Pratique du Shadowing: Cambridge 19 Listening Test 4 With answer | IELTS Listening Practice | - Apprendre l'anglais à l'oral avec la vidéo
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317 phrases
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Cambridge 19 Listening Test 4.
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You will hear a number of different recordings.
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All the recordings will be played once only.
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The test is in four parts.
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You will have 10 minutes at the end of the test to transfer your answers to the answer sheet.
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Now turn to Section 1.
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First, you have some time to look at questions 1 to 6.
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Listen carefully and answer questions 1 to 6.
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show you what you're going to do today.
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The email I received said to go to the front desk to show my letter of appointment and pick up my badge.
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You'll need that for the staff room and other areas of the supermarket where shoppers aren't allowed.
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So after you've finished at the front desk, I'll take you to the staff room.
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Put your coat and rucksack in one of the lockers there.
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Take whichever one is free.
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Will I have a key?
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Yes, try not to lose it.
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At the end of day leave it in the door for the next person to use. Will do.
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You also need to go to the HR department to see Tiffany.
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She's really helpful.
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I was told to bring my passport with me.
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HR need to take a note of the number in it.
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That's right.
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Or you can show your ID card.
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I don't have one of those.
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Okay.
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Tiffany will give you a uniform.
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They have lots in different sizes so you just tell her what you need.
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I won't come with you to HR.
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I've got to go and sort something else out.
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Problem with a bread slicer.
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Is the HR office near the staff room?
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The staff room's on the first floor and HR are a couple of floors above that, on the third floor.
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There's a staircase outside the staff room.
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Okay.
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When you've finished with HR, come and find me in the bakery section of the shop.
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I'm looking forward to getting started.
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I'll just give you my phone number in case you can't find me.
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Have you got your phone there?
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Yes.
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Okay.
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Ready.
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It's 0412 -665 -903.
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Okay.
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Done.
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Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
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Now listen and answer questions 7 to 10.
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So, Charlotte, your tasks today are in the bakery section, on the sushi counter, and on the meat and fish counters.
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The first job is to check sell -by dates on the bread and cakes.
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If any of the dates are today's, put a new price label on the packaging.
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What if any of the labels are yesterday's dates or older?
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Do I throw those items away?
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Yes, but that shouldn't happen.
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We check the stock every day.
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When something needs a new price label, put a yellow one on the package next to the original price.
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OK.
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After that, you'll go to the sushi takeaway counter.
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Will I be preparing boxes of food?
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For today, you'll just be helping the staff.
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Yes, of course.
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You'll see lots of flat cardboard boxes at one end of the counter.
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Beneath those is where we keep the plastic boxes.
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We run out of those really quickly, so you should bring more from the storeroom.
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Is that my only task on the sushi counter?
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Number you also need to clean the area where they prepare the dishes.
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There are cloths and bottles of spray by the sink.
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Oh, and please make sure you clean that too.
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Sure, that's important, isn't it?
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Absolutely, but you mustn't wash up knives.
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You have to do some training before you're allowed to touch sharp objects.
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What should I do if there are any?
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Ask someone to put them in the dishwasher.
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Okay, thanks.
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I don't want to get anything wrong.
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Don't worry, you'll be fine.
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And I'll be around to help.
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Right.
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Finally, the meat and fish counters.
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You need to clean the area where staff serve customers, including wiping the weighing scales.
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Okay, anything else?
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The fish is laid on ice, but when that starts to melt, you'll need to get more from the cold room.
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I know the staff on the food counters wear a hat.
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Will that be the same for me?
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You won't be serving customers directly,
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so no. But make sure you put on thermal gloves when you take a - anything out of the cold room.
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The temperature's low enough in there to get frostbite from touching things.
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Understood.
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That is the end of part one.
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You now have half a minute to check your answers.
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Now turn to part two.
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First, you have some time to look at questions 11 to 14.
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Now listen and answer questions 11 to 14.
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My name's Liz Fuller and I'm a running coach with Compton Park Runners Club.
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Welcome to my podcast.
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If you're thinking about taking up running, I'm here to help.
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There are many training programs available online which aim to help people build up to running 5 kilometers.
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Some of them are great
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and thousands of people of all ages are taking part in 5 kilometer races across the country as a result.
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People like them because they're easy to follow and don't push them too hard.
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However, they don't work for everyone, especially if you suffer from something like a heart condition or asthma,
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because they're aimed at people with average fitness and running ability.
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Another thing is that everyone is different, and if you have any specific questions related to your needs,
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there's no one to provide any answers.
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I have a couple of simple tips I always give to new runners.
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I expect you've been told to run very slowly until your fitness increases.
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Well, I find that can prevent progress.
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You should run at a speed that feels comfortable, but time yourself and try to run a bit faster each time.
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Listening to music can be very helpful.
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It takes your mind off things and helps your body get into a rhythm.
