Pratique du Shadowing: CAMBRIDGE IELTS 21 TEST 1 FULL - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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IELTS 21.
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Published by Cambridge University Press and Assessment 2026.
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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 and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four parts.
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At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
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Now turn to part one.
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Part 1.
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You will hear a man phoning a sailing club to ask about learning to sail.
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First, you have some time to look at questions 1 to 6.
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Thank you.
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6. Hello, Oyster Bay Sailing Club.
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How can I help you?
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Oh, hi.
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I'd like to find out about sailing courses for beginners.
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No problem.
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Is it for yourself?
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Yes.
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I had a look online, but I'm not sure which course would be best.
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OK.
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Well, you might be interested in our taster days.
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Possibly.
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So, these are for people who've never sailed before.
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It's basically an introduction to sailing, to find out whether you enjoy it and want to carry on with it.
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And how much is that?
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It's £120 for the day, but it's reduced to £110 each if there are two of you.
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No, it would just be me.
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Oh, that's fine.
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You'd be in a small group, usually about eight people, but no more than ten, and everyone's always very friendly.
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Uh -huh.
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And are there any other suitable courses?
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The other option is the Level 1 course.
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These are two -day weekend courses, and we run those all year round.
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OK.
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And what do you learn on that course? this is a mix of theory
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and practical skills so you learn about things like the weather
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which is obviously really important
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and also the tides as well as learning basic sailing skills
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you go out into the harbor in special training dinghies for beginners two people in each dinghy and an instructor.
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He or she will make sure you understand everything you need to know about safety.
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It sounds like hard work.
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Yes, but you'll have a lot of fun too.
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And the cost of that one is?
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£200, but it's a bit cheaper if you decide to join the club.
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There's a discount for members.
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Well, I'm not sure about that yet.
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You've got plenty of time to decide.
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And does the cost include everything?
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Yes, everything's included and you also get a really good dictionary explaining all the sailing terminology.
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A lot of people struggle with this at first.
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It's got lots of pictures, so I'm sure you'd find it really helpful.
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And on completion of the course, you get a certificate.
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Then you're ready to move on to the Level 2 course.
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Sounds good.
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Before you hear the rest of the conversation, you have some time to look at questions seven to ten.
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Now listen and answer questions 7 to 10.
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I think that's all the info you need for now.
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Just a couple of general things.
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For example, it's really important that you know how to swim.
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Yes, I'm pretty confident in the water.
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Great.
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The other thing I should tell you is that we provide wetsuits and life jackets, but you need to bring swimming trunks and some old trainers.
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And a towel?
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Yes, definitely.
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And you might want to bring your own toiletries, things like shampoo.
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OK.
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What about food and drink?
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Do I need to bring that or is there a cafe at the club?
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Yes, you can get sandwiches, cakes and snacks there.
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The food's pretty reasonable.
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OK, good.
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Well, I think I'm interested in the Level 1 course.
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But I know absolutely nothing about sailing, so is there anything I can do to prepare myself a bit?
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I recommend you watch some videos we use for training.
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They're available online.
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I can send you the link.
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They'll give you an idea of what to expect.
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Perfect.
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Thanks.
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That would be very helpful.
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Oh, and just one other thing.
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I'll be cycling to the club and we'll need somewhere to put valuables.
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I'm just wondering if there are lockers for people to use.
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Yes, there are plenty in the changing rooms.
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Great.
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OK, well, could you book me on to the...
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That is the end of part one.
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You now have one minute to check your answers to part one.
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Thank you.
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You will hear a woman giving advice on a podcast about how to become a make -up artist in the film industry.
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First, you have some time to look at questions 11 to 16.
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Now listen carefully and answer questions 11 to 16.
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Hello and welcome to the Filmmaking Podcast.
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In this week's episode, Claire Lamar talks to us about how to become a makeup artist.
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Claire has been working as a makeup artist in the film industry for over 20 years
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and has lots of useful advice about how to get started.
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Thanks, Ian.
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Well, before you can become a makeup artist on films, you have to spend about two years working as a makeup trainee.
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A good place to get your first job would be on a low -budget short film.
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Of course, this means that you'll be working for free, but it's often worth it for the experience.
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Make sure your transport costs are covered, and remember, there's very unlikely to be any catering provided, so bring plenty of food.
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If you're lucky, you might start out on a big -budget film where you'll get the most useful experience.
