Pratique du Shadowing: IELTS LISTENING ACTUAL TEST 6-4 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Test 3.
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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 sections.
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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 section 1.
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Section 1.
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You will hear a survey company representative ringing a person to obtain some information.
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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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Hello?
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Hello?
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Who is this?
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Hello, I'm a representative of the Tallyho Survey Company and I'd like to ask you a few questions regarding exercise.
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Ah, that's an interesting subject.
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The representative will ask questions about exercise, so exercise 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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Now listen carefully and answer questions 1 to 5.
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Hello?
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Hello?
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Who is this?
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Hello!
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I'm a representative of the Tallyho Survey Company and I'd like to ask you a few questions regarding exercise.
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Ah, that's an interesting subject.
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Yes, we think so too.
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But I'm afraid I'm a bit busy at the moment.
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Don't worry, this will only take about four minutes at the most.
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It's 10 .25 now, so it will all be over by 10 .30.
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Well, alright, if it's that short.
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It will be.
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So, one of the first things I need to know is where you are, that is, which suburb or area of the city.
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The last client was in Blackburn, for example.
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Blackburn?
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That's close to me.
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I'm in Box Hill.
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Another eastern suburb, then.
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I have a friend in Box Hill, too.
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Interesting place.
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Now, I need your approximate age for this survey.
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Are you younger than 20, between 20 and 29, 30 and 39, and so on?
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I'll turn 40 in a few months, so that puts me in the 40 to 49 age group.
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Well, that's in a few months, so right now you're in the 30 to 39.
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Oh, right.
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So put that then.
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OK.
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Now, I need to know your occupation.
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The last caller was a housewife, for example.
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The one before that, a teacher.
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I used to be a teacher too, teaching cookery. And now?
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Now you can just put domestic duties.
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Actually, I hope to begin a new job soon as a cook, but that won't be for some time yet.
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I have to wait for my husband's restaurant to open.
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Cook?
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That sounds interesting.
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But it's domestic duties for now.
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OK, that just leaves some information about your family.
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This is not obligatory at all, so if you don't want to answer, that's fine.
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What sort of information exactly?
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Oh, it's very broad.
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Married with children, single mother, that sort of thing.
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The last customer said she was a single mother.
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I'm married and not a mother put married no children I'm married with children myself
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but I'll put in your details and that finishes the profile
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and just leaves the actual survey itself if you're ready to proceed
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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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Alright, let's begin the survey now about your exercise habits.
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I'm afraid I don't exercise much at all.
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Well, the main question is in what form you take your exercise, however little that may be.
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For example, in just cleaning, do you clean the house?
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My husband does the cleaning actually, but I walk to the supermarket and shops very often, up to four times a week.
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I'll put that then, unless there's something else.
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Nothing else, really.
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But I diet.
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I'm very strict about what I eat.
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Oh, and I do yoga, although that's not very energetic.
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More a form of relaxation and to tighten my muscles.
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They're both important, of course.
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But what about sport?
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Do you undertake any sporting activities?
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This could be very infrequent.
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In the past, for example.
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My husband plays basketball at the local school and I sometimes watch.
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When he was younger, he was in a basketball team, but I never participated.
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Have you done anything at all?
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I used to hike in a nearby national park.
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Well, that's a definite physical activity, so I'll put that, but not basketball.
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All right, that just leaves future exercise intentions.
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Do you plan or expect to do, at some stage, any form of exercise?
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I once dreamt of doing modern dance, but that's never going to happen.
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Realistically, I'm thinking about going swimming at the local aquatic centre, although my husband thinks we should just jog.
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I can't see myself doing that, though.
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Too tiring.
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I can understand.
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I used to jog, too, and it really makes you sweat.
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I'd say swimming's a much better option.
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But I'll be starting this job as a cook in my husband's restaurant.
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I imagine I'll be very tired doing all those late shifts.
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But if I have any energy left over, I might go to the Aquatic Centre to release some stress.
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All right.
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Well, that's the end of the survey.
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Thank you very much for your time.
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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 the director of a language centre library explaining about its facilities to some new students.
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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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Welcome to the library, or the ILC, which means Independent Learning Centre, and let me explain about some of its facilities.
