Pratique du Shadowing: Cambridge 16 Listening test 3 with Answer | cam 16 test 3 - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
267 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Test 3.
2
This is the IELTS listening test.
3
You will hear a number of different recordings and you will have to answer questions on what you hear.
4
There will be time for you to read the instructions and questions and you will have a chance to check your work.
5
All the recordings will be played once only.
6
The test is in four parts.
7
At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.
8
Now turn to part one.
9
Part one.
10
You will hear a woman phoning to ask about a summer cycling camp for her young son, who is called Charlie.
11
First, you have some time to look at questions one to five.
12
Now listen carefully and answer questions 1 to 5.
13
Hello, Junia Cycle Camp, Jake speaking.
14
Hi, I'm calling for some information about the Cycle Camp.
15
I'm thinking of sending my son.
16
Great.
17
Well, it's held every weekday morning over the summer vacation, and we focus on basic cycling skills and safety.
18
We have eight levels for children from three years upwards.
19
How old's your son?
20
Charlie, he's seven.
21
He can ride a bike, but he needs a little more training before he's safe to go on the road.
22
He'd probably be best in level five.
23
They start off practicing on the site here, and we aim to get them riding on the road.
24
But first, they're taken to ride in the park, away from the traffic.
25
Right.
26
And can you tell me a bit about the instructors?
27
Well, all our staff wear different colored shirts.
28
So we have three supervisors, and they have red shirts.
29
They support the instructors, and they also stand in for me if I'm not around.
30
Then the instructors themselves are in blue shirts,
31
and one of these is responsible for each class.
32
Okay.
33
In order to be accepted,
34
all our instructors have to submit a reference from someone who's seen them work with children,
35
like if they've worked as a babysitter, for example.
36
Then they have to complete our training course,
37
including how to do lesson plans and generally care for the well -being of the kids in their class.
38
They do a great job, I have to say.
39
Right.
40
And tell me a bit about the classes.
41
What size will Charlie's class be?
42
We have a limit of eight children in each class.
43
so their instructor really gets to know them well.
44
They're out riding most of the time, but they have quiet times,
45
too, where their instructor might tell them a story that's got something to do with cycling
46
or get them to play a game together.
47
It's a lot of fun.
48
It must be.
49
Now, what happens if there's rain?
50
Do the classes still run?
51
Oh, yes.
52
We don't let that put us off.
53
We just put on our waterproofs and keep cycling.
54
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
55
Now listen and answer questions 6 to 10.
56
And is there anything special Charlie should bring along with him?
57
Well, maybe some spare clothes, especially if the weather's not so good.
58
And a snack for break time?
59
How about a drink?
60
No, we'll provide that.
61
And make sure he has shoes, not sandals.
62
Sure.
63
Sure.
64
And just at present, Charlie has to take medication every few hours, so I'll make sure he has that.
65
Absolutely.
66
Just give us details of when he has to take it, and we'll make sure he does.
67
Thanks.
68
Now, there are a few things you should know about day one of the camp.
69
The classes normally start at 9 .30 every morning,
70
but on day one, you should aim to get Charlie here by 9 .20.
71
The finishing time will be 12 .30 as usual.
72
We need the additional time because there are a few extra things to do.
73
The most important is that we have a very careful check to make sure that every child's helmet fits properly.
74
If it doesn't fit, we'll try to adjust it, or we'll find him another one.
75
But he must wear it all the time he's on the bike. Of course.
76
Then, after that, all the instructors will be waiting to meet their classes.
77
and they'll meet up in the tent.
78
You can't miss it, and each instructor will take their class away and get started.
79
Okay, well, that all sounds good.
80
Now, can you tell me how much the camp costs a week?
81
$199.
82
We've managed to keep the price more or less the same as last year.
83
It was one hundred ninety then, but the places are filling up quite quickly.
84
Right.
85
Okay, well, I'd like to book further.
86
That is the end of part one.
87
You now have half a minute to check your answers to part one.
88
Part 2 You will hear a recruitment officer called Megan Baker
89
giving a talk at a jobs fair about opportunities for those interested in the food and agriculture sectors.
