Pratique du Shadowing: IELTS LISTENING REAL TEST 1 3 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
Good morning, Riverdale Preschool.
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Sally speaking.
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Hello.
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My name's Robert.
5
I've got a four -year -old daughter called Susie, and I'd like to get some information about your preschool, please.
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Sure, Robert.
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Well, Susie's the right age.
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We take three - and four -year -olds in classes of 20 students.
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Oh, great.
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And how many teachers do you have?
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We have two.
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The first group is taught by Mrs Oliver, and the second group is taken by Mrs Keogh.
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Just a moment.
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I'll write that down.
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Could you spell the last name, please?
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It's an unusual one, isn't it?
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Yes, it's K -E -O -G -H.
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OK, I've got that.
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Now, I know the children attend for two or three days a week.
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That's right.
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The older ones, like Susie, are here for three days, which means 15 hours a week.
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The younger ones, the three -year -olds, attend two days a week.
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That's a total of 10 hours.
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And what do they do during that time?
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Well, half the day is spent outside and the children can run around
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and play games with their friends or do a calmer activity, like painting, for example.
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We have a great outside play area that we're improving all the time.
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Yes, we were walking past the other day and Susie noticed.
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You've recently put in a new slide, haven't you?
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Yes, we're really pleased with it.
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It's a big one and the children love it.
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And are you thinking of adding anything else outdoors?
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Well, we were hoping to build a playhouse, but that was too expensive.
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So we're now making plans for a garden where the children will be able to grow flowers and vegetables.
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Lovely.
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And what else do the children do?
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Well, the other half of the day is spent indoors.
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This year, the children seem to be very interested in music, so the teachers are doing a lot of activities related to that.
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Last year, there seemed to be more of an interest in dancing.
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Well, Susie would love either of those.
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The teachers may sometimes play quiet games with the children, but we always make time for a story each day.
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It's a very important part of the program here.
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Yes, of course.
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Before you hear the rest of the conversation, you have some time to look at questions 6 to 10 on page 2.
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Now listen and answer questions 6 to 10.
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now i'd like to ask you about the fees
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if that's okay sure we actually had to put them up
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this term i'm afraid yes i heard from a friend of mine
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that it used to be four hundred and twenty dollars for the term
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but it's just gone up to four hundred and seventy dollars is
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that right yes we had to add the extra fifty dollars
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to cover costs things got a lot more expensive last year i understand And I think the fees are still quite reasonable.
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Another school I've spoken to charges $500 per term.
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Oh, really?
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My friend also told me that his daughter went on a trip to the local zoo
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and that the cost of that was covered in the fees.
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Is that right?
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Yes, we did that last year, but we'll be going to a farm this year instead.
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We vary it, so, for example, we may go to the theatre next year.
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OK, it sounds like fun.
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Also included in the price is membership of a special library.
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Children can borrow a toy and keep it for a week and choose a different one the following week.
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It's very popular.
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What a great idea.
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We would certainly make use of that system if we enrol.
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Now, is there anything else I should know?
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Well, the children have a rest here during the day
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and we make up a little bed for them with sheets and blankets.
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But we advise parents to pack a pillow in the child's bag as we don't provide one.
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OK, I'll make a note of that.
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So, what should I do if I want to come and look around the school during the day and meet the staff?
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The best thing is to call the teacher on the classroom mobile and she'll tell you which time is best to visit.
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Shall I give you the number?
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Yes, please.
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OK, it's 0914 638 520.
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Thanks for all your help, Sally, and we hope to see you soon.
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No problem.
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Bye for now.
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You now have half a minute to check your answers.
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Now listen carefully.
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and answer questions eleven to fifteen
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hi thanks for coming along my name is Marissa
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and I'm going to tell you a bit about finding part -time jobs
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not everybody wants to work when they're studying
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and as this is your first year you may feel that you've quite enough to do as it is
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but you may change your mind or find that you need to earn some extra cash
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however if you are a student from overseas there may be particular conditions attached to working in this country,
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so you should check with the staff at the center before applying for a job.
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Right.
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Now, the university has its own job center on the campus.
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Well, actually, it's not on this main, Hilston campus.
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It's based in the Student Services Building on the campus called Woodside,
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spelt W -O -O -D -S -I -D -E.
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The center works on a drop -in basis, which means that you don't have to make an appointment.
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It's open six days a week, Monday to Saturday, and nine hours a day from 10 in the morning until 8 at night.
