Pratique du Shadowing: Cambridge 19 Listening Test 1 With answers | HD 1080p | - Apprendre l'anglais à l'oral avec la vidéo
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250 phrases
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IELTS 19.
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Published by Cambridge University Press and Assessment 2024.
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This recording is copyright.
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Test 1.
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This is the IELTS listening test.
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You will hear a number of different recordings and you will have to answer questions on what you hear.
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There will be time for you to read the instructions and questions
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and you will have a chance to check your work all
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the recordings will be played once only the test is in four parts at the end of the test
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you will be given 10 minutes to transfer your answers to an answer sheet now turn to part one
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part one you will hear a teaching assistant calling a country park about a school visit.
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First you have some time to look at questions one to six.
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Thank you.
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Okay.
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What would you like to know?
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Well, I'm new to this area, so perhaps you could tell me something about the park first, please. Of course.
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All together, the park covers a hundred and seventy acres.
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That's sixty -nine hectares.
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There are three main types of habitat.
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Wetland, grassland and woodland.
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The woods are well established and varied, with an oak plantation and other areas of mixed species.
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Right.
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The wetland is quite varied too.
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The original farmland was dug up around 40 years ago to extract gravel.
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Once this work was completed, the gravel pits filled with water, forming the two large lakes.
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There are also several smaller ones, ponds and a stream that flows through the park.
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OK, so I suppose with these different habitats there's quite a variety of wildlife.
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There certainly is.
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A lot of different species of birds and insects and also animals like deer and rabbits.
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And I understand you organise educational visits for school parties.
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That's right.
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We can organise a wide range of activities and adapt them to suit all ages.
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Can you give me some examples of the activities?
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Well, one focus is on science, where we help children to discover and study plants, trees and insects.
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They also collect and analyse data about the things they see.
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Another focus is on geography.
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The park is a great environment to learn and practice reading a map and using a compass to navigate around the park.
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Do you do anything connected with history?
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Yes, we do.
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For instance, the children can explore how the use of the land has changed over time.
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Then there's leisure and tourism.
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That focuses on your visitors, I would imagine.
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Yes, mostly.
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The children find out about them, their requirements, the problems they may cause, and how we manage these.
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And another subject we cover is music.
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Here the children experiment with natural materials to create sounds and explore rhythm and tempo.
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That must be fun.
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Most children really enjoy 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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And, of course, all the activities are educational too.
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Learning outside the classroom encourages children to be creative and to explore and discover for themselves.
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I would imagine they get a sense of freedom that might not be a normal part of their lives.
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That's right.
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And very often the children discover that they can do things they didn't know they could do and they develop new skills.
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This gives them greater self -confidence.
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It sounds Sounds great.
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So, what about the practical side of it?
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How much does it cost for a full -day visit?
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We would expect to bring between 30 and 40 children.
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If there are over 30, it costs £4 .95 for each child who attends on the day.
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We invoice you afterwards, so you don't pay for children who can't come because of sickness, for example.
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There's no charge for leaders and other adults, as many as you want to bring.
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That sounds very fair.
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Well, thanks for all the information.
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I'll need to discuss it with my colleagues and I hope to get back to you soon to make a booking.
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We'll look forward to hearing from you.
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Goodbye.
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Goodbye and thank you.
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that is the end of part one you now have one minute to check your answers to part one .
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Part 2 You will hear the chairman of Stanthorpe Twinning Association,
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which organises the link between Stanthorpe in England and a town in France, talking to members about the year's events.
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First, you have some time to look at questions 11 to 15.
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It's great to see so many members of the Twinning Association here tonight.
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Since the twinning link between our two towns, Stanthorpe here in England and Malat in France was established,
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the relationship between the towns has gone from strength to strength.
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Last month, 25 members of the association from Stanthorpe spent a weekend in Malat.
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Our hosts had arranged a great programme.
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We learned how cheese is produced in the region and had the chance to taste the products.
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The theme park trip had to be cancelled, but we all had a great time on the final boat trip down the river.
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That was the real highlight.
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This is a special year for the association because it's 25 years since we were founded.
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In Malat, they're planning to mark this by building a footbridge in the municipal park.
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We've been discussing what to do here.
