Pratique du Shadowing: Cambridge 15 Listening Test 1 | Must solve | - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
The test is in four parts.
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At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.
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Now turn to part one.
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Part one.
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You will hear a woman phoning a friend to get information about a job agency.
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First you have some time to look at questions 1 to 5
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Now listen carefully and answer questions 1 to 5.
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Hello, William.
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This is Amber.
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You said to phone if I wanted to get more information about the job agency you mentioned.
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Is now a good time?
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Hi, Amber.
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Yes, fine.
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So the agency I was talking about is called Bankside.
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They're based in Docklands.
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I can tell you the address now, 497 Eastside.
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OK, thanks.
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So is there anyone in particular I should speak to there?
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The agent I always deal with is called Becky Jameson.
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Let me write that down.
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Becky...
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Jameson.
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J -A -M -I -E -S -O -N.
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Do you have her direct line?
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Yes, it's in my contacts somewhere.
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Right, here we are.
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07866510333. I wouldn't call her until the afternoon if I were you.
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She's always really busy in the morning, trying to fill last -minute vacancies.
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She's really helpful and friendly, so I'm sure it would be worth getting in touch with her for an informal chat.
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It's mainly clerical and admin jobs they deal with, isn't it?
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That's right.
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I know you're hoping to find a full -time job in the media eventually, but Becky mostly recruits temporary staff for the finance sector, which will look good on your CV,
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and generally pays better too.
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Yeah, I'm just a bit worried because I don't have much office experience.
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I wouldn't worry.
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They'll probably start you as a receptionist or something like that.
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So what's important for that kind of job isn't so much having business skills or knowing lots of different computer systems.
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It's communication that really matters, so you'd be fine there.
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And you'll pick up office skills really quickly on the job.
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It's not that complicated.
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OK, good.
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So how long do people generally need temporary staff for?
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It would be great if I could get something lasting at least a month.
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That shouldn't be too difficult, but you're more likely to be offered something for a week at first, which might get extended.
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It's unusual to be sent somewhere for just a day or two.
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Right.
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I've heard the pay isn't too bad.
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Better than working in a shop or a restaurant.
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Oh, yes, definitely.
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The hourly rate is about ten pounds, eleven if you're lucky.
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That's pretty good.
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I was only expecting to get eight or nine pounds an hour.
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Before you hear the rest of the conversation, you have some time to look at questions six to ten.
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Now listen and answer questions 6 to 10.
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Do you want me to tell you anything about the registration process?
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Yes, please.
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I know you have to have an interview.
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The interview usually takes about an hour, and you should arrange that about a week in advance.
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I suppose I should dress smartly if it's for office work.
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I can probably borrow a suit from Mum.
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Good idea.
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It's better to look too smart than too casual.
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Will I need to bring copies of my exam certificates or anything like that?
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No, they don't need to see those, I don't think.
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What about my passport?
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Oh yes, they will ask to see that.
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OK.
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I wouldn't get stressed about the interview, though.
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It's just a chance for them to build a relationship with you, so they can try and match you to a job which you'll like.
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So there are questions about personality that they always ask candidates, fairly basic ones, and they probably won't ask anything too difficult,
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like what your plans are for the future.
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Oh, hope not.
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Anyway, there are lots of benefits to using an agency.
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For example, the interview will be useful because they'll give you feedback on your performance so you can improve next time.
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And they'll have access to jobs which aren't advertised.
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Exactly.
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Most temporary jobs aren't advertised.
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And I expect finding a temporary job this way takes a lot less time.
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It's much easier than ringing up individual companies.
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Yes, indeed.
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Well, I think I've covered it.
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That is the end of part one.
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You now have one minute to check your answers to part one.
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Part two.
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You will hear a woman giving a presentation about a holiday on an island in Britain that her company organises.
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First, you have some time to look at questions 11 to 14.
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Now listen carefully and answer questions 11 to 14.
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Good morning.
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My name's Erica Matthews, and I'm the owner of Matthews Island Holidays, a company set up by my parents.
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Thank you for coming to this presentation, in which I hope to interest you in what we have to offer.
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We're a small family -run company, and we believe in the importance of the personal touch.
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so we don't aim to compete with other companies on the number of customers.