90
First, you have some time to look at questions 11 to 14.
91
Now listen carefully and answer questions 11 to 14.
92
Hello everyone, my name's Megan Baker and I'm a recruitment consultant at AVT Recruitment Specialists.
93
Now, our company specialises in positions that involve working in the agriculture and horticulture sectors.
94
So that's fresh food production, garden and park maintenance, and so on.
95
And these sectors do provide some very special career opportunities.
96
For a start, they often offer opportunities for those who don't want to be stuck with a 40 -hour week,
97
but need to juggle work with other responsibilities, such as childcare.
98
And this is very important for many of our recruits.
99
Some people like working in a rural setting.
100
surrounded by plants and trees instead of buildings, although we can't guarantee that.
101
But there are certainly health benefits, especially in jobs where you're not sitting all day looking at a screen, a big plus for many people.
102
Salaries can sometimes be good too, although there's a lot of variety here.
103
And you may have the opportunity in some types of jobs for travel overseas, although that obviously depends on the job,
104
and not everyone is keen to do it.
105
Of course, working outdoors does have its challenges.
106
It's fine in summer, but can be extremely unpleasant when it's cold and windy.
107
You may need to be pretty fit for some jobs, though with modern technology, that's not as important as it once was.
108
And standards of health and safety are much higher now than they used to be so there are fewer work -related accidents.
109
But if you like a lively city environment surrounded by lots of people, these jobs are probably not for you.
110
They're often in pretty remote areas.
111
And some people worry about finding a suitable place to live, but in our experience this usually turns out fine.
112
Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
113
Now listen and answer questions 15 to 20.
114
Now, let me tell you about some of the exciting jobs that we have on our books right now.
115
One is for a fresh food commercial manager.
116
Our client here is a very large fresh food producer, supplying a range of top supermarkets.
117
They operate in a very fast -paced environment with low profit margins.
118
The staff there work hard, but they play hard as well.
119
So, if you've a sociable personality, this may be for you.
120
We have an exciting post as an agronomist, advising farmers on issues such as crop nutrition,
121
protection against pests, and the latest legislation on farming and agricultural practices.
122
There are good opportunities for the right person to quickly make their way up the career ladder,
123
but a deep knowledge of the agricultural sector is expected of applicants.
124
A leading supermarket is looking for a fresh produce buyer who is available for a 12 -month maternity cover contract.
125
You need to have experience in administration,
126
planning and buying in the fresh produce industry and in return will receive a very competitive salary.
127
We have also received a request for a sales manager for a chain of garden centres.
128
You will be visiting centres in the region to ensure their high levels of customer service are maintained.
129
This post is only suitable for someone who is prepared to live in the region.
130
There is also a vacancy for a tree technician to carry out tree cutting, forestry and conservation work.
131
Candidates must have a clean driving license and have training in safety procedures.
132
A year's experience would be preferred
133
but the company might be prepared to consider someone who has
134
just completed an appropriate training course finally we have a position
135
for a farm worker this will involve a wide range of farm duties including crop sowing
136
and harvesting machine maintenance
137
and animal care perks of the job include the possibility of renting a small cottage on the estate
138
and the chance to earn a competitive salary a driving license and and tractor -driving experience are essential.
139
You Part 3.
140
You will hear two food science students called Adam and Rosie starting to plan their presentation on diet and obesity.
141
First, you have some time to look at questions 21 to 24.
142
Now listen carefully and answer questions 21 to 24.
143
OK, Rosie, shall we try to get some ideas together for our presentation on diet and obesity?
144
Sure.
145
I can talk about the experiment I did to see if people can tell the difference between real sugar and artificial sweeteners.
146
Where you gave people drinks with either sugar or artificial sweeteners, and they had to say which they thought it was?
147
Yeah.
148
It took me ages to decide exactly how I'd organise it, especially how I could make sure that people didn't know which drink I was giving them.
149
It was hard to keep track of it all, especially as I had so many people doing it.
150
I had to make sure I kept a proper record of what each person had had.
151
So could most people tell the difference?
152
Yeah, I hadn't thought that they would be able to, but most people could.