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I'd say that is better than running with a friend,
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especially as most people are competitive and that's not what you want when you're just starting.
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I don't think the time of day is especially important.
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Some people are better in the evening while others are morning people but you need to be consistent.
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So aim to train regularly.
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Twice a week is enough to begin with.
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Before you hear the rest of the conversation, you have some time to look at questions 15 to 20.
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Now listen and answer questions 15 to 20.
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New members often say to me that they've been put off running either
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because they lack confidence or they don't have time or they think they dislike running.
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Sari, for example, joined the club two years ago at the age of 40.
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She'd always enjoyed running at school but wasn't sure if she'd be able to do it.
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She was worried about being left behind and being the slowest runner
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but she says she was made to feel so welcome she soon forgot all about that.
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James had always hated the idea of running, but a friend encouraged him to come along for a taster session, and he hasn't looked back.
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He never misses a training session despite having a really demanding job.
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Leo was worried about having to commit himself to training sessions every week
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and wasn't sure he'd be able to fit training into his busy schedule.
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But after experiencing a lot of stress at work, he came along to us and gave it a go.
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Now, he says he feels much more relaxed, and he looks forward to his weekly run.
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Mark is quite typical of our new members.
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He's never considered himself to be a sporty person,
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and it was only when he retired that he decided to take up the challenge of trying to run 5 kilometers.
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It took him months to find the courage to contact us,
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but felt reassured immediately as there were other people his age who were only just taking up running for the first time.
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My own journey hasn't been easy.
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I did my first marathon when I was 37, after having had two kids.
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My husband had been running marathons for years, but I never dreamed I'd be doing one with him.
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I managed to complete it in four hours, but I felt like giving up halfway through.
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It was only the support of the spectators that kept me going.
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I do think signing up for a race of whatever length is motivating, whether it's 5K or 25K,
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because it's good to have something to work towards, and it gives you a sense of achievement.
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I did my first 10K after only 6 months,
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which was certainly very challenging and not something I'd necessarily recommend.
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But after you've been training for a few weeks, it's worth putting your name down for a 5K.
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Some people find they only need a few practice runs before taking part in a race.
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But I'd give yourself a couple of months at least.
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Well, I hope that's given.
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That is the end of part two.
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You now have half a minute to check your answers.
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Now turn to part three.
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First, take some time to read questions 21 to 25.
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Now listen and answer questions 21 to 25.
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So, Jane, you'll be off to Denmark soon to do your work placement.
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Yes, I'm really looking forward to it, and I've just started packing up all my books to put in storage.
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Well, I hope they don't get spoiled.
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It's okay.
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My grandfather works in a bookshop, and he told me how to pack them.
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Oh, that's helpful.
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He says you have to support the spine, otherwise the paper can come away from the cover.
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Yeah, that's obvious.
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He also told me to pack them flat in the box, not on their side.
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Again, because they can bend.
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And if you leave them like that for, say, a year, it's quite hard to get them back to their normal shape.
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Well, it's pretty clear that ruins them, but a lot of people just can't be bothered to protect their books.
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He always says it's such a shame that publishers don't use better quality paper.
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It's the acid in the paper that causes the problem, isn't it?
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Yeah, that's why old books go yellow.
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You know, some of the books my grandfather's given me are like that already.
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Oh.
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I should dump them really if they're going to deteriorate further, but I'd feel bad.
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They'll always remind me of him.
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He's quite a collector, you know.
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Well, if they're important to you?
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Yeah, I'd regret just throwing them away.
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You know, maybe it's because I was taught to treasure books.
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But I hate seeing students force open the pages.
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Of paperbacks, they press so hard they end up breaking the spine.
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I know, but unfortunately, paperbacks aren't designed to last a long time, and people know that.
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Hardbacks aren't quite as weak.
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Yeah, they're different, I suppose.
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But I still don't think people value hardbacks like they used to.
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Well, they aren't decorative, are they?
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Like other objects.
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Plus, nowadays, people don't keep them out on shelves as much as they used to.
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That's such a pity.
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When I visit someone, if they have, say, a colourful book on a table, it's the first thing I'm drawn to.
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I agree.
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And book covers can be a work of art in themselves.
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Some are really eye -catching.
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I've always been taught to handle books carefully.
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If you watch someone take a book off a shelf, well, they usually do it wrong.
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Ah, my grandfather says, you should put your hand right over the top of the book.
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Or, if you can't do that, pull the other books on the shelf aside so that you can hold the whole cover.
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When did you learn all this?
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He watched me pull a heavy book off the shelf when I was small, and it fell on the floor and broke apart.
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Oh dear, I can still remember it.
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You know what I really like?
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What?
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The smell of new books.
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Me too.
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My parents used to laugh at me when I was a kid because I loved putting books up to my nose,
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almost as much as reading them.