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What we do is build on our many years' experience, more than almost any other rail holiday company,
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to ensure we provide perfect holidays in a small number of destinations which we've got to know extremely well.
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I'll start with our six -day Isle of Man holiday.
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This is a fascinating island in the Irish Sea, with Wales to the south,
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England to the east, Scotland to the north and Northern Ireland to the west.
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Our holiday starts in Hesham, where your tour manager will meet you, then you'll travel by ferry to the Isle of Man.
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Some people prefer to fly from Luton instead, and another popular option is to go by train to Liverpool
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and take a ferry from there you have five nights in the hotel
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and the price covers five breakfasts and dinners
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and lunch on the three days when there are organized trips day four is free
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and most people have lunch in a cafe
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or restaurant in douglas the price of the holiday includes the
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ferry to the isle of man all travel on the island the hotel
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and the meals i've mentioned incidentally we try to make booking our holidays as simple
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and fair as possible
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so unlike with many companies the price is the same whether you book six months in advance
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or at the last minute and there's no supplement for single rooms in hotels
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if you make a booking then need to change the start date for example
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because of illness you're welcome to change to an alternative date or a different tour for a small administrative fee
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Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
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Now listen.
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And answer questions 15 to 20.
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OK, so what does the holiday consist of?
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Well, on day one, you'll arrive in time for a short introduction by your tour manager, followed by dinner in the hotel.
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The dining room looks out at the river, close to where it flows into the harbour, and there's usually plenty of activity going on.
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On day two, you'll take the coach to the small town of Peel, on the way calling in at the Tinwold Exhibition.
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The Isle of Man isn't part of the United Kingdom, and it has its own parliament called Tinwold.
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It's claimed that this is the world's oldest parliament that's still functioning,
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and that it dates back to 979 however the earliest surviving reference to it is from 1422
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so perhaps it isn't quite as old as it claims day
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three we have a trip to the mountain snaifel this begins
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with a leisurely ride along the promenade in douglas in a horse -drawn tram then you board an electric train
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which takes you to the fishing village of Laxey.
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From there it's an eight kilometre ride in the Snaefell mountain railway to the top.
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Lunch will be in the cafe giving you spectacular views of the island.
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Day four is free for you to explore using the pass which we'll give you.
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So you won't have to pay for travel on local transport or for entrance to the island's heritage sites.
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Or you might just want to take it easy in Douglas and perhaps do a little light shopping.
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The last full day, day five, is for some people the highlight of the holiday,
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with a ride on the steam railway from Douglas to Port Erin.
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After some time to explore, a coach will take you to the headland that overlooks the Calf of Man, a small island just off the coast.
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From there, you continue to Castletown, which used to be the capital of the Isle of Man and its medieval castle.
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And on day six, it's back to the ferry, or the airport, if you flew to the island, and time to go home.
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Now, I'd like to tell you a bit more.
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That is the end of part two.
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You now have 30 seconds to check your answers to Part 2.
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Part 3
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You will hear two psychology students discussing the effects of the order in which the children in a family are born.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 27.
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Ed, how are you getting on with the reading for our presentation next week?
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Well, OK, Ruth, but there's so much of it.
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I know.
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I hadn't realised birth order was such a popular area of research.
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But the stuff on birth order and personality is mostly unreliable.
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From what I've been reading, a lot of the claims about how your position in the family determines certain personality traits are just stereotypes.
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with no robust evidence to support them.
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OK, but that's an interesting point.
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We could start by outlining what previous research has shown.
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There are studies going back over a hundred years.
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Yeah, so we could just run through some of the typical traits, like the consensus seems to be that oldest children are generally less well -adjusted
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because they never get over the arrival of a younger sibling.
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Right, but on a positive note, But some studies claim that they were thought to be good at nurturing.
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Certainly in the past, when people had large families, they would have been expected to look after the younger ones.
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There isn't such a clear picture for middle children.
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But one trait that a lot of the studies mention is
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that they are easier to get on with than older or younger siblings.
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Hmm.
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Generally eager to please and helpful.
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Although that's certainly not accurate as far as my family goes.
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My middle brother was a nightmare.
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always causing fights and envious of whatever I had.
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As I said, none of this seems to relate to my own experience.
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I'm the youngest in my family, and I don't recognise myself in any of the studies I've read about.