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The center is run by other students, but a professional employment lawyer is on hand every Tuesday if you want any advice about your job.
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There may be a queue, in which case you will have to wait, so make sure you allow plenty of time.
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part -time jobs become available almost every day
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and they are advertised on the university website
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which you can access through the library
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if the computer center is closed you should check things daily
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and if you see a job
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which interests you call in at the center before you hear
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the rest of the talk you have some time to look at questions 16 to 20 on page four
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Now listen and answer questions 16 to 20.
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There's a good variety of jobs on offer in the university itself just now. For example,
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they're looking for people to check that all the vehicles using the university car parks have got up -to -date permits.
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Office jobs rarely come up, but in future the university is hoping to be able to offer jobs in the IT center.
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There are also recruitment open days, which are held regularly during the year,
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when local employers come into the university to recruit students for part -time work within their company.
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These two -day events are scheduled well in advance each term and are advertised in the usual places.
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Of course, part -time work is useful to supplement your income, but it's also a valuable way of building up an employment record that reflects your skills and capabilities.
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One of most common complaints of graduates leaving university is
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that many jobs require proven experience
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so those applicants who have evidence of part -time work on
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their cv often have an advantage the job center advertises jobs
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which will give you skills such as using word processing packages spreadsheets
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or supervisory skills so if you have to work use the opportunity to develop skills
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which will help you secure a job in the future.
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Now, what about the financial side of things?
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Well, students who work part -time can no longer expect to be paid cash.
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An employer will deduct tax from what you earn, but depending on your own individual circumstances and how much you earn in a year,
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you should be able to reclaim some of this.
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You may also have to contribute towards an insurance scheme, but you must ask your employer about these deductions.
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You should also check whether you will be paid weekly or monthly, and if you work extra hours, what your overtime rate will be.
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It's also necessary to make sure that your employer knows that you may only be able to work during term time.
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Communication between you and your employer is very important, but don't expect all employers to use email.
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If you are ill
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or cannot get into work for whatever reason make sure your employer knows in good time
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that shouldn't be a problem now that everyone has a mobile phone and
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if you decide to leave the job you should make sure
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you put this in writing some employers require a month's notice even for a part -time job
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so what sort of work can you expect to find well as i said earlier there is
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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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Now listen carefully and answer questions 21 to 26.
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Hello, John.
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Come in and sit down.
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You're here to discuss your research project, are you?
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Yes, I've more or less decided what to do, but I'd like your opinion.
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Fine.
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You've chosen a topic?
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Yes.
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I want to look at how people use public services in their local area.
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Things like parks and swimming pools.
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Right.
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Well, the kind of information you'll get is very useful for town planning, of course.
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Do you have a special interest in public services?
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Not really.
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It's just that I found a report in the college library about an investigation
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that was done ten years ago and I thought it'd be interesting to do a parallel one.
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Ten years is a relatively short space of time.
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What do you expect to find?
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Do you think things will be more or less the same as before?
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I think there'll be some differences.
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For example, I think the number of people going to the library will have decreased.
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And I'd guess that older people are using the sports centre more often than they're used to.
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Fine.
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So those are your hypotheses.
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Now, what sort of data are you going to use?
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I was thinking of using official records from the management or the local council and analysing them.
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They should be easy to obtain.
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I don't think that sort of information would be confidential.
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Yes, you're probably right.
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There might not be as much information as you'd like, but it'd certainly be the easiest kind of data to work with.
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But have you considered using a questionnaire as well?
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It's OK to get data from more than one source.
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Absolutely.
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It's a bonus.
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You've already done the module on questionnaire design, haven't you?
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And it'll be good to get experience because next year you'll have to do something similar for your final dissertation
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on a bigger scale okay
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and what are the variables you'll be looking at are you
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going to look at people's level of education whether they have
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a degree for example i hadn't planned to do you think
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i should well you might see some interesting patterns okay
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and that'll tie in nicely with my plans to analyse the
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kind of work people do what about the size of your
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sample have you got any thoughts on the number of questionnaires you might send out the previous study surveyed 120 people
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i don't think i can really analyse more than 50 working by myself
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so i should probably distribute about 80 questionnaires altogether to allow
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for wastage do you think that's enough definitely I know that your project guidelines recommend a minimum of a hundred, but that's an ideal number,
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and you're working by yourself.
