Pratique du Shadowing: Volume 8 Test 2 - IELTS Listening Full Test - Apprendre l'anglais à l'oral avec la vidéo

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279 phrases

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You will hear a number of different recordings, and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions, and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four parts.

Write all your answers in the Listening Question booklet.

At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.

Now turn to Part 1 on page 2 of your question booklet.

Part 1.

You will hear a man called Peter phoning a sports center manager about a job.

First, you have some time to look at questions 1 to 4.

Now listen carefully and answer questions 1 to 4.

Hello, Fernley Sports Center.

How can I help you?

Yes.

I'd like to apply for one of the lifeguard jobs you advertised this week.

Right.

We can do that now, over the phone.

I'll just need some information from you.

Let me get a form.

Okay.

So let's start with your name.

Peter Smith.

Okay.

Can you let me have your home address?

It's 130 South Main Street, Lake Elsinore.

Okay.

I'm new around here.

Can you spell that for me?

Yes, it's E-L-S-I-N-O-R-E.

Mm-hmm.

Okay.

Got that.

And your phone number?

My home number's 951-674-3124, but it's best to ring me on my cell phone.

That's 0778-96245.

Okay.

Now, what do you do?

Are you still in college, or are you working full-time?

I'm in my second year here at Fernley, and this vacation I've got a job as a part-time waiter.

Okay.

I guess if you're at Fernley College you'll be studying physical education?

They all seem to do that there.

That's right.

Then I hope to go on and coach baseball in high school.

Something like that.

I guess it all depends on how I do in my final exams.

Okay.

Sounds good to me.

Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.

Now listen and answer questions 5 to 10.

Now, the next part of the form deals with qualifications.

Do you have the water safety certificate?

We absolutely insist on that.

Yes, I do.

So how long will it last before you have to do a refresher course?

I took it last November, so it will run out in October.

Okay, good.

Now, what about work experience as a lifeguard?

Well, I've had about four months' experience.

Which swimming pool was that at?

I need to have details of your employer, obviously, so we can get a reference.

Oh, it was at the beach here in Fernley.

I can get the number of the person you need to contact.

Good.

And do you have any other additional skills I can put down?

You can put down diving.

I've done that for a long time now.

I'm also keen on rock climbing, but that's not really relevant here.

No. Okay.

And I need to ask when you would prefer to work.

You can choose either Saturday mornings or any time Monday to Friday.

We've got enough people on Sundays at the moment.

Well, not Monday to Friday, because I'm at the restaurant weekday evenings.

Okay.

We open at 6.

Could you start that early?

No, that's fine.

I'd prefer that to working late.

Okay.

Now I need to speak to the committee who run the sports center here, but you should hear back from us pretty soon, and then they'll probably arrange an interview.

Thanks very much.

great now before you go I just like to ask you

how you found out about our advertisement we always ask this was it from the newspaper

or the radio I heard the advertisement this morning

when I was driving into college I don't usually read the

local paper all right thanks well that's all hope to see you soon That is the end of part one.

You now have one minute to check your answers to part one.

Part 2.

You will hear part of a radio program in

which a successful businessman is advising listeners on how to become a self-made millionaire.

First you have some time to look at questions 11 to 16.

Thank you.

Now listen carefully and answer questions 11 to 16.

Everybody dreams of becoming a millionaire one day.

So we asked Arthur Knowles, who made his millions in the plumbing business,

to give the budding entrepreneurs among you a few tips on how to make your first million.

Arthur, welcome to the programme.

Thanks, Sue.

So, Arthur, what advice do you have for our listeners?

100

Well, one thing I've heard people say is that when you're starting up a business, you can't afford to make mistakes.

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Well, I believe in the old saying, a person who never made a mistake never made anything.

102

You can't really predict when you'll make mistakes

103

and you have to look at them as a positive experience and one that means you won't make the same mistake again.

104

You need to be able to cope with the world of business.

105

But according to recent American Business School studies, believing in yourself isn't enough by itself to guarantee success.

106

Confidence can be a good thing, but a person can have too much confidence.

107

And people who try to learn to be confident by buying those how-to-succeed books are just wasting their time.

108

The advice given in these American studies was that being a successful entrepreneur comes down to having the right attitude.

109

It's no good getting depressed every time something goes wrong.