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On productions like this, Makeup and hair styling are separate departments, so you won't need to bring your curling tongs,
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but you're likely to get the opportunity to work with a range of age groups as well as different ethnicities.
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Doing makeup for special effects is highly specialized, so don't expect to be offered any practical experience in that.
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One problem with working in the makeup department is that it's a high -pressure environment.
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There are very few times when you'll be bored or have nothing to do.
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It can be stressful, but you'll see that the top makeup artists are very professional,
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even when they're having to work with directors who are impatient or unhappy with the makeup artist's work.
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Follow your supervisor's lead and try to remain calm at all times.
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I've worked with many very famous actors over the years.
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At first, I found it overwhelming and could hardly speak.
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I was so in awe.
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That's preferable, by the way, to becoming too excited and asking for selfies.
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Now, meeting the talent is just a normal part of the job, and to be honest, most actors don't look that special without all the makeup.
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Every makeup trainee will need a makeup kit, which they'll be expected to have with them at all times.
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Just the essentials will do for the kinds of tasks you'll be given.
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It won't be anything complicated.
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It's worth looking at what the other makeup artists have in their kits.
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But whatever you do, don't borrow anything without asking first.
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It's very important to build your portfolio.
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You should take photos of all the work you do and ideally show the different stages of makeup application if you can.
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But remember, you'll need to get approval from the makeup designer in charge of the department.
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As you'll be sending your portfolio digitally, you won't need to get photos printed.
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Before you hear the rest of the podcast, you have some time to look at questions 17 to 20.
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Now listen and answer questions 17 to 20.
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So what does a makeup trainee actually do?
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You need to think about whether you're the right kind of person to do the job and whether you'd enjoy it.
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So to give you some idea, here are some of the things you might be required to do.
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You may be asked to help prep an actor ready for makeup.
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Some actors will arrive having already cleansed and moisturized their skin.
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But sometimes you'll need to step in and get this done without wasting any time.
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Otherwise, the makeup artist will get behind schedule.
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Trainees play a useful role in continuity.
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It will be your responsibility to take photos, log them digitally, and print out a hard copy to put in each actor's file.
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This information needs to be kept in good order, as a reshoot can mean replicating makeup months later.
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General duties mean doing anything from getting the teas and coffees to putting on a wash.
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Having a positive attitude and being willing to do whatever is asked of you will help you get your next film job.
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You won't be asked to apply makeup to any of the principal cast, only the extras.
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If there are dozens of extras involved, you'll need to keep up a swift pace and not spend too long on each person.
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It takes quite a lot of confidence to be able to do this well.
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Okay, now about terms and conditions.
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That is the end of part two.
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You now have 30 seconds to check your answers to part two.
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Part 3 You will hear two marine biology students discussing a lecture on marine biodiversity and conservation from a visiting speaker.
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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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that lecture from the visiting speaker yesterday was good wasn't it
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yeah i learned a lot from her about ocean biodiversity i've already done some reading on it
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and i did an assignment on some of the problems associated with it last year
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but i especially like the way her lecture focused on more long -term issues.
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Yes, things that aren't currently receiving widespread attention but are likely to be important in the future.
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That impressed me too.
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It wasn't exactly a feel -good conclusion because it's hard to see any real solution for a lot of the problems.
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No, though she did point to where policy changes could be made to protect our marine and coastal environments.
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Hmm, but that's just at a national level.
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The examples she gave were at a more global level, and they really made it clear to me just how wide -ranging the threats to ocean biodiversity are.
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Yes, me too.
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The research project she described was impressive, wasn't it?
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I'd have thought it was quite unusual to have so many experts working together.
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Yeah, and from such different backgrounds.
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Must have been a really exciting team to work with.
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I'd heard of a couple of them before.
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They were involved in research way back in 2009, warning about the dangers of ocean pollution.
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But now people are much more aware of that, aren't they?
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I suppose so.
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Another thing about the research is that the team members came from all around the world.
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Though I suppose that's not unusual nowadays.
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Now everyone can work remotely.
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Right.
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I like the way she didn't bombard us with figures.
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I mean, they were available, but she focused more on the general points they indicated.
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And the description of improvements in systems used for tracking marine animals and things like robots were really interesting.
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Yes, and her description of how robotics can be used to investigate threats to biodiversity.
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Absolutely.
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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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Now listen and answer questions 25 to 30.
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While you're here, can we talk about the list of resources we have to evaluate for the seminar tomorrow?