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We're standing here at the entry gates next to the borrowing desk, that's where you check out any books,
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but you are also advised to study in the library here, since most of our material cannot be borrowed.
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Thus we have seating along the middle of the library, and in
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that far corner in front of us on the left we have the quiet reading section for some serious reading activity.
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We used to have the computers there, but then realised that that corner was very quiet and thus better suited for the purpose it now has.
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The computers were instead shifted to a more central location, right beside us here on the left.
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Again, somewhat confusingly, this area once housed the newspaper and magazine section,
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but the people in the quiet reading area had to walk too far to collect this literature, so it was moved to right beside them in the adjacent corner.
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So feel free to read the newspapers there, but the reference books, those huge weighty dictionaries,
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atlases and encyclopedias were all situated at the opposite end of the building, against the wall.
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This was because they weren't generally that popular, and we wanted more space for the magazine racks, always a favourite with readers.
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Okay, as well as reading, you need to work on your listening skills, and for that you need the audio section.
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Again, such an activity needs a quiet area, so we put this in the last remaining corner up there on your right, as you can see.
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There are CD players and headphones, so just borrow the listening packs, sit down there and listen away.
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Right, that just leaves the main library.
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In other libraries, that's often right beside the newspaper and magazine section,
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allowing freedom to choose from all genres of literature but here we've got them further apart.
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For the main library just follow your nose past the central seating there
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and it's there among all that shelving upon which you'll find an abundance of interesting books and listening packs to use.
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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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Now, I'd like to tell you a bit more about an excellent service offered in the ILC here
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that we call the Special Sessions.
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What can you do in them?
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For a start, many of you need practice in speaking English, and for that we hold a special Discussion Session, led by a teacher.
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That can be noisy.
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In fact, we hope that it is noisy, since that would mean many people are talking.
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It's in the central seating area, and it used to be from 10 .30 to 1 .30,
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but we found that the noise was disturbing the regular ILC patrons
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so we shortened and moved this discussion to the morning 9am time slot when fewer people are in the centre.
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It goes for one and a half hours.
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Alright, what about writing skills?
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Well, we can help you there with another teacher.
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Now, writing is a fairly quiet activity so that teacher stations him
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or herself in the quiet reading area from 1 .30 until 3 .00.
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The 10 .30 to midday time slot cannot have a teacher
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for such writing skills as they are all teaching in the morning.
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For this reason, of course, there cannot be an on -call teacher in the morning either.
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Although many people would like one, particularly the 10 .30 to noon crowd, having just finished their early morning class.
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These students all have to wait until midday onwards, when, for three hours, a teacher will be stationed in the audio section,
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ready to deal with all those questions.
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Until recently, we had another teacher doing the 3pm to 6pm time slot in the central seating,
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but all the noise interfered with the late users of the ILC, so we had to cancel that.
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Also noisy can be the language exchange, where local students who want to learn your language will help you practice English.
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This is generally done in pairs, so the noise level is low enough not to need this exchange to run at 9am,
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but at the more congenial time of 10 .30, among the central seating.
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That must finish by 1 .30 though, after which quieter and more individual activities take place
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that is the end of section 2 you now have half a minute to check your answers
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now turn to section 3 Section 3 You will hear two students,
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Dylan and Emily, discussing the techniques they use when listening to lectures.
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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, Emily.
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What did you think of that lecture?
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A bit hard to follow, but I have some good lecture listening note -taking strategies which really help, so I can review the lecturer's message later.
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Lecture listening note -taking strategies?
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Review it later?
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That sounds interesting.
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I must admit, I struggle a bit to take down the gist of what I hear.
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Look at my notes.
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Well, I can see a basic problem immediately.
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You're writing full words, such as century, when all you need is a C.
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And don't write increase, just draw an up arrow.
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And why write thousand when a TH will do?
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I see.
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Just use symbols.
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That's not a bad idea at all.
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It's the most basic strategy, allowing you to record information at a faster pace.
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These lecturers can talk faster than others too, so you don't want to waste any time.
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But you need to be very familiar with your set of symbols.
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Why?
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Because you'll have to look at these notes days, weeks or even months afterwards when you begin writing your essay.