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Always keep your goals in mind and never give up, and don't listen to all the people around you who say, oh, this will never work.

111

One thing I've learned in business is that you don't have to be an expert in everything, like marketing, for example.

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When I started my business, I tried to do it all myself, but I soon realised that although I knew everything there was to know about plumbing,

113

I didn't have much idea about how to sell my ideas.

114

So, I got someone who knew more about this to take care of the marketing side of things for me.

115

And as for leadership, well, you've got to be someone your workers look up to because you've been seen to make the right decisions.

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You have to be able to control people but listen to them at the same time.

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Some people are driven to make their companies successful but that too often leads to a ruthless approach.

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Then there's the question of taking risks, even calculated ones.

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I personally feel it's actually better to tread carefully when it comes to taking short-term risks.

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You need a degree of vision, certainly, but it's easy to get carried away by your desire to increase profits.

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And if things go wrong, you can end up losing more than you gain.

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Before you hear the rest of the programme, you have some time to look at questions 17 to 20.

123

Now listen and answer questions 17 to 20.

124

So, if you have a great idea for a business, what should you do next?

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Well, the first thing to ask yourself is whether there's a need for your product or service.

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Can you cater for people's needs better than existing companies?

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You don't need to worry about whether it's original or not, because there isn't always enough of a demand for completely new ideas.

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And the second thing to ask yourself is, not what colour should the packet be or how much should it cost,

129

but do I care enough about this idea to dedicate the next ten years of my life to it?

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Because realistically, that's how long it will take.

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Tell us how you got started, Arthur.

132

How do you explain your early success?

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Well, I started my business just as the economy was going into a recession, which wasn't the best time, and I was lucky to survive,

134

especially as the banks weren't being particularly supportive to small businesses at that time.

135

If I'd listened to the business advice I was given back then, I'd never have got started.

136

My strengths were that I knew I could provide a better service than my competitors, who really hadn't spotted the opportunities that were out there,

137

and that my wife had a good job

138

and was able to pay the household bills while I was getting the company on its feet.

139

The first couple of years were very tough, but I knew I would make it eventually.

140

OK, now we're going to take some calls from listeners...

141

That is the end of part two.

142

You now have 30 seconds to check your answers to part two.

143

Thank you.

144

Part 3

145

You will hear two students of performance arts called Charlie and Gina

146

preparing to give feedback at the end of the second year of their three-year course.

147

First you have some time to look at questions 21 to 26.

148

Now listen carefully and answer questions 21 to 26. So, Gina,

149

we've got to give our tutor some feedback on how we

150

feel about the course now we've come to the end of our second year.

151

Is it OK with you if we have a chat together before we go and see him?

152

Sure, Charlie.

153

So, did you choose this university to do performance arts because it's got such a good reputation?

154

That's what hooked me in.

155

Well, there are other good places which I also considered, but

156

when I looked into things further I was impressed by the

157

connections this course has with a whole range of theatres of different types.

158

So even though I was tempted to go and study abroad, I decided to come here in the end.

159

And you don't regret it?

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No, it's been brilliant, especially the options this year.

161

The body and dance option I did for this term has been particularly stimulating.

162

Hmm, I'm sorry I didn't go for that one too.

163

But I did dance and drama, which was brilliant too.

164

I think the most valuable option I've done was the movement analysis course we did in the first year.

165

Absolutely.

166

It's provided a great foundation for all our other work since then.

167

So let's talk about our work experience last summer.

168

You went to Finland, didn't you?

169

That's right.

170

I was at their National Ballet Theatre.

171

I didn't get the chance to go on stage, but I helped out with sewing clothes for current productions and even with designing some for future shows.

172

It was brilliant.

173

I got to know a lot of students studying at the local dance school, and I may get the chance to go back there next summer.

174

Hmm.

175

I've been offered more work at the place where I was working in Canada.

176

Great!

177

So what do you think you gained most from the experience?

178

I think I've got much better at controlling my stress levels.

179

For me, it was probably the fact that I learned a lot about collaborating with others rather than working independently.

180

I was lucky to be able to do that in a situation that wasn't too stressful.

181

Also, I had to organise my time well, but I've always been reasonably good at that.

182

That's good.

183

So, we've got quite a few things ready to say to our tutor.

184

It'd be a good chance to ask him any questions we have too, of course.

185

I also think it could be helpful to discuss our future plans.

