Pratique du Shadowing: CAMBRIDGE TEST | CAMBRIDGE 19 TEST 1 | IELTS LISTENING WITH ANSWER - Apprendre l'anglais à l'oral avec la vidéo

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IELTS 19, published by Cambridge University Press and Assessment 2024.

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Test 1.

This is the IELTS Listening Test.

You will hear a number of different recordings and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four parts.

At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.

Now turn to part one.

Part one.

You will hear a teaching assistant calling a country park about a school visit.

First you have some time to look at questions 1 to 6.

Thank you.

OK.

What would you like to know?

Well, I'm new to this area, so perhaps you could tell me something about the park first, please. Of course.

Altogether, the park covers 170 acres.

That's 69 hectares.

There are three main types of habitat.

Wetland, grassland and woodland.

The woods are well established and varied, with an oak plantation and other areas of mixed species.

Right.

The wetland is quite varied too.

The original farmland was dug up around 40 years ago to extract gravel.

Once this work was completed, the gravel pits filled with water, forming the two large lakes.

There are also several smaller ones, ponds and a stream that flows through the park.

OK, so I suppose with these different habitats there's quite a variety of wildlife.

There certainly is.

A lot of different species of birds and insects, and also animals like deer and rabbits.

And I understand you organise educational visits for school parties.

That's right.

We can organise a wide range of activities and adapt them to suit all ages.

Can you give me some examples of the activities?

Well, one focus is on science, where we help children to discover and study plants, trees and insects.

They also collect and analyse data about the things they see.

Uh-huh.

Another focus is on geography.

The park is a great environment to learn and practice reading a map and using a compass to navigate around the park.

Do you do anything connected with history?

Yes, we do.

For instance, the children can explore how the use of the land has changed over time.

Then there's leisure and tourism.

That focuses on your visitors, I would imagine.

Yes, mostly.

The children find out about them, their requirements, the problems they may cause and how we manage these.

And another subject we cover is music.

Here the children experiment with natural materials to create sounds and explore rhythm and tempo.

That must be fun.

Most children really enjoy it.

Before you hear the rest of the conversation, you have some time to look at questions 7-10.

Now listen and answer questions 7 to 10.

And of course, all the activities are educational too.

Learning outside the classroom encourages children to be creative and to explore and discover for themselves.

I would imagine they get a sense of freedom that might not be a normal part of their lives.

That's right.

And very often the children discover that they can do things they didn't know they could do, and they develop new skills.

This gives them greater self-confidence.

It sounds great.

So what about the practical side of it?

How much does it cost for a full day visit?

We would expect to bring between 30 and 40 children.

If there are over 30, it costs £4.95 for each child who attends on the day.

We invoice you afterwards, so you don't pay for children who can't come because of sickness, for example.

There's no charge for leaders and other adults, as many as you want to bring.

That sounds very fair.

Well, thanks for all the information.

I'll need to discuss it with my colleagues and I hope to get back to you soon to make a booking.

We'll look forward to hearing from you.

Goodbye.

Goodbye and thank you.

Thank you.

Part 2.

You will hear the chairman of Stanthorpe Twinning Association,

which organises the link between Stanthorpe in England and a town in France, talking to members about the year's events.

First you have some time to look at questions 11 to 15.

Thank you.

listen carefully and answer questions 11 to 15.

It's great to see so many members of the Twinning Association here tonight.

Since the twinning link between our two towns, Stanthorpe here in England and Malat in France was established,

the relationship between the towns has gone from strength to strength.

Last month, 25 members of the association from Stanthorpe spent a weekend in Malat.

Our hosts had arranged a great programme.

We learned how cheese is produced in the region and had the chance to taste the products.

The theme park trip had to be cancelled, but we all had a great time on the final boat trip down the river.

That was the real highlight.

This is a special year for the association because it's 25 years since we were founded.

In Malat, they're planning to mark this by building a footbridge in the municipal park.

We've been discussing what to do here, and we've decided to plant a poplar tree in the museum gardens.

We considered buying a garden seat to put there, but the authorities weren't happy with that idea.

In terms of fundraising to support our activities, we've done very well.

Our pancake evening was well attended and made record profits.

And everyone enjoyed the demonstration of French cookery, which was nearly as successful.

numbers for our film show were limited because of the venue

so we're looking for somewhere bigger next year we're looking forward to welcoming our french visitors here next week

and i know that many of you here will be hosting individuals

or families the coach from france will arrive at 5 p.m on Friday.

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.

100

The weather looks as if it'll be okay, so you might like to plan a barbecue.

101

Then the next morning's market day in town, and that's always a good place to stroll round.

