Pratique du Shadowing: CAMBRIDGE TEST | CAMBRIDGE 19 TEST 2 | IELTS LISTENING WITH ANSWER - Apprendre l'anglais à l'oral avec la vidéo
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277 phrases
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Test 2.
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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 10 minutes to transfer your answers to an answer sheet.
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Now turn to part 1.
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Part 1.
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You will hear two friends talking about a guitar group.
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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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Hi, Colman.
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How are you?
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Good, thanks.
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I wanted to have a chat with you because our friend Josh told me that you've joined a guitar group, and it sounds interesting.
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I'd really like to learn myself.
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Why don't you come along?
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I'm sure there's room for another person.
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Really?
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So, who runs the classes?
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He's called a coordinator.
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His name's Gary Matheson.
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Let me note that down.
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Gary.. how do you spell his surname?
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It's M -A -T -H -I -E -S -O -N.
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Right, thanks he's retired actually but he's a really nice guy and he used to play in a lot of bands
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thanks so how long have you been going about a month now
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and could you play anything before you started i knew a few chords
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but that's all i'm sure everyone will be better than me That's what I thought too.
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When I first spoke to Gary on the phone, he said it was a class for beginners, but I was still worried that everyone would be better than me.
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But we were all equally hopeless.
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Oh, that's reassuring.
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So, where do you meet?
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Well, when I joined the group, they were meeting in Gary's home, but as the group got bigger,
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he decided to book a room at the college in town.
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I prefer going there.
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I know that place.
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I used to go to tap dancing classes there when I was at secondary school.
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I haven't been since, though, and I can't remember what road it's in.
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Is it Lock Street?
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It's just beyond there, at the bottom of New Street, near the city roundabout.
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Yes, of course.
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The guitar club is on the first floor in room T -347.
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Right.
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And when do you meet?
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Is it at the weekend?
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We meet on Thursdays.
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It used to be 10 .30 and that suited me well.
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But now we meet at eleven.
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The class that's in there before us asked if they could have the room for another thirty minutes.
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Oh, I see.
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Well, I'd love to come, but I don't have a guitar.
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Well, you can always buy a second -hand one.
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There's a website called The Perfect Instrument that sells all kinds of guitars, violins and so on.
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I'm sure you'll find something there.
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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, what's a typical lesson like with Gary?
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Well, he always starts by getting us to tune our guitars.
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That takes about five minutes.
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Uh -huh.
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Some people have an app they use, but others do it by ear.
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Gary goes round and helps them.
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And while he's doing that, he tells us what he's going to do during the lesson.
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Right first we usually spend about ten minutes doing some strumming so is that using oh
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what are they called plectrums no we just use our thumbs
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oh much easier gary reminds us where to put our fingers for each chord
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and then we play them together sometimes we all just start laughing because we're so bad at keeping time.
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So Gary starts clapping to help us.
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Do you learn to play any songs?
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Yes, we do at least one song with words and chords.
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I mean, that's harder than you think.
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Oh, I'm sure it is.
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That part of the lesson takes about 15 minutes.
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He often brings a recording of the song and plays it to us first.
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Then he hands out the song and if there's a new chord in it,
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we practice that before we play it together, but really slowly.
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Do you do any finger picking?
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That's the last ten minutes of the lesson,
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when we pick out the individual notes from a tune he's made up it's always quite simple
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that must be hard though it is but people like it
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because they can really concentrate and
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if we're all playing well it sounds quite impressive the only trouble is
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that he sometimes gets us to play one at a time you know alone oh that's scary Hmm, it is.
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But I've got used to it now.
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At the end, he spends about five minutes telling us what to practice for the following week.
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Well, thanks, Coleman.
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I'll go and have a look at that website, I think.
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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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Part 2 You will hear a man called David talking on the radio about his work as a lifeboat volunteer.
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First, you have some time to look at questions 11 to 16.
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I never really planned to be a lifeboat volunteer when I came to live in North Sea.
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I'd been working in London as a website designer, but although that was interesting, I didn't like city life.
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I'd been really keen on boats as a teenager, and I thought if I went to live by the sea, I might be able to pursue that interest a bit more in my free time.
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Then I found that the Lifeboat Institution was looking for volunteers, so I decided to apply.
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The Lifeboat Institution building here in North Sea is hard to miss.
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It's one of the largest in the country.
