Recent studies have shown that computer -assisted games designed to keep the brain active can help improve their episodic memory.
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Episodic memories can help people connect with others,
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for instance by sharing intimate details about their past,
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something individuals with autism often have problems with.
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This may be caused by an absence of a sense of self.
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This is essential for the storage of episodic memory and has been found to be impaired in children with autism.
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Research has shown that treatments that improve memory may also have a positive impact on children's social development.
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One study looked at...
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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 s’appuie sur la vidéo « Cambridge 13 Listening Test 2 With Answers ». Les mots qui reviennent le plus souvent : memory, episodic, answer, questions, section. Cette vidéo contient 314 phrases et 3342 mots à répéter en shadowing. La partie parlée dure 32:13. Le locuteur parle lentement, environ 104 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| membership nom | adhésion, appartenance | |
| volunteer nom | /ˌvɑlənˈtɪɹ/ | volontaire, bénévole |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| slide nom | /ˈslaɪ̯d/ | toboggan, glissoire |
| consolidation nom | /kənˌsɑləˈdeɪʃən/ | consolidation |
| charity nom | /ˈtʃæɹɪti/ | charité |
| depend verbe | /dɪˈpɛnd/ | dépendre |
| autism nom | /ˈɔːtɪzəm/ | autisme |
| retrieve verbe | /ɹɪˈtɹiːv/ | récupérer, retrouver |
| refer verbe | /ɹɪˈfɜː/ | référer |
| commitment nom | /kəˈmɪtmənt/ | engagement |
| recall verbe | /ɹɪˈkɔl/ | rappeler |
| sheet nom | /ʃit/ | feuille |
| feedback nom | /ˈfiːdˌbæk/ | évaluation, réaction |
| involve verbe | /ɪnˈvɑlv/ | impliquer, involver |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| give up verbe | se rendre | |
| come across verbe | avoir l'air de | |
| come up verbe | se montrer, sortir du bois | |
| end up verbe | se terminer, se finir | |
| keep up with verbe | aller de pair avec | |
| look forward to verbe | avoir hâte de, attendre avec impatience | |
| set out verbe | /ˈsɛt‿aʊt/ | expliquer |
| 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 :
- Do you know where that is?
- How would we know where to go?
- You were due to give it next week, aren't you?
- What do you think I should do next?
- What did you think of the language?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Phrases conditionnelles if + proposition, will/would + verbe — une condition et son résultat | If you check the club website, you'll see |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been done · has been written · I've seen |
| 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 | Day, which is · information which is |
Prononciation à surveiller
Le locuteur utilise 69 contractions et formes réduites, comme you're, I'm, they're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thin /ˈθɪn/, strengthen /ˈstɹɛŋ(k)θən/
- Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, consolidation /kənˌsɑləˈdeɪʃən/, sheet /ʃit/, occasionally /əˈkeɪʒənəli/, occasion /əˈkeɪ̯ʒən/
- Mots longs — placez bien l’accent: consolidation /kənˌsɑləˈdeɪʃən/, participant /pɑːɹˈtɪsəpənt/, schizophrenia /ˌskɪtsəˈfɹiniə/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, successfully /səkˈsɛs.fə.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: helmet /ˈhɛlmɪt/, handout /ˈhændˌaʊt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: charity /ˈtʃæɹɪti/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, psychology /saɪˈkɑ.lə.d͡ʒi/, scratch /skɹæt͡ʃ/, lecture /ˈlɛk.t͡ʃə/
- /r/ anglais — langue recourbée, sans frotter la gorge: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, volunteer /ˌvɑlənˈtɪɹ/, carefully /ˈkɛɹf(ə)li/, charity /ˈtʃæɹɪti/, retrieve /ɹɪˈtɹiːv/
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 membership, volunteer, carefully.
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.