Pratique du Shadowing: Ielts Listening Test 3 Book 10 2018 , Answers British Council - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
342 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Cambridge English, IALTS 10, published by Cambridge University Press and Cambridge English Language Assessment, 2015.
2
This recording is copyright.
3
CD 2
4
Test 3 You will hear a number of different recordings and you will have to answer questions on what you hear.
5
There will be time for you to read the instructions and questions, and you will have a chance to check your work.
6
All the recordings will be played once only.
7
The test is in four sections.
8
At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
9
Now turn to Section 1.
10
Section 1.
11
You will hear a conversation between the director of a childcare centre and a parent enrolling her child in the centre.
12
First, you have some time to look at questions 1 to 6.
13
You will see that there is an example that has been done for you.
14
On this occasion only, the conversation relating to this will be played first.
15
Good morning.
16
Welcome to the Early Learning Child Care Centre.
17
How may I help you?
18
Hi.
19
I spoke to you last week about enrolling my daughter for next year.
20
Oh, yes.
21
I'll just get some details from you.
22
So, you're her mother?
23
That's right.
24
And can I have your name?
25
It's Carol.
26
Carol Smith.
27
The parent's name is Carol Smith, so Smith has been written in the space.
28
Now we shall begin.
29
You should answer the questions as you listen, because you will not hear the recording a second time.
30
Listen carefully and answer questions 1 to 6.
31
Good morning.
32
Welcome to the Early Learning Child Care Centre.
33
How may I help you?
34
Hi.
35
I spoke to you last week about enrolling my daughter for next year.
36
Oh, yes.
37
I'll just get some details from you.
38
So, you're her mother?
39
That's right.
40
And can I have your name?
41
It's Carol.
42
Carol Smith.
43
And your daughter's name?
44
It's Kate.
45
Now, we have several groups at the centre and we cater for children from three to five years old.
46
How old is your daughter?
47
She's three now but she turns four next month.
48
I'll put four down because that's how old she'll be when she starts.
49
Fine.
50
She's so excited about her birthday and coming to the centre.
51
That's good to hear.
52
And what's your address?
53
It's 46 Wombat Road.
54
That's W-O-M-B-A-T.
55
Woodside 4032.
56
And what's the phone number?
57
Oh, it's 3345 9865.
58
So, have you decided on the days you would like to bring your daughter here?
59
I'd prefer Monday and Wednesday if possible.
60
Hmm, I'll check.
61
Monday's fine, but I think the centre is already full for Wednesday.
62
Ah, yes.
63
Sorry, it seems to be a very popular day.
64
We can offer you a Thursday or a Friday as well.
65
Oh dear.
66
I suppose Thursday would be alright because she has swimming on Friday.
67
OK, got that.
68
Because a lot of parents work, we do offer flexible start and finish times.
69
We're open from 7.30 in the morning until 6 o'clock at night.
70
What time would you like your daughter to start?
71
I need to get to work in the city by 9, so I'll drop her off at 8.30.
72
You're pretty close to the city here, so that should give me plenty of time to get there.
73
That's fine.
74
Now, we also need to decide which group she'll be in.
75
We have two different groups, and they're divided up according to age.
76
There's the green group, which is for three- to four-year-olds, and then there's the red group, which is for four to five-year-olds.
77
She's quite mature for her age and she can already write her name and read a little.
78
Well, I'll put her in the red group
79
and we can always change her to the green one if there are any problems.
80
That sounds fine.
81
OK, let's move on to meals.
82
We can provide breakfast, lunch and dinner.
83
As she's finishing pretty early, she won't need dinner.
84
Will you give her breakfast before she comes?
85
Yes, she'll only need lunch.
86
Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
87
Now, does she have any medical conditions we need to know about?
88
Does she have asthma or any hearing problems, for example?
89
No, but she does need to wear glasses.
90
Oh, I'll make a note of that.
91
Yes, she's pretty good about wearing them.
92
She can't see much without them.
93
Right.
94
OK.
95
Now, I also need emergency contact details.
96
So what sort of information do you need?
97
Just the name and number of a friend
98
or family member we can contact in case we can't get hold of you at any time.
99
OK.
100
That'd better be my sister, Jenny Ball.
101
That's B-A-L-L.
102
Her phone number is 3346 7523.
103
Great.
104
So, she is the child's aunt?
105
Yes, that's right.
106
I'll make a note of that as well.
107
Now, is there anything you'd like to ask?
108
What about payment?
109
How much are the fees each term?