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I've had a look at them all, but it's been a bit of a rush.
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Yeah.
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What did you think of that article on invasive lionfish?
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The one claiming they were expanding their habitat throughout the Mediterranean Sea?
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Well, the writer went on about how dangerous they were in environmental terms.
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which is probably true
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but he didn't really provide much information to explain why i
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know what you mean i watched the documentary on microplastics at least i started to
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but then i found it was made 10 years ago
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so i gave up i watched to the end
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but you're right it was showing its age people had hardly
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heard of microplastics then whereas now everyone knows about them
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and how dangerous they are yeah did you listen to the
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podcast on ocean pollution hmm i didn't get anything out of
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it though most of it was stating the obvious yes it mentioned pesticides and plastic and things
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and it clearly made the point that they were a bad thing.
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But everybody knows that anyway.
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Did you read that book on coastal ecosystems?
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The one by John Harper?
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Yes, I found it hard going at first.
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It went into a lot of detail about things like the effects of offshore wind farms and fish farms.
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But actually, I ended up with a much better understanding of the issues.
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Yes, I agree.
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And I thought it was a well -written summary of those.
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And the diagrams helped a lot, too.
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The article on metal toxicity was way above my head.
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I didn't know anything about how metals from industrial emissions react in the ocean.
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And I still don't understand it.
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I gave up reading after the first chapter.
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I just couldn't follow it.
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That podcast on floating marine cities was interesting.
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Though it presented a rather one -sided picture, I thought.
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Yes, it focused on how this would benefit people and ignored the effects on the environment.
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But anyway, shall we talk about...
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Part 4 You will hear part of a science lecture about different sources of rubber.
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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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Much of the world now lives in an industrial civilisation,
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but this has only become possible because we have the necessary natural resources.
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There are three types of natural resource without which industry could not exist.
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One of these is metal.
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Without that, we'd have no machines and no transportation.
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Another is fossil fuels, which we need to power those machines.
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But there's a third resource that's essential to connect the different parts of a machine together with belts
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and pipes and shock absorbers, and that is rubber.
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It's now used in over 40 ,000 products, from waterproof footwear to surgical gloves.
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At present, we have two types of rubber in common use.
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One is natural rubber, which nearly all comes from the Pará rubber tree.
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This was originally native to Brazil, but is now cultivated on plantations in Southeast Asia.
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Recently, however, concern's been growing that supplies may soon be insufficient for the world's needs
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So what exactly is limiting the supply of natural rubber?
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Well, for one thing, rubber trees don't just spring up overnight It can take 8
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to 10 years for a tree to start producing rubber So cultivating them's a slow process And this leads to another problem.
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With most crops, farmers don't have to think very far ahead, so they can easily change what crop they produce
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or how much of a crop they produce if they find the demand for that crop is rising or falling.
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But if you have to plant eight or ten years ahead, that's much harder.
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And also, the rubber tree is very choosy about where it grows.
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It needs the right temperature, the right amount of rainfall, and the right altitude, not too high and not too low.
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The result is that it can't be grown in the northern or southern parts of the globe, only around the equator.
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Another problem is that the rubber is basically extracted in the same way as it's been done for hundreds of years,
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and that's by hand, by making small cuts in the trunk of the tree
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and putting a little cup there to catch the latex, as the rubber is called.
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It's very labour intensive.
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And it's not just the initial production that's limiting supplies.
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With other resources, such as water and glass, when we've finished using them, we can recycle them.
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But although this is also possible with rubber, it's very difficult, so that also reduces the amount we have available.
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And in the last few years there have been new threats to the supply of natural rubber.
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One problem is linked to the fact
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that nearly all the rubber trees in South East Asia are
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descended from just a small number of seeds brought from Brazil in the 19th century.
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This means that there's very little genetic diversity among the trees, which in turn makes them very vulnerable to disease.
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The most dangerous threat is a fungus, which destroyed large numbers of rubber trees in Brazil,
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and which could cause devastation to plantations worldwide.
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Another problem is that farmers in Southeast Asia are increasingly turning to the cultivation of palm oil,
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which is easier and more profitable for them.
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And finally, in recent years, Southeast Asia, like other parts of the world,
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has been repeatedly hit by extreme types of weather, and this looks likely to continue in the future.
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However, as well as using natural rubber, it's also possible to make rubber synthetically.
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This works very well for some purposes, for example making engine parts or silicon pots and pans used for cooking.