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So you'll need to be able to interpret them at a later stage.
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I think I can do this.
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Even by looking at your notes.
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Imed must mean immediately.
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But regarding the lecture as a whole...
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I knew the professor would be giving a set of specific recommendations and comparing two alternative approaches, so I formatted my page in advance,
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adding the features consistent with the nature of what I was going to hear.
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Err, I think I need an example of what you mean.
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Well, look at my page.
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Before the lecture, I drew large headings saying recommendations.
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You should always draw these and I drew a table saying Approach 1 and Approach 2.
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At the end, I drew a flowchart, as obviously the final recommendation would be a step -by -step approach.
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Then I was prepared in advance to simply fill in the spaces.
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Wow!
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Now that's clever!
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Before you hear the rest of the talk, 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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Your advice about note -taking sounds great, but I still have one question, Emily.
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How are you able to design your page in advance?
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I mean, how can you predict the nature of the talk and know which design is likely to work best?
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it's rather obvious when you think about it what's your next lecture about legal studies well
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that suggests to me
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that you'll need a flow chart since the judicial system has a very logical do this first do
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that second approach which must be followed in
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that order you know all the processes that happen in the courtroom
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and the procedures that must take place to ensure complete legality Sure, that's the way law is, very linear and orderly.
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But what about culture studies?
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That's just a mass of comparisons of different cultures.
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Which tells you that you'll need a table where, in tabular form, you can efficiently write down information.
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But often the lecture's not that simple.
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The professor throws in a really complex mix of ideas.
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Then use a spider graph, like the web a spider makes, where there's a central idea around which you attach all the associated thoughts
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and ideas and impressions i see i think i understand
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and that would be very quick too very efficient i like that but what about management theory
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how would you approach that the same as with culture studies i'd use a network
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which is basically the same as a spider graph linking thoughts although this time there are directions involved.
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It is this element that makes it different, the fact that the thoughts go one way and not the other.
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OK, has directions.
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It sounds logical.
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What about the other subjects, such as political science?
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There's no predictable order to that.
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Well, for that I'd just put my notes in a line, that is, in linear or straight line fashion, and these notes would use symbols,
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of course to save time okay that just leaves mass media for
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that i wouldn't have any special design at all as you
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say sometimes it's impossible to predict in what way lecturers will present their information in
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which case the best you can do is pre -write headings
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but not specific just general as in main one main two sub one two
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and three and so on okay
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but always be prepared to adapt to the nature of the talk using any one of the other methods
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if it becomes appropriate at the time
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that is the end of section three you now have half a minute to check your answers
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now turn to section four Section 4 You will hear a lecturer talking about an unusual atomic particle called a neutrino.
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First, you have some time to look at questions 31 to 35.
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Now listen carefully and answer questions 31 to 35.
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When considering the smallest unit of matter, the atom, most people know of electrons,
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protons and neutrons, but almost none know of another particle, even though they are constantly emitted from the sun in the trillions,
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with 100 to 200 billion of them regularly passing through your body every second.
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To repeat, that's not thousands, not millions, but billions every second.
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You don't feel them because they are small, in fact so tiny that we can barely detect their presence at all.
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These mysterious particles are called neutrinos.
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Despite such an abundance, detecting them is a huge undertaking, and there are many reasons for this.
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Firstly, the neutrino itself is so small that you need to eliminate absolutely all other particles around.
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To do this, you need what is called a clean room, one that has an extremely low level of dust,
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microbes, floating particles or chemical vapours.
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You probably don't know it, but the air around you right now has almost 40 million particles per cubic metre.
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In contrast, the cleanest of clean rooms has less than 10.
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The second problem is that you also need an environment with absolutely no background radiation.
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At the surface of the Earth such radiation is all around, from the sun and sky and from TVs and communication devices.
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The only way to screen out all that is to go underground, and I mean deep underground.
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For example, the Sudbury Neutrino Observatory in Canada uses an old nickel mine, one of the deepest in the world,
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and puts the observatory in its lowest tunnel, more than two kilometres below the surface.
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At such depths, stray radiation is sufficiently screened out to allow neutrinos only to pass by.
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The final problem is that you need an elaborate detection system, and this apparatus is huge,
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and its installation in this deep underground cavity presents quite a headache.