110
Well, for two days in the hours you've chosen, that will be $450 altogether.
111
OK.
112
And do I have to pay that now?
113
No, we send out invoices once the children start at the centre.
114
You can choose to pay at the end of each term, or we do offer a slightly discounted rate if you pay every month.
115
Oh, I'll do that then.
116
I find it easier to budget that way, and I'm not used to the term dates just yet.
117
Good.
118
It makes it a lot simpler for us as well.
119
Well, that's everything.
120
Would you like me to show you around the centre?
121
We can...
122
Thank you.
123
Now turn to Section 2.
124
Section 2.
125
You will hear a woman called Alice Bussell talking on the radio about the Dolphin Conservation Trust,
126
an organisation which tries to protect dolphins.
127
First, you have some time to look at questions 11 to 15.
128
Now listen carefully and answer questions 11 to 15.
129
Today we're pleased to have on the show Alice Bussell from the Dolphin Conservation Trust.
130
Tell us about the Trust, Alice.
131
Well, obviously its purpose is to protect dolphins in seas all around the world.
132
It tries to raise people's awareness of the problems these marine creatures are suffering because of pollution and other threats.
133
It started ten years ago and it's one of the fastest growing animal charities in the country,
134
although it's still fairly small compared with the big players in animal protection.
135
We're particularly proud of the work we do in education.
136
Last year, we visited a huge number of schools in different parts of the country, going round to talk to children and young people aged from 5 to 18.
137
In fact, about 35% of our members are children.
138
The charity uses its money to support campaigns, for example, for changes in fishing policy and so forth.
139
It hopes soon to be able to employ its first full-time biologist with dolphin expertise to monitor populations.
140
Of course, many people give their services on a voluntary basis and we now have volunteers working in observation, office work and other things.
141
I should also tell you about the award we won from the Charity Commission last year for our work in education.
142
Although it's not meant an enormous amount of money for us, it has made our activities even more widely publicised and understood.
143
In the long term, it may not bring in extra members, but we're hoping it'll have this effect.
144
Is it possible to see dolphins in UK waters?
145
Yes, in several locations.
146
And we have a big project in the east part of Scotland.
147
This has long been a haven for dolphins because it has very little shipping.
148
However, that may be about to change soon because oil companies want to increase exploration there.
149
We're campaigning against this because, although there'll be little pollution from oil, exploration creates a lot of underwater noise.
150
It means the dolphins can't rest and socialise.
151
This is how I became interested in dolphin conservation in the first place.
152
I had never seen one and I hadn't been particularly interested in them at school.
153
Then I came across this story about a family of dolphins
154
who had to leave their home in the Moray Firth
155
because of the oil companies and about a child who campaigned to save them.
156
I couldn't put the book down.
157
I was hooked.
158
Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
159
Now listen and answer questions 16 to 20.
160
I'm sure our listeners will want to find out what they can do to help.
161
You mentioned the Adopt a Dolphin scheme.
162
Can you tell us about that? Of course.
163
People can choose one of our dolphins to sponsor.
164
They receive a picture of it and news updates.
165
I'd like to tell you about four which are currently being adopted by our members.
166
Moondancer, Echo, Kiwi and Samson.
167
Unfortunately, Echo is being rather elusive this year and hasn't yet been sighted by our observers, but we remain optimistic that he'll be out there soon.
168
All the others have been out in force.
169
Samson and Moondancer are often photographed together, but it's Kiwi who's our real character, as she seems to love coming up close for the cameras,
170
and we've captured her on film hundreds of times.
171
They all have their own personalities.
172
Moon Dancer is very elegant and curves out and into the water very smoothly, whereas Samson has a lot of energy.
173
He's always leaping out of the water with great vigour.
174
You'd probably expect him to be the youngest.
175
He's not quite.
176
That's Kiwi.
177
But Samson's the latest of our dolphins to be chosen for the scheme.
178
Kiwi makes a lot of noise, so we can often pick her out straight away.
179
Echo and Moon Dancer are noisy too, but Moon Dancer's easy to find, because she has a particularly large fin on her back, which makes her easy to identify.
180
So, yes, they're all very different.
181
Well, they sound a fascinating group.
182
And how would you go back...
183
That is the end of Section 2.
184
You now have half a minute to check your answers.
185
Now turn to section 3.
186
Section 3.
187
You will hear a student called Rob, who is in the first year of a theatre studies course, talking to another student called Mir,
188
who's in the fourth year of the same course.
189
First, you have some time to look at questions 21 to 25.
190
Thank you.