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and we've decided to plant a poplar tree in the museum gardens.
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We considered buying a garden seat to put there, but the authorities weren't happy with that idea.
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In terms of fundraising to support our activities, we've done very well.
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Our pancake evening was well attended and made record profits.
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and everyone enjoyed the demonstration of French cookery, which was nearly as successful.
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Numbers for our film show were limited because of the venue, so we're looking for somewhere bigger next year.
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We're looking forward to welcoming our French visitors here next week,
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and I know that many of you here will be hosting individuals or families.
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The coach from France will arrive at 5 p .m on Friday.
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Don't try to do too much that first evening as they'll be tired, so have dinner in the house or garden rather than eating out.
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The weather looks as if it'll be okay, so you might like to plan a barbecue.
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Then the next morning's market day in town and that's always a good place to stroll round.
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On Saturday evening, we'll all meet up at the football club, where once again we'll have
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Toby Sharp and his band performing English and Scottish country songs.
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Toby will already be well known to many of you, as last year he organised our special quiz night and presented the prizes.
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Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
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Now, on Sunday, we'll be taking our visitors to Farley House.
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You may not all be familiar with it, so here's a map to help you.
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You can see the car park at the bottom of the map.
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There's an excellent farm shop in the grounds where our visitors can buy local produce.
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It's in the old stables, which is the first building you come to.
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They're built round a courtyard and the shop's in the far corner on the left.
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There's also a small cafe on the right as you go in.
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I know that one or two of our visitors may not be all that mobile aisle.
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The main entrance to the house has a lot of steps, so you might want to use the disabled entry.
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This is on the far side of the house from the car park.
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Children will probably be most interested in the adventure playground.
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That's at the northern end of the larger lake, in a bend on the path that leads to the lake.
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There's lots for children to do there.
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There are a number of lovely gardens near the house.
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The kitchen gardens are rectangular and surrounded by a wall.
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They're to the northeast of the house, quite near the smaller lake.
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They're still in use and have a great collection of fruit and vegetables.
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The Temple of the Four Winds is a bit more of a walk, but it's worth it.
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Take the path from the car park and go past the western sides of the stables and the house.
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Then, when the path forks, take the right -hand path.
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Go up there, with the woods on your left, and the temple is right at the end.
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There are great views over the whole area.
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Okay, so that's the end of part two.
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You now have 30 seconds to check your answers to part two.
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Thank you.
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Part 3.
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You will hear two food science students called Marie and Colin discussing their final year projects.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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I haven't seen you for a bit, Marie.
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No, I've been busy with my project.
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You're making a vegan alternative to eggs, aren't you?
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Something that doesn't use animal products.
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Yes, I'm using chickpeas.
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I had two main aims when I first started looking for an alternative to eggs, but actually I've found chickpeas have got more advantages.
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Right.
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But how about your project on reusing waste food?
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You were looking at bread, weren't you?
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Yes.
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It's been hard work, but I've enjoyed it.
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The basic process was quite straightforward, breaking the stale bread down to a paste, then reforming it.
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But you were using 3D printing, weren't you, to make the paste into biscuits?
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Yeah, I'd used that before, but in this project I had time to play around with different patterns for the biscuits
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and finding how I could add fruit
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and vegetables to make them a more appetising colour and I was really pleased with what I managed to produce.
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It must have been a great feeling to make something appetising out of bits of old bread
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that would have been thrown away otherwise.
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It was, and I'm hoping that some of the restaurants in town will be interested in the biscuits.
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I'm going to send them some samples.
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I came across something on the internet yesterday that might interest you.
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It was a company that's developed touch -sensitive sensors for food labels.
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It's a special sort of label on the food package.
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When the label's smooth, the food is fresh.
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And then when you can feel bumps on the label, that means the food's gone bad.
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It started off as a project to help visually impaired people know whether food was fit to eat or not.
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Interesting.
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So, just solid food?
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No, things like milk and juice as well.
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But actually, I thought it might be really good for drug storage in hospitals and pharmacies.
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Right.
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And coming back to food, maybe it'd be possible to use it for other things besides freshness,
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like how many kilograms a joint of meat is, for example.
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Yes, there's all sorts of possibilities.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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I was reading an article about food trends predicting how eating habits might change in the next few years.