102

On Saturday evening, we'll all meet up at the football club,

103

where once again we'll have Toby Sharp and his band performing English and Scottish country songs.

104

Toby will already be well known to many of you, as last year he organised our special quiz night and presented the prizes.

105

Before you hear the rest of the talk, you have some time to look at questions 16 to 20.

106

Now listen and answer questions 16 to 20.

107

Now, on Sunday, we'll be taking our visitors to Farley House.

108

You may not all be familiar with it, so here's a map to help you.

109

You can see the car park at the bottom of the map.

110

There's an excellent farm shop in the grounds where our visitors can buy local produce.

111

It's in the old stables, which is the first building you come to.

112

They're built round a courtyard and the shop's in the far corner on the left.

113

There's also a small café on the right as you go in.

114

I know that one or two of our visitors may not be all that mobile.

115

The main entrance to the house has a lot of steps, so you might want to use the disabled entry.

116

This is on the far side of the house from the car park.

117

Children will probably be most interested in the adventure playground.

118

That's at the northern end of the larger lake, in a bend on the path that leads to the lake.

119

There's lots for children to do there.

120

There are a number of lovely gardens near the house.

121

The kitchen gardens are rectangular and surrounded by a wall.

122

They're to the northeast of the house, quite near the smaller lake.

123

They're still in use and have a great collection of fruit and vegetables.

124

The Temple of the Four Winds is a bit more of a walk, but it's worth it.

125

Take the path from the car park and go past the western sides of the stables and the house.

126

Then when the path forks, take the right hand path.

127

Go up there with the woods on your left and the temple is right at the end.

128

There are great views over the whole area.

129

OK, so that's the end of part two.

130

You now have 30 seconds to check your answers to part two.

131

Part 3 You will hear two food science students called Marie and Colin discussing their final year projects.

132

First, you have some time to look at questions 21 to 24.

133

Now listen carefully and answer questions 21 to 24.

134

I haven't seen you for a bit, Marie.

135

No, I've been busy with my project.

136

You're making a vegan alternative to eggs, aren't you?

137

Something that doesn't use animal products.

138

Yes, I'm using chickpeas.

139

I had two main aims when I first started looking for an alternative to eggs.

140

But actually, I've found chickpeas have got more advantages.

141

Right.

142

But how about your project on reusing waste food?

143

You were looking at bread, weren't you?

144

Yes, it's been hard work, but I've enjoyed it.

145

The basic process was quite straightforward, breaking the stale bread down to a paste, then reforming it.

146

But you were using 3D printing, weren't you, to make the paste into biscuits?

147

Yeah, I'd used that before, but in this project I had time to play around with different patterns for the biscuits

148

and finding how I could add fruit

149

and vegetables to make them a more appetising colour and I was really pleased with what I managed to produce.

150

It must have been a great feeling to make something appetising out of bits of old bread

151

that would have been thrown away otherwise was and I'm hoping

152

that some of the restaurants in town will be interested in the biscuits.

153

I'm going to send them some samples.

154

I came across something on the internet yesterday that might interest you.

155

It was a company that's developed touch sensitive sensors for food labels.

156

It's a special sort of label on the food package.

157

When the label's smooth, the food is fresh and then Even when you can feel bumps on the label, that means the food's gone bad.

158

It started off as a project to help visually impaired people know whether food was fit to eat or not.

159

Interesting.

160

So just solid food?

161

No. Things like milk and juice as well.

162

But actually I thought it might be really good for drug storage in hospitals and pharmacies.

163

Right.

164

And coming back to food, maybe it'd be possible to use it for other things besides freshness,

165

like how many kilograms a joint of meat is, for example.

166

Yes, there's all sorts of possibilities.

167

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

168

Thank you.

169

I was reading an article about food trends predicting how eating habits might change in the next few years.

170

Oh, things like more focus on local products.

171

That seems so obvious, but the shops are still full of imported foods.

172

Yes, they need to be more proactive to address that.

173

And somehow motivate consumers to change, yes.

174

One thing everyone's aware of is the need for a reduction in unnecessary packaging.

175

But just about everything you buy in supermarkets is still covered in plastic.

176

The government needs to do something about it.

177

Absolutely.

178

It's got to change.

179

Do you think there'll be more interest in gluten and lactose-free food?

180

For people with allergies or food intolerances?

181

I don't know.

182

Lots of people I know have been buying that type of food for years now.

183

Yes, even if they haven't been diagnosed with an allergy.

184

That's right.

185

One thing I've noticed is the number of branded products related to celebrity chefs.

186

People watch them cooking on TV and then buy things like spice mixes or frozen foods with the chef's name on.

187

I bought something like that once, but I won't again.

188

Yeah, I bought a ready-made spice mix for chicken, which was supposed to be used by a chef I'd seen on television,

189

and it didn't actually taste of anything.