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I'm supposed to have been a sociable and confident child who made friends easily, but I was actually terribly shy.
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Really?
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That's funny.
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There have been hundreds of studies on twins, but mostly about nurture versus nature.
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There was one on personality which said that a twin is likely to be quite shy in social situations,
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because they always have their twin around to depend on for support.
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My cousins were like that when they were small.
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They were only interested in each other and found it hard to engage with other kids.
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They're fine now, though.
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Only children have had a really bad press.
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A lot of studies have branded them as loners, who think the world revolves around them because they've never had to fight for their parents' attention.
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That does seem a bit harsh.
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One category I hadn't considered before was children with much older siblings.
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A couple of studies mention that these children grow up more quickly and are expected to do basic things for themselves, like getting dressed.
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I can see how that might be true.
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although I expect they're sometimes the exact opposite, playing the baby role and clamouring for special treatment.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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What was the problem with most of these studies, do you think?
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I think it was because, in a lot of cases, data was collected from only one sibling per family,
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who rated him or herself and his or her siblings at the same time.
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Hmm.
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Some of the old research into the relationship between birth order and academic achievement has been proved to be accurate, though.
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Performances in intelligence tests declined slightly from the eldest child to his or her younger siblings.
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This has been proved in lots of recent studies.
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Yes, although what many of them didn't take into consideration was family size.
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The more siblings that are, the likelier the family is to have a low socioeconomic status, which can also account for differences between siblings in academic performance.
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The oldest boy might be given more opportunities than his younger sisters, for example.
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Exactly.
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But the main reason for the marginally higher academic performance of oldest children is quite surprising, I think.
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It's not only that they benefit intellectually from extra attention at a young age, which is what I would have expected.
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It's that they benefit from being teachers for their younger siblings by verbalising processes.
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Right.
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And this gives them status and confidence, which again contributes, in a small way, to better performance.
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So, would you say sibling rivalry has been a useful thing for you?
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I think so.
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My younger brother was incredibly annoying, and we fought a lot, but I think this has made me a stronger person.
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I know how to defend myself.
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We had some terrible arguments, and I would have died rather than apologise to him.
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But we had to put up with each other, and most of the time we co -existed amicably enough.
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Yes, my situation was pretty similar.
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But I don't think having two older brothers made me any less selfish.
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I was never prepared to let my brothers use any of my stuff.
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Part 4 You will hear a student giving a presentation about a type of tree known as the eucalyptus,
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which is common in Australia.
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First, you have some time to look at questions 31 to 40.
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You Now
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listen carefully and answer questions 31 to 40.
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today i'm going to talk about the eucalyptus tree this is
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a very common tree here in australia where it's also sometimes
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called the gum tree first i'm going to talk about why
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it's important then i'm going to describe some problems it faces
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at present right well the eucalyptus tree is an important tree
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for lots of reasons for example it gives shelter to creatures like birds and bats
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and these and other species also depend on it for food particularly the nectar from its flowers
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so it supports biodiversity it's useful to us humans too
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because we can kill germs with a disinfectant made from oil extracted from eucalyptus leaves.
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The eucalyptus grows all over Australia, and the trees can live for up to 400 years.
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So, it's alarming that all across the country, numbers of eucalyptus are falling because the trees are dying off prematurely.
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So, what are the reasons for this?
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One possible reason is disease.
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As far back as the 1970s, the trees started getting a disease called mundula yellows.
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The tree's leaves would gradually turn yellow, then the tree would die.
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It wasn't until 2004 that they found the cause of the problem was lime,
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or calcium hydroxide to give it its proper chemical name which was being used in the construction of roads.
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The lime was being washed away into the ground and affecting the roots of the eucalyptus trees nearby.
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What it was doing was preventing the trees from sucking up the iron they needed for healthy growth.
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When this was injected back into the affected trees they immediately recovered.
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But this problem only affected a relatively small number of trees.
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By 2000, huge numbers of eucalyptus were dying along Australia's east coast of a disease known as bell minor -associated dieback.
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The bell minor is a bird, and the disease seems to be common where there are high populations of bell miners.
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Again, it's the leaves of the trees that are affected.
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What happens is that insects settle on the leaves and eat their way round them, destroying them as they go,
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and at the same time, they secrete a solution which has sugar in it.