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New books aren't cheap though, are they?
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I guess we're lucky we can buy them.
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My grandfather stocks secondhand books as well as new ones and they don't smell quite as good.
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Before you hear the rest of the conversation, you have some time to look at questions 26 -30.
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Now listen and answer questions 26 to 30.
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I'd love to have a bookshop like your grandfather.
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What's it like?
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Well, it's quite big.
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It's got two floors and an attic.
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And he stocks all kinds of books, really.
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I guess he treasures things like first editions and other rare books.
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Yeah.
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You might think he'd keep those in the attic or somewhere.
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So they'd be hidden.
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Yeah.
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But he likes people to know that he has them.
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So he puts them out in the shop, but makes sure you need a ladder to get them.
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Right.
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That would prevent any thefts.
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Does he stock books for children?
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He does.
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He particularly likes to encourage kids to read.
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He always says
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that he used to sit under the stairs as a child with a pile of books and read them all.
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Is that where he keeps them then?
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Not exactly.
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He's got a dedicated area on the ground floor with cushions so that parents can enter with their toddlers,
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go there and spend some time reading to them.
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Oh, cool.
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And then there's a place for pushchairs by the front door and a cafe if anyone needs refreshments.
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That's good to know.
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As I said, it's a big shop and there's a storage area out the back as well.
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Well, what does he keep there?
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Books he wants to throw away.
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He hardly ever throws anything away.
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He just leaves unwanted books by the front door for customers to take.
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Well, that's very nice.
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Yeah, and books people or institutions have requested, they all go at the far end.
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Oh.
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He thinks it's best to keep these out of the main shopping area as they're boxed and new.
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Did you get your course books from him?
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Naturally.
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He stocks books for a lot of the colleges.
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He used to keep these books on the first floor, but now there's a new university in my hometown.
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He's moved them downstairs to attract the students.
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They're actually part of the coffee shop on low shelves all around it.
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Pretty central then.
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You'll have to take me there sometime.
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That is the end of part three.
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You now have half a minute to check your answers.
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Now turn to part four.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Thank you.
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dominates political and popular agendas and is often presented as an easy answer to the climate crisis,
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as well as a way for business corporations to offset their carbon emissions.
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But unfortunately, tree planting isn't as straightforward as some people think.
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When the wrong trees are planted in the wrong place, it can do considerably more damage than good,
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failing to help either people or the environment.
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Reforestation projects are currently being undertaken on a huge scale in many countries,
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and it's crucial that the right trees are selected.
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A mix of species should always be planted, typical of the local natural forest ecosystem,
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and including rare and endangered species in order to create a rich ecosystem.
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It's important to avoid non -native species that could become invasive.
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Invasive species are a significant contributor to the current global biodiversity crisis
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and are often in competition with native species and may threaten their long -term survival.
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Restoring biodiversity that will maximize carbon capture is key when reforesting an area but ideally any reforestation project should have several goals.
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These could include selecting trees that can contribute to wildlife conservation, improve the availability of food for the local community,
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and maintain the stability of soil systems.
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Meeting as many of these goals as possible whilst doing no harm to local communities native ecosystems
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and vulnerable species is the sign of a highly successful tree planting scheme.
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To ensure the survival and resilience of a planted forest, it's vital to use tree seeds with appropriate levels of genetic diversity.
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The amount of genetic variation found within a species essential for their survival.
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Using seeds with low genetic diversity generally lowers the resilience of restored forests,
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which can make them vulnerable to disease and unable to adapt to climate change.
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Choosing the right location for reforestation projects is as important as choosing the right trees.
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Ultimately, the best area for planting trees would be in formerly forested areas that are in poor condition.
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It's better to avoid non -forested landscapes, such as natural grasslands, savannas or wetlands,
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as these ecosystems already contribute greatly to capturing carbon.
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It would also be advantageous to choose an area where trees could provide other benefits,
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such as recreational spaces.
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Reforesting areas which are currently exploited for agriculture should be avoided, as this often leads to other areas being deforested.
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Large -scale reforestation projects require careful planning.
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Making the right decisions about where to plant trees depends on having the right information.
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Having detailed and up -to -date maps identifying high priority areas for intervention is essential.
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Drone technology is a useful tool in helping to prioritize and monitor areas of degraded forest for restoration.
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In Brazil, it's being used to identify and quantify how parts of the Amazon are being devastated by human activities,
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such as rearing cattle and illegal logging.
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A good example of where the right trees were picked to achieve a restored forest is in Lampang province in northern Thailand,
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a previously forested site which had been degraded through mining.
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was reforested by a cement company together with Chiang Mai University.
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After spreading 60 centimeters of topsoil, they planted 14 different native tree species,
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which included several species of fig.
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Figs are a keystone species because of the critical role they play in maintaining wildlife populations.
