Shadowing Practice: Cambridge 13 Listening Test 1 With Answers1 - Learn English Speaking with Video
בחר מצב תרגול
כל מצב פותח חדר תרגול במסך מלא.
279 משפטים
אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.
1
Test 1.
2
You will hear a number of different recordings and you will have to answer questions on what you hear.
3
There will be time for you to read the instructions and questions and you will have a chance to check your work.
4
All the recordings will be played once only.
5
The test is in four sections.
6
At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
7
Now turn to Section 1.
8
Section 1
9
You will hear a telephone conversation between a woman who wants to attend a cookery class
10
and an official at a tourist information center.
11
First, you have some time to look at questions 1 to 6.
12
You will see that there is an example that has been done for you.
13
On this occasion only, the conversation relating to this will be played first.
14
Hello, Tourist Information Centre.
15
Mike speaking.
16
How can I help you?
17
Oh, hi.
18
I wanted to find out about cookery classes.
19
I believe there are some one-day classes for tourists.
20
Well, they're open to everyone, but tourists are always welcome.
21
OK, let me give you some details of what's available.
22
There are several classes.
23
One very popular one is at the food studio.
24
The first cooking class is at the food studio.
25
So studio has been written in the space.
26
Now we shall begin.
27
You should answer the questions as you listen because you will not hear the recording a second time.
28
Listen carefully and answer questions 1 to 6.
29
Hello, Tourist Information Centre.
30
Mike speaking.
31
How can I help you?
32
Oh, hi.
33
I wanted to find out about cookery classes.
34
I believe there are some one-day classes for tourists.
35
Well, they're open to everyone, but tourists are always welcome.
36
OK, let me give you some details of what's available.
37
There are several classes.
38
One very popular one is at the food studio.
39
OK.
40
They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.
41
Right, that sounds good.
42
How big are the classes?
43
I'm not sure exactly, but they'll be quite small.
44
And could I get a private lesson there?
45
I think so.
46
Let me check.
47
Yes, they do offer those.
48
Though in fact most of the people who attend the classes find it's a nice way of getting to know one another.
49
I suppose it must be, yes.
50
And this company has a special deal for clients where they offer a discount of 20%
51
if you return for a further class.
52
OK, but you said there were several classes.
53
That's right.
54
Another one you might be interested in is Bonds Cookery School.
55
They're quite new.
56
They just opened six months ago, but I've heard good things about them.
57
They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.
58
So, is that food for people on a diet and things like that?
59
I don't know if I'd be interested in that.
60
Well, I don't think they particularly focus on low-calorie diets or weight loss.
61
It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger, that sort of thing.
62
I see.
63
Well, I might be interested, I'm not sure.
64
Do they have a website I could check?
65
Yes, just key in the name of the school, it'll come up.
66
And if you want to know more about them, every Thursday evening they have a lecture at the school.
67
It's free, and you don't need a book or anything, just turn up at 7.30, and that might give you an idea of whether you want to go to an actual class.
68
Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
69
Now listen and answer questions 7 to 10.
70
OK, there's one more place you might be interested in.
71
That's got a rather strange name.
72
It's called the Arezza Centre.
73
That's spelled A-R-R-E-T-S-A.
74
OK.
75
They've got a very good reputation.
76
They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.
77
Right.
78
That's certainly an area I'd like to learn more about.
79
I've got lots of friends who don't eat meat.
80
In fact, I think I might have seen that school today.
81
Is it just by the market?
82
That's right.
83
So they don't have any problem getting their ingredients.
84
They're right next store.
85
And they also offer a special two-hour course in how to use a knife.
86
They cover all the different skills, buying them, sharpening, chopping techniques.
87
It gets booked up quickly though, so you'd need to check it was available.
88
Right, well, thank you very much.
89
I'll go and check that out.
90
That is the end of section one.
91
You now have half a minute to check your answers.
92
Thank you.
93
Section 2 Now turn to Section 2.
94
Section 2.
95
You will hear the Chairman of the Highways Committee of Granford
96
speaking to members of the public about proposed changes to traffic and parking in the area.