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It was built 15 years ago, with funds provided by a generous member of the public who'd lived here all her life.
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As the Lifeboat Institution is a charity that relies on that kind of donation, rather than funding provided by the government, that was a huge help to us.
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When I applied, I had to have a health assessment.
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The doctors were particularly interested in my vision.
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I used to be short -sighted, so I'd had to wear glasses, but I'd had laser eye surgery two years earlier, so that was okay.
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They gave me tests for colour blindness, and they thought I might have a problem there, but it turned out I was okay.
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When the Coast Guard gets an alert, all the volunteers are contacted and rushed to the lifeboat station.
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Our target's to get there in five minutes.
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Then we try to get the boat off the dock and out to sea in another six to eight minutes.
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Our team's proud that we usually achieve that.
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The average time across the country's eight and a half minutes.
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I've recently qualified as what's called a helmsman, which means I have the ultimate responsibility for the lifeboat.
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I have to check that the equipment we use is in working order.
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The crew have special life jackets that can support up to four people in the water, and it's ultimately my decision whether it's safe to launch the boat.
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But it's very rare not to launch it, even in the worst weather.
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As well as going out on the lifeboat, my work involves other things too.
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A lot of people underestimate how quickly conditions can change at sea, so I speak to youth groups
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and sailing clubs in the area about the sorts of problems
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that sailors and swimmers can have if the weather suddenly gets bad.
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We also have a lot of volunteers who organise activities to raise money for us and we couldn't manage without them.
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Before you hear the rest of the talk 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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The training we get is a continuous process, focusing on technical competence and safe handling techniques,
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and it's given me the confidence to deal with extreme situations without panicking.
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I was glad I'd done a first aid course before I started, as that's a big help with the casualty care activities we do.
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We've done a lot on how to deal with ropes and tie knots.
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That's an essential skill.
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After a year, I did a one -week residential course led by specialists.
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They had a wave tank where they could create extreme weather conditions
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so we could get experience at what to do if the boat turned over in a storm at night, for example.
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Since I started, I've had to deal with a range of emergency situations, but the work's hugely motivating.
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It's not just about saving lives.
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I've learned a lot about the technology involved.
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My background in IT has been useful here and I can use my expertise to help other volunteers.
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They're a great group.
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We're like a family really, which helps when you're dragging yourself out of bed on a cold stormy night.
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But actually, it's the colder months that can be the most rewarding time.
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That's when the incidents tend to be more serious, and you realise that you can make a huge difference to the outcome.
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So, if any of you listeners are interested, why don't you give us a call?
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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 students called Bella and Don discussing a presentation they plan to do on recycling footwear.
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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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Hi, Don.
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Did you get the copy of the article on recycling footwear that I emailed you?
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Yeah, it's here.
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I've had a look at it.
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So, do you think it's a good topic for our presentation?
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Well, before I started reading it, I thought recycling footwear...
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Well, although it's quite interesting, perhaps there isn't enough to say about it, because we put shoes in recycling bins they go to charity shops
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and that's about it but there's much more to it than
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that i realize that now
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and i'm keen to research the topic more that's great one
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of the things i didn't realize until i read the article
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was just how many pairs of trainers get recycled well a
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lot of young people wear them all the time now they've
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become more popular than ordinary shoes i know i guess they are very hard wearing
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but don't they look a bit casual for school uniform I don't think they're right for
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that actually I think some of them look quite smart on pupils better than a scruffy old pair of shoes
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so do you keep shoes a long time yes though I
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do tend to wear my old pairs for doing dirty jobs
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like cleaning my bike I must admit I've recycled some perfectly good shoes
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that haven't gone out of fashion and still fit just because they don't look great on me anymore.
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That's awful, isn't it?
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I think it's common because there's so much choice.
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The article did say that recent sales of footwear have increased enormously.
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That didn't surprise me.
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No, but then it said that the amount of recycled footwear has fallen.
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It's 6 % now compared to a previous level of 11%.
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That doesn't seem to make sense.
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That's because not everything goes through the recycling process.
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Some footwear just isn't good enough to resell for one reason or another and gets rejected.