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They are central to tropical reforestation projects as they accelerate the speed of the recovery process by attracting animals
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and birds which act as natural seed dispersers.
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This helps to promote diversity through the healthy regrowth of a wide range of plant species.
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Unlike the majority of fruit trees, figs bear fruit all year round, providing a reliable food source for many species.
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At this site, for example, after only three rainy seasons, monkeys started visiting to eat the fig fruits,
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naturally dispersing seeds through defecation.
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Reforestation projects should always aim to make sure that local communities are consulted and involved in the decision -making process.
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The restoration of mangrove forests in Madagascar is an example of a project
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which has succeeded in creating real benefits for the community.
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Destruction of the mangrove forests had a terrible impact on plant and animal life.
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and also badly affected the fishing industry, which was a major source of employment for local people living in coastal areas.
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The reforestation project involved hiring local people to plant and care for the new mangrove trees.
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Millions of mangrove trees have now been planted, which has resulted in the return of a healthy aquatic ecosystem.
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The mangroves also act as a defense against the increased threat of flooding caused by climate change.
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What's more, the local economy is more stable, and thousands more Madagascans are now able to send their children to school.
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One other important point to consider.
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That is the end of part four.
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You now have ten minutes to transfer your answers to the answer sheet.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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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 4 With answer ». Les mots qui reviennent le plus souvent : tree, answer, questions. Cette vidéo contient 317 phrases et 3296 mots à répéter en shadowing. La partie parlée dure 29:03. Le locuteur parle à un rythme régulier d’environ 113 mots par minute, confortable pour le shadowing. 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 |
|---|---|---|
| shelf nom | /ʃɛlf/ | rayon, étagère |
| ecosystem nom | /ˈikoʊˌsɪstəm/ | écosystème |
| grandfather nom | /ˈɡɹæn(d)ˌfɑðɚ/ | aïeul |
| helpful adjectif | /ˈhɛlp.fl̩/ | utile, serviable |
| label nom | /ˈleɪ.bəl/ | étiquette, libellé |
| seed nom | /siːd/ | semence, graine |
| survival nom | /sɚˈvaɪ.vəl/ | survie |
| genetic adjectif | /d͡ʒəˈnɛt.ɪk/ | génétique |
| diversity nom | /daɪˈvɜː(ɹ)sɪti/ | diversité |
| restore verbe | /ɹɪˈstoɹ/ | restaurer, rétablir |
| runner nom | /ˈɹʌnɚ/ | coureur, coureuse |
| sushi nom | /ˈsuːʃi/ | sushi |
| naturally adverbe | /ˈnæt͡ʃ.(ə.)ɹə.li/ | naturellement |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| package nom | /ˈpæk.ɪd͡ʒ/ | paquet, paquetage |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| look forward to verbe | avoir hâte de, attendre avec impatience |
| end up verbe | se terminer, se finir |
| give up verbe | se rendre |
| leave behind verbe | abandonner |
| look back verbe | se remémorer |
| pick up verbe | soulever |
| put off verbe | ajourner |
| 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 :
- Will I have a key?
- Have you got your phone there?
- Do I throw those items away?
- Will I be preparing boxes of food?
- Is that my only task on the sushi counter?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| « Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai | used to laugh · used to sit · used to keep |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | you've finished · you've been told · they've been put |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be played · aren't allowed · was told |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | areas which are · industry, which was · planted, which has |
Prononciation à surveiller
Le locuteur utilise 80 contractions et formes réduites, comme don't, you'll, I'd. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: grandfather /ˈɡɹæn(d)ˌfɑðɚ/, bother /ˈbɑðɚ/, beneath /bɪˈniːθ/, marathon /ˈmæɹəθən/, rhythm /ˈɹɪð.əm/
- Les sons « sh » et « zh »: shelf /ʃɛlf/, sushi /ˈsuːʃi/, capture /ˈkæp.(t)ʃɚ/, sheet /ʃit/, treasure /ˈtɹɛʒəɹ/
- Mots longs — placez bien l’accent: ecosystem /ˈikoʊˌsɪstəm/, diversity /daɪˈvɜː(ɹ)sɪti/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, restoration /ɹɛstəˈɹeɪʃən/, resilience /ɹɪˈzɪl.ɪ.əns/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: helpful /ˈhɛlp.fl̩/, harm /hɑːm/, hire /ˈhaɪɹ/, halfway /ˌhæfˈweɪ/, hometown /ˈhoʊmˌtaʊn/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: genetic /d͡ʒəˈnɛt.ɪk/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, package /ˈpæk.ɪd͡ʒ/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: grandfather /ˈɡɹæn(d)ˌfɑðɚ/, diversity /daɪˈvɜː(ɹ)sɪti/, restore /ɹɪˈstoɹ/, runner /ˈɹʌnɚ/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
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 shelf, ecosystem, grandfather.
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.