190

Hmm.

191

Did the article mention ghost kitchens used to produce takeaway food?

192

No. What are they?

193

Well, they might have the name of a restaurant, but actually they're a cooking facility just for delivery meals.

194

The public don't ever go there.

195

But people aren't aware of that.

196

It's all kept very quiet.

197

So people don't realise the food's not actually from the restaurant?

198

Right.

199

Did you know more and more people are using all sorts of different mushrooms now to treat different health concerns?

200

Things like heart problems.

201

Hmm, they might be taking a big risk there.

202

Yes, it's hard to know which varieties are safe to eat.

203

Anyway, maybe now we should...

204

30 seconds to check your answers to part 3.

205

Part 4 You will hear an archaeology student giving a presentation on an important site in Ireland called the Cagy Fields.

206

First you have some time to look at questions 31 to 40.

207

Thank you.

208

Now listen carefully and answer questions 31 to 40.

209

For my presentation today, I'm going to talk about the cagey fields in the northwest of Ireland,

210

one of the largest Neolithic sites in the world.

211

I recently visited this site and observed the work that is currently being done by a team of archaeologists there.

212

The site was first discovered in the 1930s by a local teacher, Patrick Caulfield.

213

He noticed that when local people were digging in the bog, they were constantly hitting against what seemed to be rows of stones.

214

He realised that these must be walls and

215

that they must be thousands of years old for them to predate the bog which subsequently grew over them.

216

He wrote to the National Museum in Dublin to ask them to investigate, but no one took him seriously.

217

It wasn't until 40 years later when Patrick Caulfield's son,

218

Seamus, who had become an archaeologist by then, began to explore further.

219

He inserted iron probes into the bog to map the formation of the stones,

220

a traditional method which local people had always used for finding fuel buried in the bog for thousands of years.

221

Carbon dating later proved that the site was over 5,000 years old and was the largest Neolithic site in Ireland.

222

Thanks to the bog which covers the area, the remains of the settlement at KG Fields,

223

which is over 5,000 years old, are extremely well preserved.

224

A bog is 90% water,

225

its soil so saturated that when the grasses and heathers that grow on its surface die,

226

they don't fully decay but accumulate in layers.

227

Objects remain so well preserved in these conditions because of the acidity of the peat and the deficiency of oxygen.

228

At least 175 days of rain a year are required for this to happen,

229

this part of Ireland gets an average of 225 days.

230

The Neolithic farmers at Keiji would have enjoyed several centuries of relative peace and stability.

231

Neolithic farmers generally lived in larger communities than their predecessors, with a number of houses built around a community building.

232

As they lived in permanent settlements, Neolithic farmers were able to build bigger houses.

233

These weren't round, as people often assume, but rectangular, with a small hole in the roof that allowed smoke to escape.

234

This is one of many innovations and indicates that the Neolithic farmers were the first people to cook indoors.

235

Another new technology that Neolithic settlers brought to Ireland was pottery.

236

Fragments of Neolithic pots have been found in KG and elsewhere in Ireland.

237

The pots were used for many things, as well as for storing food.

238

Pots were filled with a small amount of fat, and when this was set alight, they served as lamps.

239

It's thought that the KG fields were mainly used as paddocks for animals to graze in.

240

Evidence from the cagey fields suggests that each plot of land was of a suitable size to sustain an extended family.

241

They may have used a system of rotational grazing in order to prevent overgrazing and to allow for plant recovery and regrowth.

242

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.

243

However, archaeologists believe that this way of life at Keiji ceased abruptly.

244

Why was this?

245

Well, several factors may have contributed to the changing circumstances.

246

The soil would have become less productive and led to the abandonment of farming.

247

The crop rotation system was partly responsible for this, as it would have been very intensive and was not sustainable.

248

But there were also climatic pressures too.

249

The farmers at Keiji would have enjoyed a relatively dry period, but this began to change, and the conditions became wetter, as there was a lot more rain.

250

It was these conditions that encouraged the bog to form over the area which survives today.

251

So now I'd like to show you some...

252

That is the end of part four.

253

You now have one minute to check your answers to part four.

254

Thank you.

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Vocabulaire et conseils d’expression pour cette leçon

Cette vidéo contient 254 phrases et 2882 mots à répéter en shadowing. La partie parlée dure 29:02. Le locuteur parle lentement, environ 99 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
carefully adverbe	/ˈkɛɹf(ə)li/	soigneusement
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
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

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/, altogether /ɔl.tuˈɡɛð.ɚ/, 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/

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.

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

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.

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

La grammaire de cette vidéo

Qu'est-ce que la technique du Shadowing ?