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And anyway, this assignment is mainly about giving you practice in research methods.
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Right.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 6.
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Now listen and answer questions 27 to 30.
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And think of ways you can encourage people to actually complete the questionnaire.
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For example, to make sure that your questions make sense, you should try them out beforehand.
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OK, that's no problem.
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My friends will help.
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Good.
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Sometimes you get unpredicted responses and you have to rephrase a question.
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And I know that you usually get a better return if you deliver questionnaires in person,
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but there'll be too many but I could enclose a stamped envelope for the return post.
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It's a bit expensive, but I think it'd be worth it.
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Yes, good.
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Some people say that another way of increasing returns is to make the questionnaires anonymous, but usually people put their names on anyway,
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so I don't think that would make much difference.
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OK.
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And can you give me a bit more advice about the questionnaire?
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Would it be a good idea to have a short paragraph at the top explaining what i'm doing
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and why definitely
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and don't forget you'll need to get a bit of information about your subjects what age group they're in
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and perhaps how long they've lived in the area, so you'll need questions for that.
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Ah, yes.
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I suppose that'll mean it takes a bit longer to complete, but, er...
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Should I give them my phone number in case there's anything they're not sure about?
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I wouldn't if I were you, no. OK.
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And do I have to use open -ended questions as well as closed questions?
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I know the books say it's better to have a mixture.
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Well, it depends.
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In this case, I'd stick to closed questions.
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The results will be much more manageable like that.
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If I draft some questions tomorrow, would it be OK to bring them...
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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 listen carefully and answer questions 31 to 40.
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Hello, everyone.
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I have an exciting announcement to make.
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The university has decided to enter an international competition next year,
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and we are going to need some enthusiastic undergraduates to help us with the project.
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The competition is to make an automated vehicle,
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a kind of robot that will be able to move quickly and accurately on its own.
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All the vehicles will then enter a race, which will take place here in the U .S.
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So the engineering school will be collaborating with the computer science department and possibly the automotive design department, although that's yet to be confirmed.
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What they have to do is try to design an automated vehicle which will be able to complete the course.
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To give you an idea of how tough this race is,
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one vehicle last year only managed 12 kilometers of the 280 -kilometer stretch of California desert that forms the racetrack.
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The vehicles in the race must cover the whole distance without a human driver and,
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quite autonomously, identify and steer around corners and avoid unexpected hazards,
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things like rocks for example it's a challenging task
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because there are lots of obstacles of this kind along the
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route as i said in last year's event the most successful vehicle only drove 12 kilometers
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then its team decided to deactivate it because it had gotten too near a cliff
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in the race held earlier this year there still wasn't a winner
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but they did much better and there was one design which we will be analyzing carefully in seminars.
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Its strength was in its onboard technology.
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That particular vehicle built a three -dimensional picture of its surroundings using video cameras and lasers.
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It was equipped with seven laptop computers, which analyzed the incoming information ten times a second
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and it drove along at a comfortable 55 kilometers per hour the design details have been published
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so we hope to learn from them
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and go on to make ours even better for next year's competition the competition is open to all universities
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and there's a prize of two million dollars for the winner but it's really about more than that
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The sponsors are hoping to see innovative design ideas that they can transfer into commercial production.
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You'll get a lot out of this project as well in terms of working as a team
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and broadening your knowledge of the subject.
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The key to winning is unlikely to be anything to do with what the vehicle looks like.
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Programming skills will decide who eventually wins first prize.
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the design will need technological expertise in this area above all
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and that's what the team who work on the project will
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need to focus on i'll be handing out some scientific reports about this year's vehicle shortly it's interesting to read
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that even after months and months of planning building
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and trials many of the teams were amazed
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that the vehicles did what they wanted them to do at all
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because so many things can go wrong on the day
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so even though no vehicle actually completed the course they were pleased they got as far as they did right
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if any of you are interested this is the plan of
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action keep an eye on the main notice board for details
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firstly at the beginning of may we'll be scheduling a seminar to introduce the project to anyone who might be interested
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later in the month we'll be asking you to submit a
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short essay letting us know why you feel you should be
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chosen to take part in the project You'll need to tell us about any particular skills
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that you have and can bring to the team and any experience you may have had in the field.
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Then, in June, we're organizing a trip to a factory to chat over some
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design considerations with specialists there who have kindly agreed to act as consultants throughout the project.