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The bell miner birds really like this solution, and in order to get as much as possible,
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they keep away other creatures that might try to get it.
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So these birds and insects flourish at the expense of other species,
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and eventually so much damage is done to the leaves that the tree dies.
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But experts say that trees can start looking sick before any sign of bell minor -associated dieback.
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So it looks as if the problem might have another explanation.
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One possibility is that it's to do with the huge bushfires that we have in Australia.
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A theory proposed over 40 years ago by ecologist William Jackson is
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that the frequency of bushfires in a particular region affects the type of vegetation that grows there.
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If there are very frequent bushfires in a region, this encourages grass to grow afterwards,
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while if the bushfires are rather less frequent, this results in the growth of eucalyptus forests. So, why is this?
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Why do fairly frequent bushfires actually support the growth of eucalyptus?
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Well, one reason is that the fire stops the growth of other species which would consume water needed by eucalyptus trees. And there's another reason.
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If these other quick -growing species of bushes and plants are allowed to proliferate,
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they harm the eucalyptus in another way by affecting the composition of the soil and removing nutrients from it.
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So some bushfires are actually essential for the eucalyptus to survive as long as they are not too frequent.
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In fact, there's evidence
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that Australia's indigenous people practised regular burning of bushland for thousands of years before the arrival of the Europeans.
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But since Europeans arrived on the continent, the number of bushfires has been strictly controlled.
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Now, scientists believe that this reduced frequency of bushfires to low levels has led to what's known as dry rainforest,
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which seems an odd name, as usually we associate tropical rainforest with wet conditions.
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And what's special about this type of rainforest?
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Well, unlike tropical rainforest, which is a rich ecosystem, this type of ecosystem is usually a simple one.
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It has very thick, dense vegetation, but not much variety of species.
267
The vegetation provides lots of shade, so one species that does find it ideal is the bell -miner bird,
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which builds its nests in the undergrowth there.
269
But again, that's not helpful for the eucalyptus tree.
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That is the end of part four.
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You now have one minute.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 271 phrases et 3206 mots à répéter en shadowing. La partie parlée dure 26:47. Le locuteur parle à un rythme régulier d’environ 120 mots par minute, confortable pour le shadowing. 85 % 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 |
|---|---|---|
| sibling nom | /ˈsɪb.lɪŋ/ | frère et sœur, adelphe |
| aisle nom | /aɪ̯l/ | allée |
| temporary adjectif | /ˈtɛmp(əˌɹ)ɛɹi/ | temporaire, provisoire |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| frequent adjectif | /ˈfɹiː.kwənt/ | fréquent |
| ferry nom | /ˈfɛɹi/ | bac, ferry |
| helpful adjectif | /ˈhɛlp.fl̩/ | utile, serviable |
| twin nom | /twɪn/ | jumeau, jumelle |
| vegetation nom | /ˌvɛd͡ʒəˈteɪʃən/ | végétation |
| trait nom | /tɹeɪt/ | trait |
| miner nom | /ˈmaɪnə(ɹ)/ | mineur |
| railway nom | /ˈɹeɪlˌweɪ/ | chemin de fer |
| arrival nom | /əˈɹaɪ.vl̩/ | arrivée |
| frequency nom | /ˈfɹiːkwənsi/ | fréquence |
| explore verbe | /ɪkˈsploɹ/ | explorer |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| get on with verbe | retourner à | |
| get over verbe | surmonter | |
| grow up verbe | grandir | |
| pick up verbe | soulever | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
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 have/has + participe passé — une action passée qui compte encore maintenant | I've heard · I've covered · i've mentioned |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be given · is called · be offered |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | sector, which will · status, which can · age, which is |
Prononciation à surveiller
Le locuteur utilise 59 contractions et formes réduites, comme I'm, don't, isn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, wash /wɑʃ/, unusual /ʌnˈjuːʒ(u)əl/, explanation /ˌɛkspləˈneɪʃən/
- Mots longs — placez bien l’accent: temporary /ˈtɛmp(əˌɹ)ɛɹi/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, ecosystem /ˈikoʊˌsɪstəm/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, administrative /ədˈmɪn.ɪ.stɹə.tɪv/
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 sibling, aisle, temporary.
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.