191
Hi Rob, how's the course going?
192
Oh, hi Mia.
193
Yeah, great.
194
I can't believe the first term's nearly over.
195
I saw your group's performance last night at the student theatre.
196
It was good.
197
Really?
198
Yeah, but now we have to write a report on the whole thing, an in-depth analysis.
199
I don't know where to start.
200
Like, I have to write about the role I played, the Doctor, how I developed the character.
201
Well, what was your starting point?
202
Er, my grandfather was a Doctor before he retired, and I just based it on him.
203
OK, but how?
204
Did you talk to him about it?
205
He must have all sorts of stories, but he never says much about his work, even now.
206
He has a sort of authority, though.
207
So how did you manage to capture that?
208
I'd...
209
I'd visualise what he must have been like in the past when he was sitting in his consulting room, listening to his patients.
210
OK, so that's what you explain in your report.
211
Right.
212
Then there's the issue of atmosphere.
213
So, in the first scene we needed to know how boring life was in the doctor's village in the 1950s.
214
So when the curtain went up on the first scene in the waiting room, there was that long silence before anyone spoke.
215
And then people kept saying the same thing over and over, like, cold, isn't it?
216
Yes, and everyone wore grey and brown and just sat in a row.
217
Yes, all those details of the production.
218
And I have to analyse how I functioned in the group, what I found out about myself.
219
I know I was so frustrated at times when we couldn't agree.
220
Yes.
221
So did one person emerge as the leader?
222
Sophia did.
223
That was OK.
224
She helped us work out exactly what to do for the production.
225
And that made me feel better, I suppose.
226
When you understood what needed doing?
227
Yes.
228
And Sophia did some research too.
229
That was useful in developing our approach.
230
Like what?
231
Well, she found these articles from the 1950s about how relationships between children and their parents,
232
or between the public and people like bank managers or the police, were shifting.
233
Interesting.
234
And did you have any practical problems to overcome?
235
Well, in the final rehearsal, everything was going fine until the last scene.
236
that's where the doctor's first patient appears on stage on his own.
237
The one in the wheelchair?
238
Yes, and he had this really long speech with the stage all dark except for one spotlight
239
and then that stuck somehow so it was shining on the wrong side of the stage.
240
But anyway, we got that fixed, thank goodness.
241
Yes, it was fine on the night.
242
Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
243
Now listen and answer questions 26 to 30.
244
But while you're here, Mia, I wanted to ask you about the year abroad option.
245
Would you recommend doing that?
246
Yes, definitely.
247
It's a fantastic chance to study in another country for a year.
248
I think I'd like to do it, but it looks very competitive.
249
There's only a limited number of places.
250
Yes.
251
So, next year, when you're in the second year of the course, you need to work really hard in all your theatre studies modules.
252
Only students with good marks get places.
253
You have to prove that you know your subject really well.
254
Right.
255
So how did you choose where to go?
256
Well, I decided I wanted a programme that would fit in with what I wanted to do after I graduate.
257
So I looked for a university with emphasis on acting rather than directing, for example.
258
It depends on you.
259
Then about six months before you go, you have to email the scheme coordinator with your top three choices.
260
I had a friend who missed the deadline and didn't get her first choice, so you do need to get a move on at that stage.
261
You'll find that certain places are very popular with everyone.
262
And don't you have to write a personal statement at that stage?
263
Yes.
264
Right.
265
I'll get some of the final year students to give me some tips.
266
Maybe see if I can read what they wrote.
267
I think that's a very good idea.
268
I don't mind showing you what I did.
269
And while you're abroad, don't make the mistake I made.
270
I got so involved I forgot all about making arrangements for when I came back here for the final year.
271
Make sure you stay in touch so they know your choices for the optional modules.
272
You don't want to miss out doing your preferred specialisms.
273
Right.
274
That is the end of Section 3.
275
You now have half a minute to check your answers.
276
Now turn to section 4.
277
Section 4.
278
You will hear part of a lecture about leadership introducing a theory called self-regulatory focus theory.
279
First, you have some time to look at questions 31 to 40.
280
Thank you.
281
Thank you.
282
Now listen carefully and answer questions 31 to 40.
283
Today, I want to talk about self-regulatory focus theory
284
and how the actions of leaders can affect the way followers approach different situations.
285
Self-regulatory focus theory is a theory developed by Torrey Higgins.
286
He says that a person's focus at any given time is to either approach pleasure or avoid pain.
287
These are two basic motivations that each and every one of us has, and they cause us to have different kinds of goals.