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Then, at the beginning of the next semester in September, we thought we'd hold a weekend workshop to share ideas and see computer -aided design demonstrations.
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We have a brand new package, which sponsors have kindly financed.
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You'll need to be able to use it with confidence before we start.
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In December, we'll be asking you to submit your outline designs, and the following month, we'll choose the team and start work in earnest.
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Okay, it sounds like a lot of fun, but it will also require serious commitment.
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So please think this through carefully.
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Some handouts are coming around now.
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Any questions?
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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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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 276 phrases et 3077 mots à répéter en shadowing. La partie parlée dure 21:26. Le locuteur parle à un rythme régulier d’environ 144 mots par minute, confortable pour le shadowing. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots moins courants de la vidéo, avec leur prononciation et leur sens :
- employer /ɪmˈplɔɪə/ (nom) — employeur, employeuse. A person, firm or other entity which pays for or hires the services of another person.
- carefully /ˈkɛɹf(ə)li/ (adverbe) — soigneusement. With care; attentively, circumspectly.
- earn /ɝn/ (verbe) — gagner. To gain (success, reward, recognition) through applied effort or work.
- advertise /ˈædvɚˌtaɪ̯z/ (verbe) — annoncer. To give (especially public) notice of (something); to announce publicly.
- package /ˈpæk.ɪd͡ʒ/ (nom) — paquet, paquetage. Something which is packed, a parcel, a box, an envelope.
- spell /spɛl/ (nom) — charme, maléfice. Words or a formula supposed to have magical powers.
- submit /səbˈmɪt/ (verbe) — se soumettre. To yield or give way to another.
- sponsor /ˈspɒn.səː/ (nom) — commanditaire, sponsor. A person or organization with some sort of responsibility for another person or organization, especially where the responsibility has a religious, legal, or…
- kindly /ˈkaɪn(d)li/ (adverbe) — gentillement, aimablement. In a kind manner, out of kindness.
- analyze /ˈæn.əˌlaɪz/ (verbe) — analyser. To subject to analysis.
- seminar /ˈsɛmɪnɑɹ/ (nom) — séminaire. A class held for advanced studies in which students meet regularly to discuss original research, under the guidance of a professor.
- preschool /ˈpɹiːskuːl/ (adjectif) — préscolaire. Of or relating to the years of early childhood before attendance at primary school.
- topic /ˈtɑpɪk/ (nom) — sujet, thème. A subject; a theme; a category or general area of interest.
- membership (nom) — adhésion, appartenance. The state of being a member of a group or organization.
- shortly /ˈʃɔɹtli/ (adverbe) — rapidement. In a short or brief time or manner; quickly.
Les verbes à particule que vous entendrez
- look at (verbe) — regarder. To observe or watch.
- build up (verbe) — s'accumuler, s'entasser. To erect; to construct.
- come along (verbe) — accompagner, venir. To accompany.
- come up (verbe) — se montrer, sortir du bois. To emerge or become known, especially unexpectedly.
- get up to (verbe) — commettre. To do something, especially something that is forbidden or improper.
- hand out (verbe) — distribuer. To distribute; to give out, either by hand or as if so (figuratively).
- look around (verbe) — regarder autour de soi. To inspect a building or area.
- look for (verbe) — chercher, rechercher. To seek.
Prononciation à surveiller
Le locuteur utilise 70 contractions et formes réduites, comme you'll, don't, I'd. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: altogether /ɔl.tuˈɡɛð.ɚ/, hypothesis /haɪˈpɒθɪsɪs/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/
- Les sons « sh » et « zh »: shortly /ˈʃɔɹtli/, unusual /ʌnˈjuːʒ(u)əl/, sheet /ʃit/, consideration /kənˌsɪd.əˈɹeɪ.ʃən/, specialist /ˈspɛʃəlɪst/
- Mots longs — placez bien l’accent: unusual /ʌnˈjuːʒ(u)əl/, consideration /kənˌsɪd.əˈɹeɪ.ʃən/, unexpected /ʌnɪkˈspɛktɪd/, anonymous /əˈnɒn.ə.məs/, innovative /ˈɪn.əˌveɪtɪv/
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 employer, carefully, earn.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Phrases conditionnelles if + proposition, will/would + verbe — une condition et son résultat | If I draft some questions tomorrow, would it |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is taught · is spent · was covered |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've spoken · You've chosen · have decreased |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | days, which means · basis, which means · days, which are |
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.