Pratique du Shadowing: IELTS 7 Listening Test 3 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Cambridge IELTS 7 by University of Cambridge ESOL Examinations, published by Cambridge University Press.
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This recording is copyright.
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CD 2
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Test 3 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 sections.
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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 section one.
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Section 1.
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You will hear a conversation between a student and a job advisor.
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First, you have some time to look at questions 1 to 5.
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You will see that there is an example that has been done for you.
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On this occasion only, the conversation relating to this will be played first.
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Good morning.
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Oh, good morning.
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Is this, uh, uh, room number 26?
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Yes, that's right.
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So, is this the Student Job Centre?
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It certainly is.
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How can I help you?
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Well, actually, I'm looking for a job, a part-time job.
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Do you have anything available at the moment?
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The student is looking for a part-time job, so part-time has been written in the space.
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Now we shall begin.
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You should answer the questions as you listen, because you will not hear the recording a second time.
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Listen carefully and answer questions 1 to 5.
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Good morning.
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Oh, good morning.
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Is this room number 26?
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Yes, that's right.
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So, is this the student job centre?
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It certainly is.
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How can I help you?
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Well, actually, I'm looking for a job, a part-time job.
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Do you have anything available at the moment?
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Er, yes.
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Are you a registered student?
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I'm afraid this service is only available to full-time students.
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Yes, I am.
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I'm doing a degree in business studies.
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Here's my student card.
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Which year are you in?
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Well, I've been at uni for four years, but I'm in the third year because I took last year off.
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Right.
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Well, let's just have a look at what positions are available at the moment.
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There's a job working at the reception desk at the sports centre for three evenings a week.
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That's Wednesdays, Thursdays and Fridays.
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That sounds like fun, but unfortunately I have evening lectures, so that's not possible, I'm afraid.
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Is there anything during the day?
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OK, that's no good then.
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What about cleaning?
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There's a position for a cleaner at the childcare centre.
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Right.
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But you'd need to be there at 6am.
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Does that appeal?
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Six o'clock in the morning?
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Oh, that's far too early for me, I'm afraid.
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I'd never make it that early in the morning.
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Hmm.
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Well, there was a position going in the computer lab for three days a week that might be OK.
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Ah, here it is.
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No, it's in the library, not the lab.
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A clerical assistant required.
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I think it mostly involves putting the books back on the shelves.
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Oh, no, hang on.
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It's for Wednesday and Friday evenings again.
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No, I can't manage that because of the lectures.
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OK, I'm getting the idea.
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Look, I'll just get a few details from you anyway, and then we can check through the list and see what comes up.
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Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
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Now listen and answer questions 6 to 10.
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We'll fill in the personal details on this application form first, if that's OK.
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Yeah, that's fine.
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Now, what's your name again?
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Anita Newman.
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That's N-E-W-M-A-N.
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And your address, Anita?
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I'm in one of the halls of residence for postgraduate students.
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You know, International House.
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OK, that's easy.
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What's your room number there?
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Room B569.
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No, sorry, B659.
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I always get that wrong.
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I haven't been living there very long.
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Do you have any other skills?
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Typing languages, that sort of thing?
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Well, I speak some Japanese.
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Right.
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I'll make a note of that.
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Now, let's see what else is available.
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What do you think of administrative work?
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There's a position for an office assistant at the English Language Centre.
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Oh, that sounds interesting.
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It's for three days a week, Monday, Friday and Saturday mornings.
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Interested?
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Oh, I was hoping to have Saturdays free, but I need the work, so...
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Mm-hm.
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Can you tell me what the job involves?
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Yeah, sure.
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It says here that you'll be required to deal with student inquiries and answer the phone.
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Oh, I'm sure I can handle all that without a problem.
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Great.
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Well, would you like me to arrange an interview for you, say, Friday morning, around ten?
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Oh, er, can we make it a bit later?
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Unfortunately, I've got something to do at ten.
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Would that be OK?
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Not a problem.
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How about 11.30?
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Hope it works out for you, Anita.
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Me too.
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And thanks for all your help.
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That is the end of Section 1.
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You now have half a minute to check your answers.
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Now turn to section 2.
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Section 2.
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You will hear a talk given by a group offering a walking holiday to raise money for charity.
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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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Good morning.