288
Promotion goals in different life situations emphasize achievement.
289
Prevention goals are oriented towards the avoidance of punishment.
290
In a specific situation, our thoughts might focus more on promotion goals or more on prevention goals.
291
The theory suggests that two factors affect which goals we are focusing on.
292
First, there is a chronic factor.
293
This factor is connected to a person's personality
294
and says that each person has a basic tendency to either focus more on promotion goals
295
or focus more on prevention goals as part of his or her personality.
296
Second, there is a situational factor, which means
297
that the context we are in can make us more likely to focus on one set of goals or the other.
298
For example, we are more likely to be thinking about pleasure
299
and to have promotion goals when we are spending time with a friend.
300
In contrast, if we are working on an important project for our boss,
301
we are more likely to try to avoid making mistakes and therefore have more prevention goals in our mind.
302
Research has shown that the goals we are focusing on at a given time affect the way we think.
303
For example, when focusing on promotion goals, people consider their ideal self, their aspirations and gains.
304
They don't think about what they can lose, so they think in a happier mode.
305
They feel more inspired to change.
306
When people are focusing on prevention goals, they think about their ought self.
307
What are they supposed to be?
308
What are people expecting from them?
309
They consider their obligations to others.
310
As a result, they experience more anxiety and try to avoid situations where they could lose.
311
Now that I have talked about the two focuses and how they affect people,
312
I want to look at the idea that the way leaders behave, or their style of leading,
313
can affect the focus that followers adopt in a specific situation.
314
In talking about leadership, we often mention transformational leaders and transactional leaders.
315
Transformational leaders, when interacting with their followers, focus on their development.
316
In their words and actions, transformational leaders highlight change.
317
Their speech is passionate and conveys a definitive vision.
318
All of these things can encourage followers to think about what could be.
319
In other words, they inspire a promotion focus in their followers.
320
In contrast, transactional leaders focus on developing clear structures that tell their followers exactly what is expected of them.
321
While they do explain the rewards people will get for following orders, they emphasize more how a follower will be punished
322
or that a follower won't get rewarded if his or her behavior doesn't change.
323
In short, they emphasize the consequences of making a mistake.
324
This emphasis will clearly lead followers to focus on avoiding punishment and problems.
325
This is clearly a prevention focus.
326
In conclusion, it is important to understand that one focus is not necessarily better than the other one.
327
For a designer who works in a field where a lot of innovation is needed, a promotion focus is probably better.
328
In contrast, a prevention focus, which causes people to work more cautiously and produce higher quality work,
329
might be very appropriate for a job like a surgeon, for example.
330
The main point of the research, though, is
331
that the actions of leaders can greatly influence whether people approach a situation with more of a promotion focus
332
or more of a prevention focus.
333
Thank you.
334
In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
335
Thank you.
336
Thank you.
337
Thank you.
338
Thank you.
339
Hey there!
340
Subscribe to my channel.
341
And also press this bell icon.
342
So you never miss any new updates cause whenever we upload new video you will get a notification
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
B22
Ielts Listening Test 3 Book 11 2018 , Answers British Council
IELTS PrepUniversity Students
B22
Ielts Listening Test 1 Book 10 2018 , Answers British Council
IELTS PrepCambridge Exam PrepUniversity Students
B22
Ielts Listening Test 1 Book 11 2018 , Answers British Council
IELTS PrepCambridge Exam PrepUniversity Students
B2Ielts Listening Test 2 Book 10 2018 , Answers British Council
IELTS PrepUniversity Students
FOR YOU
Vidéo recommandée
C12
283 phrases
IELTS 7 Listening Test 3