186

For example, what we're planning to do our dissertations on.

187

Sure.

188

I was unsure about whether to focus on globalisation in dance or on stage design.

189

I did an essay on globalisation in my first year and really enjoyed it.

190

But then I saw a spectacular production at the Royal Opera House and that settled me on stage design.

191

I know another student who's planning to work on that too, so we can discuss things together a bit.

192

OK, that could be useful.

193

I'm planning to do something on current trends in contemporary dance for my dissertation.

194

That sounds pretty challenging.

195

It's a big topic.

196

It might not be easy to organise in a coherent way.

197

I've thought about it quite a lot, and I think that'll be OK, and I feel confident about how to write a longer piece of work.

198

I'm in a bit of a panic, though, about how I'll get through all the literature.

199

There seems to be so much.

200

Hopefully it won't all be relevant.

201

Quite.

202

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

203

Now listen and answer questions 27 to 30.

204

So have you made any career plans yet?

205

I'm still undecided.

206

I've thought about performance, of course.

207

Yes, I think lots of graduates from here take that route, but it's a hard life, involving lots of tough, repetitive practice,

208

as well as actually appearing on stage.

209

Yes, but the performance I've met know that's essential for the job

210

and say they wouldn't change what they do for the world.

211

I know lots of graduates go into education, teaching at various levels, but that means doing some kind of post-grad certificate.

212

But I think it would be interesting, rewarding work.

213

I was wondering about theatre management as a possible option.

214

That's what our tutor did before he got into teaching, isn't it?

215

Yes, but he said he quickly realised it wasn't for him.

216

He wasn't earning enough to live on.

217

I can imagine his communication skills are better than his business skills as well.

218

Marketing's a possibility, of course.

219

Sure.

220

I've read something saying it can be an interesting career, though I don't think many graduates go for this.

221

But that might mean there's not so much competition, as in many other fields of dance.

222

Right.

223

So, now shall we make a list...

224

That is the end of part three.

225

You now have 30 seconds to check your answers to part three.

226

Part 4.

227

You will hear part of a presentation to biology students on new research into sea lions.

228

First, you have some time to look at questions 31 to 40.

229

Thank you.

230

Now listen carefully and answer questions 31 to 40.

231

Hello, everybody.

232

I'm here today to tell you about a new research study

233

that my team here at the university is doing on the sea lions that live along the coast of Western Australia.

234

You may be wondering why we've been studying this animal.

235

Well, Australian sea lions have been identified as an endangered species, so there's a real need to count them and find out just how many there are.

236

Up until 1892, the population of these animals was severely depleted because of hunting.

237

That's no longer allowed.

238

But today there is a new danger.

239

Sea lions often forage for food in the same areas along the coastlines where there are nets used to catch sharks.

240

Unfortunately, they tend to get caught up in the nets by accident and drown.

241

Now, we wanted to monitor the population of sea lions in this area, but we weren't sure of the best way to do it.

242

There are several different animal tracking methods, which vary in their effectiveness, and there are different factors to consider.

243

One of the most important of these is the cost.

244

But you also have to consider how easy your chosen method is to use.

245

You may choose a traditional method, like a plastic tag.

246

They're relatively straightforward to attach, but they're really only suitable to use with animals that you can catch quite easily.

247

You might also go with a more modern method like GPS tracking, which uses satellite technology to transmit data on the animal around the clock.

248

One drawback for marine animals, though, is that they don't transmit a signal in the ocean, You only get data when they're on land.

249

There are certain large animals in remote areas that have to be tracked using a helicopter.

250

The polar bear is a good example.

251

Now, an important part of tracking is being able to clearly identify the animal.

252

Some, like zebras, are identified by markings such as their stripes, while the dolphin usually has distinguishing scars on its body that can help tell them apart.

253

Sea lions don't have any markings like this.

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which is just one of the challenges of tracking them

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when researchers in perth tried to use electronic tags in a sea lion study they found

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that the sea lions had removed their tracking devices by deliberately

257

rubbing up against rocks this was something the researchers hadn't anticipated

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researchers in california studying american sea lions tried a different method they applied paint to the animals.

259

They thought this would be a better, less invasive means of identification.

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Unfortunately, this didn't work so well either because sea lions molt every year and shed their fur along with the identifying mark.

261

So let's look at our current study.