153
Then there's that experiment I did, measuring the fat content of nuts, to see if the nutritional information given on the packet was accurate.
154
The one where you ground up the nuts and mixed them with a chemical to absorb the fat?
155
Yes, my results were a bit problematic.
156
The fat content for that type of nut seemed much lower than it said on the package.
157
But I reckon the package information was right.
158
I think I should probably have ground up the knots more than I did.
159
It's possible that the scales for weighing the fat weren't accurate enough too.
160
I'd really like to try the experiment again sometime.
161
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
162
Thank you.
163
Now listen and answer questions 25 to 30.
164
So what can we say about helping people to lose weight?
165
There's a lot we could say about what restaurants could do to reduce obesity.
166
I read that the items at the start of a menu
167
and the items at the end of a menu are much more likely to be chosen than the items in the middle.
168
So, if you put the low -calorie items at the beginning and end of the menu,
169
people will probably go for the food with fewer calories without even realising what they're doing.
170
I think food manufacturers could do more to encourage healthy eating.
171
How?
172
Well, when manufacturers put calorie counts of a food on the label, they're sometimes really confusing, and I suspect they do it on purpose,
173
because food that's high in calories tastes better, and so they'll sell more.
174
Yeah, so if you look at the amount of calories in a pizza, they'll give you the calories per quarter pizza, and you think, oh, that's not too bad.
175
But who's going to eat a quarter pizza?
176
Exactly.
177
I suppose another approach to this problem is to get people to exercise more.
178
Right.
179
In England, the current guidelines offer at least 30 minutes of brisk walking five days a week.
180
Now, when you ask them, about 40 % of men and 30 % of women say they do this.
181
But when you objectively measure the amount of walking they do with motion sensors,
182
you find that only 6 % of men and 4 % of women do the recommended amount of exercise.
183
So you can see why obesity is growing.
184
So how can people be encouraged to take more exercise?
185
Well, for example, think of the location of stairs in a train station.
186
If people reach the stairs before they reach the escalator when they're leaving the station, they're more likely to take the stairs.
187
And if you increase the width of the stairs, you'll get more people using them at the same time.
188
It's an unconscious process and influenced by minor modifications in their environment.
189
Right.
190
And it might not be a big change, but if it happens every day, it all adds up.
191
Yes.
192
But actually, I'm not sure if we should be talking about exercise in our presentation.
193
Well, we've done quite a bit of reading about it.
194
I know, but it's going to mean we have a very wide focus.
195
And our tutor did say that we need to focus on causes and solutions in terms of nutrition.
196
Oh, I suppose so.
197
And we've got plenty of information about that.
198
OK, well, that will be simpler.
199
So, what shall we do now?
200
We've still got half an hour before our next lecture.
201
Let's think about what we're going to include and what we'll go where.
202
Then we can decide what slides we need.
203
OK, fine.
204
That is the end of part three.
205
You now have half a minute to check your answers to part three.
206
Part 4 You will hear a lecturer on a fashion design course introducing the subject of hand knitting,
207
which involves making things like woolen jumpers and scarves.
208
First, you have some time to look at questions 31 to 40.
209
Thank you.
210
Now listen carefully and answer questions 31 to 40.
211
Good morning, everyone.
212
So today we're going to look at an important creative activity, and that's hand knitting.
213
Ancient knitted garments have been found in many different countries,
214
showing that knitting is a global activity with a long history.
215
When someone says the word knitting, we might well picture an elderly person,
216
a grandmother perhaps, sitting by the fire knitting garments for themselves or other members of the family.
217
It's a homely image, but one that may lead you to feel that knitting is an activity of the past.
218
And indeed, during the previous decade, it was one of the skills that was predicted to vanish from everyday life.
219
For although humans have sewn and knitted their own clothing for a very long time,
220
Many of these craft -based skills went into decline when industrial machines took over,
221
mainly because they were no longer passed down from one generation to another.
222
However,
223
that's all changing, and interest in knitting classes in many countries is actually rising as more
224
and more people are seeking formal instruction in the skill.
225
With that trend we're also seeing an increase in the sales figures for knitting equipment.
226
So why do people want to be taught to knit at a time
227
when a machine can readily do the job for them?