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I'm very pleased to have been invited along to your club to talk about our charity-sponsored walking holiday for education aid.
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I'll start by giving you a brief overview of what it entails.
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First of all, let me explain what we mean by sponsored here.
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This is where people promise to donate money to the charity if you achieve your goal, in this case to walk a certain number of miles.
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Basically, we are organising a 10-day holiday from the 6th to the 16th of November, with 8 days actual walking, trekking in the Samira Mountains.
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Let's have a look at some of the details.
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We require you to raise sponsorship money of at least $3,200, paying $250 of it up front as a deposit,
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and the rest in stages throughout the year.
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Out of this, about 35% will go on your expenses, and that leaves 65% guaranteed to go to the charity.
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Which brings me to the most important part.
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This trek is being specifically organised to help education in the Samira region.
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Last year we helped train teachers for the disabled, and this year we're focusing on the pupils.
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Each of the walkers' sponsorship money will go to help an individual special needs pupil in one of the mountain schools.
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In the second part of the talk, I'll be giving you a lot more details.
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But back to the basic information.
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Age limits.
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This is the second time we've run this kind of holiday, and on the first we even had an 80-year-old,
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but we found it was wise to establish limits this time.
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You have to be at least 18, and the top limit is now 70, though you need to obtain a health certificate from your doctor if you are over 60 years old.
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Now, the Samira Mountains are among the highest in the world, but you mustn't be too daunted.
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We will mainly be trekking in the foothills only, although there will be spectacular views even in the foothills.
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However, you will need to be extremely fit, if you aren't now and you're interested in coming with us.
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You have plenty of time to get into shape.
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You'll be sleeping in tents, so you must have quite a bit of equipment with you, but you will be helped by local assistance.
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Your bedding and so forth will be carried by them.
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We ask that you only walk with a small rucksack with needs for the day.
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I don't think I've really said enough about the marvellous area you'll be walking in.
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Let's have a look at some of the sights you'll be seeing.
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Apart from these spectacular snow-covered peaks and valleys, there are marvellous historic villages.
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The area has been famous for centuries for making beautiful carpets, although recently there has been a trend to move into weaving blankets and wood carving.
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The people are extremely friendly and welcoming.
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We deliberately keep the party small in size to minimise disruption to people and landscape.
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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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I hope that there are still some people interested.
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I will be distributing leaflets at the end, where you can find out more information.
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But just for the moment, I'll outline the itinerary, the main high points of the holiday.
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Obviously, you'll start by flying out to Kishba, the capital city, on day one.
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After a couple of days to acclimatise yourself, you'll start the trek on day three, walking through the enormous Katiba forest, which will take the whole of the day.
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Day 4 takes us higher up, going through the foothills past a number of villages and visiting a school for the disabled in Sohan.
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Then you have a rest day, that's day 5, before going to the spectacular Kumi Temple,
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with 12th century carvings, set in a small forest by a lake, and that's day 6, the highlight for many.
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We stay near there for day seven, because then comes the hardest day, walking through very mountainous country, but culminating in a swim in the Partey Falls.
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This is the highest waterfall in the region.
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Day nine is much easier, with part of the day spent in a village where they make some of the gorgeous red blankets.
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Then back down to Kishpar, and the journey home.
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So, you can see it's a pretty packed timetable.
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That is the end of section 2.
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You now have half a minute to check your answers.
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Thank you.
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Now turn to section 3.
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Section 3.
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You will hear part of a seminar on ocean research given by a climate scientist.
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First you have some time to look at questions 21 to 25.
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Thank you.
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Thanks to all of you for coming along today to hear about how the Robotic Float Project is helping with ocean research.
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Well, first of all, we'll look at what a robotic float does and its use.
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So let's start with the device itself.
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It looks a bit like a cigar, and it's about 1.5 metres long.
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More importantly, it's full of equipment that's designed to collect data.
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So it can help us in building up a profile of different factors which work together within the world's oceans.
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Sounds like a big project.
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Isn't it too big for one country to undertake?
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That's quite true, but this project is a really good example of international cooperation.
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Over the last five years, scientists from 13 countries have been taking part in the project and launching floats in their area of ocean control.
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next year this number will rise to 14 when Indonesia joins the project.
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That's impressive.
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But let's move on to how floats work.
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The operational cycle goes like this.