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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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so let's find some examples in the article of footwear
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that was rejected for recycling okay i think there are some
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in the interview with the recycling manager um yeah here it
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is hmm let's start with the ladies high -heeled shoes what
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did he say about those he said they were probably expensive the material was suede
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and they were beige in color it looked like someone had only worn them once
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but in a very wet field so the heels were too stained with mud
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and grass to resell them okay
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and the leather ankle boots what was wrong with them apparently the heels were worn but
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that wasn't the problem one of the shoes was a much
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lighter shade than the other one it had obviously been left
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in the sun i suppose even second hand shoes should look
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the same sure then there were the red baby shoes oh yes we're told to tie shoes together
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when we put them in a recycling bin
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but people often don't bother you'd think it would have been easy to find the other
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but it wasn't that was a shame because they were obviously new
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the trainers were interesting he said they looked like they'd been worn by a marathon runner Yeah.
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Weren't they split?
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Not exactly.
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One of the soles was so worn under the foot that you could put your finger through it.
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Well, we could certainly use some of those examples in our presentation to explain why 90 % of shoes
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that people take to recycling centres or bins get thrown into landfill.
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Hmm.
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What did you think about the project his team set up
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to avoid this by making new shoes out of the good parts of old shoes?
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It sounded like a good idea.
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They get so many shoes, they should be able to match parts.
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I wasn't surprised that it failed, though.
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I mean, who wants to buy second -hand shoes, really?
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Think of all the germs you could catch.
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Well, people didn't refuse them for that reason, did they?
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It was because the pairs of shoes weren't identical.
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They still managed to ship them overseas, though.
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That's another area we need to discuss.
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You know, I used to consider this topic just from my own perspective, by thinking about my own recycling behaviour, without looking at the bigger picture.
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So much happens once shoes leave the recycling area.
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It's not as simple as you first think.
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And we can show that by taking a very different approach to it.
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Absolutely.
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So, let's discuss how we're going to split up the presents.
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That is the end of part 3.
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You now have 30 seconds to check your answers to part 3.
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Part 4.
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You will hear a zoology student giving a presentation about an animal called a tardigrade.
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First, you have some time to look at questions 31 to 40.
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Now listen carefully and answer questions 31 to 40.
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For my project on invertebrates, I chose to study tardigrades.
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These are microscopic, or to be more precise, near -microscopic animals.
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There are well over a thousand known species of these tiny animals, which belong to the phylum Tardigrada.
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Most tardigrades range in length from 0 .05 to 1 mm,
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though the largest species can grow to be 1 .2 mm in length.
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They're also sometimes called water bears, water because that's where they thrive best, and bear because of the way they move.
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Moss piglet is another name for tardigrades because of the way they look when viewed from the front.
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They were first discovered in Germany in 1773 by Johann Goetzer, who coined the name tardigrada.
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As I say, there are many different species of tardigrade.
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Too many to describe here but generally speaking the different species share similar physical traits.
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They have a body which is short and also rounded a bit like a barrel and the body comprises four segments.
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Each segment has a pair of legs at the end of which are between four and eight sharp claws.
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I should also say that some species don't have any claws.
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What they have are discs and these work by means of suction.
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They enable the tardigrade to cling on to surfaces or to grip its prey.
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Within the body there are no lungs or any organs for breathing at all.
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Instead, oxygen and also blood are transported in a fluid that fills the cavity of the body.
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As far as the tardigrade's head is concerned, the best way I can describe this is that it looks rather strange, a bit squashed even.
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Though many of the websites I looked at described its appearance as cute, which isn't exactly very scientific.
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The Tardigrade's mouth is a kind of tube that can open outwards to reveal teeth -like structures known as stylets.
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these are sharp enough to pierce plant or animal cells
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so where are tardigrades found well they live in every part
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of the world in a variety of habitats most commonly on the bed of a lake
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or on many kinds of plants
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or in very wet environments there's been some interesting research
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which has found that tardigrades are capable of surviving radiation
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and very high pressure
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and they're also able to withstand temperatures as cold as minus 200 degrees centigrade or highs of more than 148 degrees centigrade,
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which is incredibly hot.
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It has been said that tardigrades could survive long after human beings have been wiped out, even in the event of an asteroid hitting the Earth.
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If conditions become too extreme and tardigrades are at risk of drying out, they enter a state called cryptobiosis.
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They curl into a ball called a tun, that's T -U -N, by retracting their head and legs,
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and their metabolism drops to less than one percent of normal
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levels they can remain like this until they're reintroduced to water
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when they will come back to life in a matter of a few hours while in a state of cryptobiosis
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tardigrades produce a protein that protects their dna in 2016 scientists revived two tardigrades
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that had been tons for more than 30 years there was a report
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that in 1948 a 120 year old ton was revived
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but this experiment has never been repeated there are currently several
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tests taking place in space to determine how long tardigrades might be able to survive there I believe the record
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so far is 10 days.