228
The answer is that knitting as a handicraft has numerous benefits for those doing it.
229
Let's consider what some of these might be.
230
While many people knitted garments in the past because they couldn't afford to buy clothes,
231
it's still true today that knitting can be helpful if you're experiencing economic hardship.
232
If you have several children who all need warm winter clothes, knitting may save you a lot of money.
233
And the results of knitting your own clothes can be very rewarding,
234
even though the skills you need to get going are really quite basic and the financial outlay is minimal.
235
But the more significant benefits in today's world are to do with well -being.
236
In a world where it's estimated that we spend up to nine hours a day online,
237
doing something with our hands that is craft -based makes us feel good.
238
It releases us from the stress of a technological, fast -paced life.
239
Now, let's look back a bit to early knitting activities.
240
In fact, no one really knows when knitting first began,
241
but archaeological remains have disclosed plenty of information for us to think about.
242
One of the interesting things about knitting is
243
that the earliest pieces of clothing that have been found suggest that most of the items produced were round rather than flat.
244
Discoveries from the third and fourth centuries in Egypt show
245
that things like socks and gloves that were needed to keep hands
246
and feet warm were knitted in one piece using four or five needles.
247
That's very different from most knitting patterns today, which only require two.
248
What's more, the very first needles people used were hand -carved out of wood and other natural materials,
249
like bone, whereas today's needles are largely made of steel or plastic and make that characteristic clicking sound when someone's using them.
250
Ancient people knitted using yarns made from linen,
251
hemp, cotton and wool, and these were often very rough on the skin.
252
The spinning wheel, which allowed people to make finer yarns and produce much greater quantities of them,
253
led to the dominance of wool in the knitting industry, often favoured for its warmth.
254
Another interesting fact about knitting is that because it was practised in so many parts of the world,
255
for so many purposes, regional differences in style developed.
256
This visual identity has allowed researchers to match bits of knitted clothing
257
that have been unearthed over time to the region from which the wearer came, or the job that he or she did.
258
As I've mentioned, knitting offered people from poor communities a way of making extra money while doing other tasks.
259
For many centuries, it seems, men, women and children took every opportunity to knit,
260
for example, while watching over sheep.
261
walking to market, or riding in boats.
262
So, let's move on to...
263
That is the end of part four.
264
You now have one minute to check your answers to part four.
265
Thank you.
266
You That is the end of the listening test.
267
In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
FOR YOU
Vidéo recommandée
C15
305 phrases
Cambridge 16, Test 1 Listening audios with an answer key
IELTS PrepCambridge Exam PrepUniversity Students
B24
299 phrases
IELTS Listening Test : 5 with answers | Vision Series | British Council | IDP | Latest listening
IELTS PrepCambridge Exam PrepUniversity Students
B27
274 phrases
Cambridge 20 Listening Test 2 with answers | HD 1440p |
IELTS PrepCambridge Exam PrepUniversity Students
B21
46 phrases
IELTS Cambridge 9 test 2 section 2
IELTS PrepCambridge Exam PrepUniversity Students
C13
342 phrases
Ielts Listening Test 3 Book 10 2018 , Answers British Council
IELTS PrepCambridge Exam PrepUniversity Students
B21
283 phrases
Cambridge IELTS 18 Listening Test 2 with Answers | Latest IELTS Listening Practice Test 2026
IELTS PrepCambridge Exam PrepUniversity Students
B29
287 phrases