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Oh, things like more focus on local products.
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That seems so obvious, but the shops are still full of imported foods.
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Yes, they need to be more proactive to address that.
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And somehow motivate consumers to change, yes.
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One thing everyone's aware of is the need for a reduction in unnecessary packaging.
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But just about everything you buy in supermarkets is still covered in plastic.
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The government needs to do something about it.
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Absolutely.
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It's got to change.
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Do you think there'll be more interest in gluten and lactose -free food?
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For people with allergies or food intolerances?
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I don't know.
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Lots of people I know have been buying that type of food for years now.
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Yes, even if they haven't been diagnosed with an allergy.
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That's right.
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One thing I've noticed is the number of branded products related to celebrity chefs.
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People watch them cooking on TV and then buy things like spice mixes or frozen foods with the chef's name on.
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I bought something like that once, but I won't again.
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Yeah, I bought a ready -made spice mix for chicken, which was supposed to be used by a chef I'd seen on television,
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and it didn't actually taste of anything.
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Hmm.
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Did the article mention ghost kitchens used to produce takeaway food?
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No. What are they?
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Well, they might have the name of a restaurant, but actually, they're a cooking facility just for delivery meals.
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The public don't ever go there.
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But people aren't aware of that.
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It's all kept very quiet.
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So people don't realise the food's not actually from the restaurant?
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Right.
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Did you know more and more people are using all sorts of different mushrooms now to treat different health concerns?
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Things like heart problems.
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Hmm, they might be taking a big risk there.
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Yes, it's hard to know which varieties are safe to eat.
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Anyway, maybe now we should...
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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.
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You will hear an archaeology student giving a presentation on an important site in Ireland called the Cagy Fields.
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First you have some time to look at questions 31 -40.
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Now listen carefully and answer questions 31 to 40.
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For my presentation today, I'm going to talk about the cagey fields in the northwest of Ireland,
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one of the largest Neolithic sites in the world.
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I recently visited this site and observed the work that is currently being done by a team of archaeologists there.
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The site was first discovered in the 1930s by a local teacher, Patrick Caulfield.
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He noticed that when local people were digging in the bog, they were constantly hitting against what seemed to be rows of stones.
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He realised that these must be walls,
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and that they must be thousands of years old for them to predate the bog which subsequently grew over them.
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He wrote to the National Museum in Dublin to ask them to investigate, but no one took him seriously.
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It wasn't until 40 years later when Patrick Caulfield's son,
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Seamus, who had become an archaeologist by then, began to explore further.
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He inserted iron probes into the bog to map the formation of the stones,
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a traditional method which local people had always used for finding fuel buried in the bog for thousands of years.
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Carbon dating later proved that the site was over 5 ,000 years old and was the largest Neolithic site in Ireland.
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Thanks to the bog which covers the area, the remains of the settlement at KG Fields,
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which is over 5 ,000 years old, are extremely well preserved.
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A bog is 90 % water, its soil so saturated that when the grasses and heathers that grow on its surface die,
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they don't fully decay but accumulate in layers.
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Objects remain so well preserved in these conditions because of the acidity of the peat and the deficiency of oxygen.
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At least 175 days of rain a year are required for this to happen.
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This part of Ireland gets an average of 225 days.
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The Neolithic farmers at Keiji would have enjoyed several centuries of relative peace and stability.
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Neolithic farmers generally lived in larger communities than their predecessors, with a number of houses built around a community building.
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As they lived in permanent settlements, Neolithic farmers were able to build bigger houses.
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These weren't round, as people often assume, but rectangular, with a small hole in the roof that allowed smoke to escape.
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This is one of many innovations and indicates that the Neolithic farmers were the first people to cook indoors.
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Another new technology that Neolithic settlers brought to Ireland was pottery.
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Fragments of Neolithic pots have been found in KG and elsewhere in Ireland.
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The pots were used for many things, as well as for storing food.
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Pots were filled with a small amount of fat, and when this was set alight, they served as lamps.
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It's thought that the KG fields were mainly used as paddocks for animals to graze in.
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Evidence from the cagey fields suggests that each plot of land was of a suitable size to sustain an extended family.