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But compared with natural rubber, it's not anything like as strong,
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and this means it can't replace natural rubber in other products.
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For example, while a mixture of natural rubber and synthetic rubber works well in car tyres,
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only natural rubber can stand up to the extreme speeds of aircraft tyres during take -off and landing.
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So, for some time, scientists have been looking for alternative sources of natural rubber.
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One that's been known about for some time seems initially to be a rather unlikely source.
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It's a wild plant with yellow flowers that we normally regard as a weed when we see it in our gardens.
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But when it's pulled up and its roots cut open, they're found to contain rubber.
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Now compared to the rubber tree, dandelions produce relatively small amounts of rubber,
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but unlike rubber trees, they're very adaptable.
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They'll grow in all sorts of places and they don't need rich soil.
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So at present there are several projects underway investigating the possibility of using dandelions as a source of rubber.
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Another possibility is a desert shrub grown in Mexico and Texas, which is also...
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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 IELTS 21 TEST 1 FULL ». Les mots qui reviennent le plus souvent : rubber, makeup, questions, answer. Cette vidéo contient 278 phrases et 3112 mots à répéter en shadowing. La partie parlée dure 29:42. Le locuteur parle lentement, environ 105 mots par minute, ce qui laisse le temps d’imiter chaque son. 85 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| rubber nom | /ˈɹʌbɚ/ | caoutchouc, gomme |
| sail nom | /seɪl/ | voile |
| podcast nom | /ˈpɑdˌkæst/ | podcast, balado |
| crop nom | /kɹɑp/ | récolte |
| lecture nom | /ˈlɛk.t͡ʃə/ | conférence, cours magistral |
| practical adjectif | /ˈpɹæk.tɪ.kəl/ | pratique |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| unusual adjectif | /ʌnˈjuːʒ(u)əl/ | inhabituel, insolite |
| helpful adjectif | /ˈhɛlp.fl̩/ | utile, serviable |
| resource nom | /ɹɪˈzɔːs/ | ressource |
| investigate verbe | /ɪnˈvɛs.tə.ɡeɪt/ | étudier |
| unlikely adjectif | /ʌnˈlaɪkli/ | peu probable, improbable |
| swim verbe | /swɪm/ | nager |
| pollution nom | /pəˈluʃən/ | pollution |
| coastal adjectif | /ˈkoʊstəl/ | côtier |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| give up verbe | se rendre | |
| find out verbe | découvrir, savoir | |
| keep up verbe | maintenir, conserver | |
| make up verbe | /ˌmeɪk ˈʌp/ | constituer, composer |
| pull up verbe | /ˌpʊl ˈʌp/ | soulever |
| stand up to verbe | tenir tête | |
| take off verbe | enlever, ôter |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- How can I help you?
- Yes, but you'll have a lot of fun too.
- You've got plenty of time to decide.
- Yes, I'm pretty confident in the water.
- Did you read that book on coastal ecosystems?
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 | has been working · have been looking |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be played · will be given · are covered |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | who've never sailed · I've worked · i've already done |
Prononciation à surveiller
Le locuteur utilise 67 contractions et formes réduites, comme you'll, don't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: synthetic /sɪnˈθɛtɪk/, ethnicity /ɛθˈnɪsɪti/
- Les sons « sh » et « zh »: unusual /ʌnˈjuːʒ(u)əl/, pollution /pəˈluʃən/, plantation /plænˈteɪʃən/, rush /ɹʌʃ/, shock /ʃɔk/
- Mots longs — placez bien l’accent: unusual /ʌnˈjuːʒ(u)əl/, investigate /ɪnˈvɛs.tə.ɡeɪt/, portfolio /pɔːtˈfəʊ.liˌəʊ/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: helpful /ˈhɛlp.fl̩/, whereas /(h)wɛɹˈæz/, harbor /ˈhɑːbə/, unhappy /ʌnˈhæpi/, habitat /ˈhæb.ɪ.tæt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: lecture /ˈlɛk.t͡ʃə/, genetic /d͡ʒəˈnɛt.ɪk/, jacket /ˈd͡ʒæk.ɪt/, biology /baɪˈɑ.lə.d͡ʒi/, mixture /ˈmɪkst͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: rubber /ˈɹʌbɚ/, crop /kɹɑp/, practical /ˈpɹæk.tɪ.kəl/, carefully /ˈkɛɹf(ə)li/, resource /ɹɪˈzɔːs/
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 rubber, sail, podcast.
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.