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Each of the floats is dropped in the ocean from a boat at a set point and activated from a satellite.
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Then the float immediately sinks about 2,000 metres.
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That's two whole kilometres down in the water.
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It stays at this depth for about 10 days
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and is carried around by the currents which operate in the ocean at this level.
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During this time, it's possible for it to cover quite large distances, but the average is 50 kilometres.
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So, what is it actually recording?
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Well, at this stage, nothing.
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But as it rises to the surface, it collects all sorts of data.
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Most importantly, variations in salinity, that's salt levels, and the changes in temperature, a bit like underwater weather balloons.
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Then, when it gets back to the surface, all the data it's collected is beamed up to the satellite.
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After about five hours on the surface, the float automatically sinks, beginning the whole process again.
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What happens to the data?
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Well, the information is transferred direct to onshore meteorological stations, like our one in Hobart, and within four hours the findings can be on computers,
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and they can be mapped and analysed.
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Before you hear the rest of the seminar, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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You say you're building models of the world's ocean systems, but how are they going to be used, and more importantly, when?
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Some of the data has already helped in completing projects.
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For example, our understanding of the underlying causes of El Nino events is being confirmed by float data.
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Another way we are using float data is to help us to understand the mechanics of climate change, like global warming and ozone depletion.
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That's part of an ongoing variability study, but the results are still a long way off.
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However, this is not the case with our ocean weather forecasting.
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Because we know from the floats what the prevailing weather conditions will be in certain parts of the ocean, we can advise the Navy on search and rescue missions.
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That's happening right now, and many yachtsmen owe their lives to the success of this project.
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In addition, the float data can help us to look at the biological implications of ocean processes.
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Would that help with preserving fish stocks?
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Yes, and advising governments on fisheries legislation.
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We're well on the way to completing a project on this.
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We hope it will help to bring about more sustainable fishing practices.
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We'll be seeing the results of that quite soon.
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It sounds like the data from floats has lots of applications.
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Yes, it does.
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It's also a powerful agricultural tool.
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If we were aware of what the weather would be like, say, next year, we could make sure
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that the farmers planted appropriate grain varieties to produce the best yield from the available rainfall.
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That sounds a bit like science fiction, especially when now we can't even tell them when a drought will break.
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I agree that this concept is still a long way in the future, but it will come eventually, and the float data will have made a contribution.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Now turn to Section 4.
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Section 4.
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You will hear part of a lecture about hotels and the tourist industry.
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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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Now listen carefully and answer questions 31 to 40.
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Good morning, everyone.
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Today's lecture forms part of the Hospitality and Tourism module.
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Last week I looked at the economy end of the hotel business.
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This week I'm going to discuss the luxury end of the market.
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Let's consider the following scenario.
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You wake up in the middle of the night, in a strange hotel miles away from home, disoriented, most probably, from jet lag,
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when even the most expensive surroundings can seem empty and dispiriting.
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You have paid a great deal of money to stay in this first-class hotel with its contemporary technology.
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But according to recent research carried out by an international travel and public relations company, all is not well.
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The research suggests that even the most opulent, luxurious hotels seem to have underestimated the most basic needs of their customers,
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be they traveling for work or pleasure.
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The need to feel at home in surroundings which are both familiar and inviting.
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Do these findings, however, apply only to hotels situated in particular areas?
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Is it possible that the external environment can affect a guest's well-being?
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The company's research covered a whole range of different hotel types, both independent hotels and those which are part of large chains.
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They investigated chic so-called boutique hotels in the heart of downtown business districts,
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stately mansions located in the depths of beautiful countryside, and plush hotels built at the edge of tropical beaches,
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surrounded by palm trees and idyllic blue ocean.
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And the research concluded that what was outside the hotel building simply didn't matter.
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This is a fascinating revelation, and those of you hoping to move into careers in the travel and leisure industry
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would be well advised to look at the findings in more detail.
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But back to the main point of this lecture, the need to feel at home.
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What can the hotel industry do about it?
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And is the very idea so subjective that it's impossible to do anything about it on a global basis?
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However, nothing stands still in this world.
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One company has come up with the slogan, Take Your Home With You, and aims to provide clients with luxury service departments.