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They may have used a system of rotational grazing in order to prevent overgrazing and to allow for plant recovery and regrowth.
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This must have been a year -round activity, as no structures have been found which would have been used to shelter animals in the winter.
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However, archaeologists believe that this way of life at Keiji ceased abruptly.
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Why was this?
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Well, several factors may have contributed to the changing circumstances.
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The soil would have become less productive and led to the abandonment of farming.
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The crop rotation system was partly responsible for this, as it would have been very intensive and was not sustainable.
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But there were also climatic pressures, too.
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The farmers at Keiji would have enjoyed a relatively dry period, but this began to change, and the conditions became wetter,
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as there was a lot more rain.
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It was these conditions that encouraged the bog to form over the area which survives today.
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So now I'd like to show you some...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Cambridge 19 Listening Test 1 With answers ». Cette vidéo contient 250 phrases et 2900 mots à répéter en shadowing. La partie parlée dure 28:18. Le locuteur parle lentement, environ 102 mots par minute, ce qui laisse le temps d’imiter chaque son. 84 % 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 |
|---|---|---|
| farmer nom | /ˈfɑɹ.mɚ/ | agriculteur, fermier |
| visitor nom | /ˈvɪzɪtɚ/ | visiteur, visiteuse |
| explore verbe | /ɪkˈsploɹ/ | explorer |
| label nom | /ˈleɪ.bəl/ | étiquette, libellé |
| pot nom | /pɑt/ | pot, marmite |
| discover verbe | /dɪˈskʌvə/ | découvrir |
| twin nom | /twɪn/ | jumeau, jumelle |
| stable nom | /ˈsteɪ.bəl/ | étable, écurie |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| package nom | /ˈpæk.ɪd͡ʒ/ | paquet, paquetage |
| encourage verbe | /ɪnˈkʌɹ.ɪd͡ʒ/ | encourager |
| temple nom | /ˈtɛm.pl̩/ | temple |
| soil nom | /sɔɪl/ | sol, terre |
| goodbye | /ɡʊdˈbaɪ/ | bon vent, au revoir |
| vary verbe | /ˈvɛəɹi/ | varier |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| look forward to verbe | avoir hâte de, attendre avec impatience |
| come across verbe | avoir l'air de |
| go past verbe | passer, dépasser |
| go up verbe | monter, s'élever |
| throw away verbe | rejeter, jeter |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What would you like to know?
- Can you give me some examples of the activities?
- Do you do anything connected with history?
- You're making a vegan alternative to eggs, aren't you?
- You were looking at bread, weren't you?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect continu have/has been + -ing — une action commencée avant et toujours en cours | We've been discussing · have been buying |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has changed · has gone · we've decided |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be played · will be given · was dug |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | children who can · cookery, which was · stables, which is |
Prononciation à surveiller
Le locuteur utilise 52 contractions et formes réduites, comme don't, I'm, they're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: smooth /smuːð/, northwest /nɔɹθˈwɛst/, northeast /noːˈθɪjst/, rhythm /ˈɹɪð.əm/
- Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, chef /ʃɛf/, sheet /ʃit/, reduction /ɹɪˈdʌk.ʃən/, innovation /ˌɪn.əˈveɪ.ʃən/
- Mots longs — placez bien l’accent: rectangular /ɹɛkˈtæŋɡjəlɚ/, experiment /ɪkˈspɛɹ.ə.mənt/, innovation /ˌɪn.əˈveɪ.ʃən/, investigate /ɪnˈvɛs.tə.ɡeɪt/, stability /stəˈbɪlɪti/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: habit /ˈhæb.ɪt/, highlight /ˈhaɪˌlaɪt/, habitat /ˈhæb.ɪ.tæt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: package /ˈpæk.ɪd͡ʒ/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, vegetable /ˈvɛd͡ʒ.tə.bəl/, allergy /ˈæl.əɹ.d͡ʒi/, adventure /ədˈvɛn.t͡ʃə/
- /r/ anglais — langue recourbée, sans frotter la gorge: farmer /ˈfɑɹ.mɚ/, explore /ɪkˈsploɹ/, carefully /ˈkɛɹf(ə)li/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/
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 farmer, visitor, explore.
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.