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Holding such a weighty construction safe and secure requires complex engineering work, such as rock bolting and support structuring.
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This obviously requires great care and takes a lot of effort.
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Before you hear the rest of the lecture, you have some time to look at questions 36 to 40.
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Now listen and answer questions 36 to 40.
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So I've told you about the difficulty in detecting neutrinos.
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They are tiny, virtually weightless, have no electric charge and hardly interact with anything at all.
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Yet we can detect them and to see how let's consider the Sudbury installation once again.
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The detector there consists of a spherical container filled with heavy water.
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This rests inside another vessel filled with normal water, which helps support the weight of the inner sphere,
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as well as providing further shielding from any stray radiation.
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At the edge of this inner sphere are about 10 ,000 electronic detectors.
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These are extremely sensitive, able to multiply a hundred million times any electric current which occurs.
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So, as the neutrinos pass through this sphere of water, there is a very, very, very small chance that one of them may hit a water molecule.
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To increase the likelihood of this, two strategies are used.
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One, the larger the sphere of water, the better, and the Sudbury tank holds not 10 tonnes, not 100 tonnes, but 1 ,000 tonnes.
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Two, the water is special, consisting as it does of heavier molecules.
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So what happens is this.
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If the neutrino hits the water molecule, the neutrino is absorbed, but the molecule itself splits apart, producing a tiny electric current.
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It is this which is detected and analysed, giving key information about the neutrino.
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The final question is why do we care about these elusive particles?
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Well, just think.
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They can pass right through the core of our sun at the speed of light without being affected or losing strength.
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No other form of radiation can do that, meaning that the knowledge we get about neutrinos can help us to control them.
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With this ability, we can probe the centre of our Earth, the inner layers of our Sun and the outer limits of our solar system,
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and that makes it all worth the effort.
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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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answers.
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That is the end of the listening test.
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In the real IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 289 phrases et 3293 mots à répéter en shadowing. La partie parlée dure 24:54. Le locuteur parle à un rythme régulier d’environ 132 mots par minute, confortable pour le shadowing. 85 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| lecture nom | /ˈlɛk.t͡ʃə/ | conférence, cours magistral |
| particle nom | /ˈpɑɹtək(ə)l/ | particule |
| radiation nom | /ˌɹeɪ.diˈeɪ.ʃən/ | radiation |
| detect verbe | /dɪˈtɛkt/ | déceler, détecter |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| sphere nom | /sfɪɚ/ | sphère, boule |
| molecule nom | /ˈmɑ.lɪ.kjul/ | molécule |
| underground adjectif | /ˌʌn.dəɹˈɡɹaʊnd/ | souterrain |
| symbol nom | /ˈsɪmbəl/ | symbole |
| spider nom | /ˈspaɪ̯dɚ/ | araignée |
| beside | /bɪˈsaɪd/ | outre |
| recommendation nom | /ˌɹɛkəmɛnˈdeɪʃən/ | recommandation |
| slot nom | /slɑt/ | emplacement, fente |
| lecturer nom | /ˈlɛkt͡ʃəɹə/ | conférencier, lecteur |
| noisy adjectif | /ˈnɔɪzi/ | bruyant, tonitruant |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| pass through verbe | traverser |
| check out verbe | mater, regarder |
| sit down verbe | s'asseoir |
| take down verbe | décrocher |
| write down verbe | noter, écrire |
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 be · used to hike · used to jog |
| 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 |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been done · has been written · Have you done |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | ILC, which means · students who want · this which is |
Prononciation à surveiller
Le locuteur utilise 45 contractions et formes réduites, comme I'm, don't, I'd. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: radiation /ˌɹeɪ.diˈeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, sheet /ʃit/, installation /ˌɪn.stəˈleɪ.ʃən/, contrast /kənˈt(ʃ)ɹæst/
- Mots longs — placez bien l’accent: radiation /ˌɹeɪ.diˈeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, installation /ˌɪn.stəˈleɪ.ʃən/, observatory /əbˈzɜːvət(ə)ɹi/, unusual /ʌnˈjuːʒ(u)əl/
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 lecture, particle, radiation.
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.