IELTS PrepCambridge Exam PrepUniversity Students
C15
305 phrases
Cambridge 16, Test 1 Listening audios with an answer key
IELTS PrepCambridge Exam PrepUniversity Students
C12
269 phrases
Hard Band 7+ IELTS Listening 2026 With Answer | Habitats on Wetlands British Accent- 29.09.2026
IELTS PrepCambridge Exam PrepUniversity Students
C16
542 phrases
Real IELTS Listening Test – Vol. 9 Test 1 | Full Practice Test with Transcripts
IELTS PrepCambridge Exam PrepUniversity Students
B24
299 phrases
IELTS Listening Test : 5 with answers | Vision Series | British Council | IDP | Latest listening
IELTS PrepCambridge Exam PrepUniversity Students
B27
274 phrases
Cambridge 20 Listening Test 2 with answers | HD 1440p |
IELTS PrepCambridge Exam PrepUniversity Students
C14
251 phrases
Cambridge IELTS 21 Listening Test 04 | Full Answers | Academic | #english #ielts #cambridge21
IELTS PrepCambridge Exam PrepUniversity Students
B23
208 phrases
The Official Cambridge Guide to IELTS unit 1 getting ready to listen
IELTS PrepCambridge Exam PrepUniversity Students
B21
46 phrases
IELTS Cambridge 9 test 2 section 2
IELTS PrepCambridge Exam PrepUniversity Students
B24
315 phrases
IELTS Listening Cambridge 1 Test 1 | Full Audio + Answers
IELTS PrepCambridge Exam PrepUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « Ielts Listening Test 3 Book 10 2018 , Answers British Council ». Les mots qui reviennent le plus souvent : focus, questions, goals, dolphin, answer. Cette vidéo contient 342 phrases et 3290 mots à répéter en shadowing. La partie parlée dure 32:54. Le locuteur parle lentement, environ 100 mots par minute, ce qui laisse le temps d’imiter chaque son. 86 % 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 |
|---|---|---|
| dolphin nom | /ˈdɑlf.ɪn/ | dauphin |
| enroll verbe | /ɪnˈɹəʊl/ | s'inscrire, s'enrôler |
| emphasize verbe | /ˈɛm.fə.saɪz/ | souligner, accentuer |
| transactional adjectif | /trænˈzækʃ(ə)nəl/ | transactionnel |
| module nom | /ˈmɑd͡ʒul/ | module |
| aspiration nom | /ˌæspəˈɹeɪʃən/ | aspiration |
| biologist nom | /baɪˈɒləd͡ʒɪst/ | biologiste, biologue |
| cautiously adverbe | /ˈkɔːʃəsli/ | précautionneusement |
| childcare nom | garde d'enfants | |
| elusive adjectif | /ɪˈl(j)u.sɪv/ | évasif, insaisissable |
| fascinate verbe | /ˈfæsɪneɪt/ | fasciner |
| frustrate verbe | /ˈfɹʌsˌtɹeɪt/ | frustrer |
| invoice nom | /ˈɪnˌvɔɪs/ | facture |
| situational adjectif | /sɪtjuːˈeɪʃənəl/ | situationnel |
| socialize verbe | /ˈsoʊʃəlaɪz/ | fréquenter des gens, voir des gens |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| come across verbe | avoir l'air de | |
| come back verbe | revenir | |
| come up verbe | se montrer, sortir du bois | |
| find out verbe | découvrir, savoir | |
| go back verbe | rentrer, retourner | |
| miss out verbe | manquer, perdre | |
| work out verbe | /ˌwɝk ˈaʊt/ | calculer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- How may I help you?
- How old is your daughter?
- What time would you like your daughter to start?
- Will you give her breakfast before she comes?
- Can you tell us about that?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| 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 decided |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | group, which is · four which are · back, which makes |
Prononciation à surveiller
Le locuteur utilise 61 contractions et formes réduites, comme I'll, don't, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: smoothly /ˈsmuːðli/, altogether /ɔl.tuˈɡɛð.ɚ/
- Les sons « sh » et « zh »: transactional /trænˈzækʃ(ə)nəl/, aspiration /ˌæspəˈɹeɪʃən/, cautiously /ˈkɔːʃəsli/, situational /sɪtjuːˈeɪʃənəl/, socialize /ˈsoʊʃəlaɪz/
- Mots longs — placez bien l’accent: transactional /trænˈzækʃ(ə)nəl/, aspiration /ˌæspəˈɹeɪʃən/, biologist /baɪˈɒləd͡ʒɪst/, situational /sɪtjuːˈeɪʃənəl/, definitive /dɪˈfɪn.ɪ.tɪv/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: rehearsal /ɹɪˈhɝsl̩/, wheelchair /ˈ(h)wilt͡ʃɛɹ/, behave /bɪˈheɪv/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: module /ˈmɑd͡ʒul/, biologist /baɪˈɒləd͡ʒɪst/, wheelchair /ˈ(h)wilt͡ʃɛɹ/, emerge /ɪˈmɝd͡ʒ/
- /r/ anglais — langue recourbée, sans frotter la gorge: follower /ˈfɒləʊə(ɹ)/, enroll /ɪnˈɹəʊl/, transactional /trænˈzækʃ(ə)nəl/, aspiration /ˌæspəˈɹeɪʃən/, frustrate /ˈfɹʌsˌtɹeɪt/
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 dolphin, enroll, emphasize.
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.