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Those in the business travel industry maintain that these service departments
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dispense with all the unwanted and expensive hotel services that business travelers don't want, while maximizing the facilities they do want.
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For example, not only sleeping and living accommodation, but also a sleek modern kitchen that allows guests to cook and entertain,
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if they wish, at no additional cost.
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The attractions of such facilities are obvious, and it'll be interesting to see whether the company manages to establish a trend all over the world
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and make a lasting impact on the luxury accommodation market.
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Now, finally, I want to consider the psychology underpinning the traditional holiday hotel industry.
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As a hotelier, how do you go about attracting people to give up the security of their own home
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and entrust themselves to staying in a completely strange place and sleeping in an unfamiliar bed?
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Firstly, hotels exploit people's need to escape the predictability of their everyday lives.
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For a few days, people can pretend they are free of responsibilities and can indulge themselves.
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Secondly, there is something very powerful in our need to be pampered and looked after.
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It's almost as if we returned to being a baby when everything was done for us and we felt safe and secure.
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And not far removed from this is the pleasure in being spoilt and given little treats,
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like the minuscule bottles of shampoo and tiny bars of soap, the chocolate on your pillow at night.
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And we actually forget that we are paying for it all.
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Next week, I'm going to look at eco-hotels, a fairly new phenomenon, but increasingly popular, particularly...
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That is the end of section 4.
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You now have half a minute to check your answers.
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That is the end of the listening test.
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In the IELTS test you would now have 10 minutes to transfer your answers to the listening answer sheet.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « IELTS 7 Listening Test 3 ». Les mots qui reviennent le plus souvent : answer, hotel, questions, float, section. Cette vidéo contient 283 phrases et 3089 mots à répéter en shadowing. La partie parlée dure 26:59. Le locuteur parle à un rythme régulier d’environ 115 mots par minute, confortable pour le shadowing. 84 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| float verbe | /fləʊt/ | flotter |
| foothill nom | contrefort, piémont | |
| spectacular adjectif | /spɛkˈtæk.jə.lɚ/ | spectaculaire |
| kilometre nom | /kɪˈlɑmɪtəɹ/ | kilomètre |
| trekking nom | trekking | |
| disable verbe | /dɪsˈeɪbəl/ | désactiver, empêcher |
| robotic adjectif | /ɹoʊˈbɑtɪk/ | robotique |
| sponsorship nom | parrainage | |
| metre nom | /ˈmiːtəɹ/ | mètre |
| seminar nom | /ˈsɛmɪnɑɹ/ | séminaire |
| surroundings nom | /səˈɹaʊndɪŋz/ | environnement, voisinage |
| pupil nom | /ˈpjuːpəl/ | élève |
| sponsor nom | /ˈspɒn.səː/ | commanditaire, sponsor |
| accommodation nom | /əˌkɒm.əˈdeɪ.ʃən/ | hébergement, logement |
| blanket nom | /ˈblæŋ.kɪt/ | couverture |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| build up verbe | s'accumuler, s'entasser | |
| carry out verbe | /ˈkæ.ɹi aʊt/ | sortir, transporter dehors |
| check through verbe | laisser passer | |
| come along verbe | accompagner, venir | |
| come up verbe | se montrer, sortir du bois | |
| come up with verbe | inventer, imaginer | |
| find out verbe | découvrir, savoir | |
| give up verbe | se rendre |
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?
- Do you have anything available at the moment?
- Are you a registered student?
- Which year are you in?
- What's your room number there?
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 | haven't been living · have been taking |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been done · has been written · I've been |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | will be played · will be given · has been done |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | forest, which will · surroundings which are · those which are |
Prononciation à surveiller
Le locuteur utilise 47 contractions et formes réduites, comme I'm, you'll, I'll. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: accommodation /əˌkɒm.əˈdeɪ.ʃən/, fishery /ˈfɪʃəɹi/, luxurious /lʌɡˈʒʊəɹi.əs/, implication /ˌɪmpləˈkeɪʃən/, shampoo /ʃæmˈpuː/
- Mots longs — placez bien l’accent: spectacular /spɛkˈtæk.jə.lɚ/, importantly /ɪmˈpɔɹ.tənt.li/, kilometre /kɪˈlɑmɪtəɹ/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, luxurious /lʌɡˈʒʊəɹi.əs/
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 float, foothill, spectacular.
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.