Cambridge IELTS 17 Listening Test 3 with answer | #ieltslistening
IELTS PrepCambridge Exam PrepUniversity Students
B22
305 phrases
CAMBRIDGE BOOK 20 LISTENING TEST 4 || RECENT LISTENING TESTS WITH ANSWERS 2025 ||
IELTS PrepCambridge Exam PrepUniversity Students
B25
302 phrases
Cambridge 10 Listening test 1 #ieltslistening #cambridge #ielts #listening
IELTS PrepCambridge Exam PrepUniversity Students
B24
262 phrases
Cambridge IELTS 16 | Listening Test 3 | With Answers | HD
IELTS PrepUniversity Students
B23
275 phrases
Cambridge IELTS 21 Listening Test 1 | Full Practice Test with Answers | ILR
IELTS PrepCambridge Exam PrepUniversity Students
![[VOL 5] IELTS Listening Test 1](https://img.youtube.com/vi/ipYvctIG4SA/mqdefault.jpg)
B24
259 phrases
[VOL 5] IELTS Listening Test 1
IELTS PrepCambridge Exam PrepHigh School Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Cambridge 16 Listening test 3 with Answer ». Les mots qui reviennent le plus souvent : knitting, questions, answer. Cette vidéo contient 266 phrases et 3090 mots à répéter en shadowing. La partie parlée dure 30:22. Le locuteur parle lentement, environ 102 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 |
|---|---|---|
| knit verbe | /nɪt/ | tricoter |
| instructor nom | /ɪnˈstɹʌktɚ/ | instructeur, instructrice |
| calorie nom | /ˈkæləɹi/ | calorie |
| obesity nom | /ə(ʊ)ˈbiːsɪti/ | obésité |
| stairs nom | /ˈstɛɹz/ | escalier |
| garment nom | /ˈɡɑɹmənt/ | vêtement |
| needle nom | /ˈniː.dəl/ | aiguille |
| recruitment nom | /rɪˈkruːt.mənt / | recrutement |
| sweetener nom | édulcorant | |
| yarn nom | /jɑɹn/ | fil |
| supermarket nom | /ˌsupɚˈmɑɹkət/ | supermarché |
| surround verbe | /səˈɹaʊnd/ | entourer, cerner |
| wool nom | /wʊl/ | laine |
| nutrition nom | /njuːˈtɹɪʃ.ən/ | nutrition |
| instruction nom | /ɪnˈstɹʌkʃən/ | instruction |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| add up verbe | additionner | |
| carry out verbe | /ˈkæ.ɹi aʊt/ | sortir, transporter dehors |
| fill up verbe | remplir | |
| look back verbe | se remémorer | |
| stand in for verbe | remplacer, suppléer | |
| take over verbe | reprendre | |
| turn out verbe | se finir, se terminer | |
| watch over verbe | veiller |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I'm thinking of sending my son.
- How old's your son?
- We don't let that put us off.
- I'd really like to try the experiment again sometime.
- Let's consider what some of these might be.
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 it doesn't fit, we'll try |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | they've worked · We've managed · have also received |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be played · will be given · is called |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | those who don · someone who is · someone who has |
Prononciation à surveiller
Le locuteur utilise 47 contractions et formes réduites, comme they're, I'm, we'll. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: unearth /ʌnˈɜː(ɹ)θ/, warmth /wɔɹmθ/, width /ˈwɪtθ/, grandmother /ˈɡɹæn(d)ˌmʌðɚ/
- Les sons « sh » et « zh »: nutrition /njuːˈtɹɪʃ.ən/, instruction /ɪnˈstɹʌkʃən/, sociable /ˈsoʊʃəbəl/, vanish /ˈvænɪʃ/, hardship /ˈhɑɹdˌʃɪp/
- Mots longs — placez bien l’accent: obesity /ə(ʊ)ˈbiːsɪti/, supermarket /ˌsupɚˈmɑɹkət/, agronomist /əˈɡɹɑːnəmɪst/, escalator /ˈɛs.kə.leɪ.tɚ/, horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: handicraft /ˈhændɪkɹæft/, homely /ˈhoʊmli/, horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/, hardship /ˈhɑɹdˌʃɪp/, helmet /ˈhɛlmɪt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/, juggle /ˈd͡ʒʌɡəl/, objectively /əbˈd͡ʒɛktɪvli/, jumper /ˈd͡ʒʌmpɚ/, lecturer /ˈlɛkt͡ʃəɹə/
- /r/ anglais — langue recourbée, sans frotter la gorge: instructor /ɪnˈstɹʌktɚ/, calorie /ˈkæləɹi/, stairs /ˈstɛɹz/, garment /ˈɡɑɹmənt/, recruitment /rɪˈkruːt.mənt /
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 knit, instructor, calorie.
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.