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So, moving on.
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In terms of their diet, tardigrades consume liquids in order to survive.
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Although they have teeth, they don't use these for chewing.
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They suck the juices from moss or extract fluid from seaweed.
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But some species prey on other tardigrades from other species
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or within their own i suppose this isn't surprising given
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that tardigrades are mainly comprised of liquid and are coated with a type of gel
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finally i'd like to mention the conservation status of tardigrades it is estimated
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that they have been in existence for approximately half a billion years and in that time they have survived five mass extinctions,
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so it will probably come as no surprise to you
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that tardigrades have not been evaluated by the International Union for Conservation of Nature and are not on any endangered list.
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Some researchers have described them as thriving.
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Does anyone have any questions they'd like to ask?
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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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You 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 TEST ». Les mots qui reviennent le plus souvent : tardigrade, shoes, questions. Cette vidéo contient 277 phrases et 3209 mots à répéter en shadowing. La partie parlée dure 29:42. Le locuteur parle lentement, environ 108 mots par minute, ce qui laisse le temps d’imiter chaque son. 83 % 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 |
|---|---|---|
| guitar nom | /ɡɪˈtɑɹ/ | guitare |
| volunteer nom | /ˌvɑlənˈtɪɹ/ | volontaire, bénévole |
| lesson nom | /ˈlɛs.ən/ | leçon |
| chord nom | /kɔɹd/ | accord |
| topic nom | /ˈtɑpɪk/ | sujet, thème |
| heel nom | /hil/ | talon |
| finger nom | /ˈfɪŋɡɚ/ | doigt |
| sharp adjectif | /ʃɑɹp/ | affilé, coupant |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| charity nom | /ˈtʃæɹɪti/ | charité |
| conservation nom | /ˌkɑnsə(ɹ)ˈveɪʃən/ | préservation |
| tune nom | /tjuːn/ | mélodie, air |
| segment nom | /ˈsɛɡmɛnt/ | segment |
| bin nom | /ˈbɪn/ | boîte, conteneur |
| fluid nom | /ˈflu.ɪd/ | fluide, liquide |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| come along verbe | accompagner, venir | |
| dry out verbe | dessécher | |
| go through verbe | traverser | |
| hand out verbe | distribuer | |
| make up verbe | /ˌmeɪk ˈʌp/ | constituer, composer |
| pick out verbe | distinguer, faire la distinction | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
| turn out verbe | se finir, se terminer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I'd really like to learn myself.
- Why don't you come along?
- I'm sure there's room for another person.
- Do you learn to play any songs?
- Do you do any finger picking?
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 play · used to go · used to be |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | you've joined · haven't been · We've done |
| 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 built |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | helmsman, which means · body which is |
Prononciation à surveiller
Le locuteur utilise 67 contractions et formes réduites, comme don't, I'd, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thrive /θɹajv/, bother /ˈbɑðɚ/, thirty /ˈθɝti/, leather /ˈlɛðɚ/, breathe /bɹiːð/
- Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, sharp /ʃɑɹp/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, rush /ɹʌʃ/, sheet /ʃit/
- Mots longs — placez bien l’accent: conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, ordinary /ˈɔɹdɪnɛɹi/, experiment /ɪkˈspɛɹ.ə.mənt/, incredibly /ɪŋˈkɹɛdɪbli/, residential /ˌrɛzɪˈdɛnʃəl/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: heel /hil/, habitat /ˈhæb.ɪ.tæt/, hopeless /ˈhoʊplɪs/, hugely /ˈhjuːd͡ʒli/, helmsman /ˈhɛlmz.mən/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: charity /ˈtʃæɹɪti/, juice /d͡ʒuːs/, jacket /ˈd͡ʒæk.ɪt/, oxygen /ˈɑksɪd͡ʒən/, generous /ˈd͡ʒɛn(ə)ɹəs/
- /r/ anglais — langue recourbée, sans frotter la gorge: guitar /ɡɪˈtɑɹ/, volunteer /ˌvɑlənˈtɪɹ/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, chord /kɔɹd/, sharp /ʃɑɹp/
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 guitar, volunteer, lesson.
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.