262

We have several aims that we'd like to achieve.

263

The first of these is to try to establish whether sea

264

lions can be identified from the whiskers on their face these are much coarser than a cat's whiskers

265

so easier to see our theory is

266

that the pattern of these whiskers may be as individual as a fingerprint on a human

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if this is in fact true then we think this could be an effective way to identify them

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our second aim is to come up with a diagram of sea lion whisker patterns

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so this can be used as a guide for us

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and other studies we're using a few different methods to help us do all this we know

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that we need to build up a wide range of visual data

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so firstly we've been in touch with zoos around australia to

273

gather photographs from them of the faces of any sea lions

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they have this won't be enough to achieve our purpose though

275

so we're also broadening our search by inviting the public to take part in our research.

276

We're hoping this will result in hundreds of useful images we can use.

277

That is the end of Part 4.

278

You now have one minute to check your answers to Part 4.

279

Thank you.

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Vocabulaire et conseils d’expression pour cette leçon

Cette vidéo contient 279 phrases et 3046 mots à répéter en shadowing. La partie parlée dure 26:23. Le locuteur parle à un rythme régulier d’environ 115 mots par minute, confortable pour le shadowing. 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

15 mots de la vidéo à retenir, avec leur prononciation et leur sens :

Mot	Prononciation	Sens
lion nom	/ˈlaɪən/	lion, lionne
carefully adverbe	/ˈkɛɹf(ə)li/	soigneusement
researcher nom	/ˈɹiˌsɝ.t͡ʃɚ/	chercheur, chercheuse
tutor nom	/ˈtjuːtəː/	tuteur
listener nom	/ˈlɪs(ə)nɚ/	auditeur, auditrice
feedback nom	/ˈfiːdˌbæk/	évaluation, réaction
certificate nom	/səˈtɪf.ɪ.kɪt/	document, certificat
entrepreneur nom	/ˌɑn.tɹə.pɹəˈnɝ/	entrepreneur, entrepreneuse
advertisement nom	/ˈædvɚˌtaɪzmənt/	publicité, pub
millionaire nom	/ˌmɪl.i.əˈnɛə(ɹ)/	millionnaire
dissertation nom	/ˌdɪsəˈteɪʃən/	dissertation
plumbing nom	/ˈplʌmɪŋ/	tuyauterie, plomberie
booklet nom	/ˈbʊk.lət/	livret, brochure
topic nom	/ˈtɑpɪk/	sujet, thème
earn verbe	/ɝn/	gagner

Les verbes à particule que vous entendrez

Mot	Prononciation	Sens
put down verbe		médire
build up verbe		s'accumuler, s'entasser
carried away adjectif		emballé
come up with verbe		inventer, imaginer
end up verbe		se terminer, se finir
find out verbe		découvrir, savoir
get through verbe	/ɡɛt ˈθɹu/	franchir
give back verbe		rendre

Prononciation à surveiller

Le locuteur utilise 82 contractions et formes réduites, comme I've, I'm, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « th »: gather /ˈɡæðɚ/, ruthless /ˈɹuːθləs/
Les sons « sh » et « zh »: dissertation /ˌdɪsəˈteɪʃən/, reputation /ˌɹɛpjʊˈteɪʃən/, establish /ɪˈstæb.lɪʃ/, sheet /ʃit/, vacation /veɪˈkeɪ.ʃən/
Mots longs — placez bien l’accent: certificate /səˈtɪf.ɪ.kɪt/, entrepreneur /ˌɑn.tɹə.pɹəˈnɝ/, advertisement /ˈædvɚˌtaɪzmənt/, millionaire /ˌmɪl.i.əˈnɛə(ɹ)/, dissertation /ˌdɪsəˈteɪʃən/

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 lion, carefully, researcher.

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

Structure	Dans la vidéo
Present perfect have/has + participe passé — une action passée qui compte encore maintenant	I've had · I've done · I've heard
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	will be played · will be given · you've been seen
Propositions relatives who / which + proposition — une précision sur une personne ou une chose	person who never · people who try · someone who knew

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.

Technique du shadowing : lire le guide complet étape par étape →

Pratique du Shadowing: Volume 8 Test 2 - IELTS Listening Full Test - Apprendre l'anglais à l'oral avec la vidéo

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

La grammaire de cette vidéo

Qu'est-ce que la technique du Shadowing ?