97
First, you have some time to look at questions 11 to 13.
98
Now listen carefully and answer questions 11 to 13.
99
Good evening everyone.
100
My name's Phil Sutton and I'm Chairman of the Highways Committee.
101
We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.
102
I'll start by summarising these changes before we open the meeting to questions.
103
So, why do we need to make these changes to traffic systems in Granford?
104
Well, we're very aware that traffic is becoming an increasing problem.
105
It's been especially noticeable with the increase in heavy traffic while they've been building the new hospital.
106
but it's the overall rise in the volume of traffic of all kinds that's concerning us.
107
To date, there's not been any increase in traffic accidents, but that's not something we want to see happen, obviously.
108
We recently carried out a survey of local residents, and their responses were interesting.
109
People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
110
We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up, but this was on top of the list,
111
and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
112
We think these new traffic regulations would make a lot of difference, but we still have a long way to go.
113
We've managed to keep our proposals within budget, just so they can be covered by the Council.
114
But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them,
115
and that's an area we're still working on with the help of representatives from the police force.
116
Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
117
Thank you.
118
Now listen and answer questions 14 to 20.
119
OK, so this slide shows a map of the central area of Granford with the High Street in the middle
120
and School Road on the right.
121
Now, we already have a set of traffic lights in the High Street at the junction with Station Road, but we're planning to have another set at the other end
122
at the school road junction to regulate the flow of traffic along the high street.
123
We've decided we definitely need a pedestrian crossing.
124
We considered putting this on school road just outside the school
125
but in the end we decided that could lead to a lot of traffic congestion
126
so we decided to locate it on the high street crossing the road in front of the supermarket it.
127
That's a very busy area, so it should help things there.
128
We're proposing some changes to parking.
129
At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,
130
but not at the other end of the High Street near School Road.
131
There'll be a new No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.
132
This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.
133
As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,
134
so we've got two new disabled parking spaces on the side road up towards the bank.
135
It's not ideal, but probably better than the present arrangement.
136
We also plan to widen the pavement on School Road.
137
We think we can manage to get an extra half metre on the bend just before you get to the school, on the same side of the road.
138
Finally, we've introduced new restrictions on loading and unloading for the supermarket, so lorries will only be allowed to stop there before 8am.
139
That's the supermarket on School Road.
140
We kept to the existing arrangements with the High Street supermarket.
141
Okay, so that's about it.
142
That is the end of Section 2.
143
You now have half a minute to check your answers.
144
Now turn to Section 3.
145
Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.
146
First, you have some time to look at questions 21 to 25.
147
Now listen carefully and answer questions 21 to 25.
148
We've got to choose a topic for our experiment, haven't we, Jack?
149
Were you thinking of something to do with seeds?
150
That's right.
151
I thought we could look at seed germination, how a seed begins to grow.
152
OK.
153
Any particular reason?
154
I know you're hoping to work in plant science eventually.
155
Yeah, but practically everything we do is going to feed into that.
156
No, there's an optional module on seed structure and function in the third year that I might do,
157
so I thought it might be useful for that.
158
If I choose that option, I don't have to do a dissertation module.
159
Good idea.
160
Well, I thought for this experiment we could look at the relationship between seed size and the way the seeds are planted,
161
so we could plant different sized seeds in different ways and see which grow best.
162
OK.
163
Would need to allow time for the seeds to come up.
164
That should be fine if we start now.
165
A lot of the other possible experiments need quite a bit longer.
166
So that'd make it a good one to choose.
167
And I don't suppose it'd need much equipment.
168
We're not doing chemical analysis or anything.
169
Though that's not really an issue.
170
We've got plenty of equipment in the laboratory.
171
Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.
172
I'm sure our aim's OK.
173
It's not very ambitious, but the assignment's only 10% of our final mark, isn't it?
174
But we need to be sure we're the only ones doing it.
175
Yeah, it's only 5% actually, but it'd be a bit boring if everyone was doing it.
176
Did you read that book on seed germination on our reading list?
177
The one by Graves?
178
Hmm.
179
I looked through it for my last experiment, though it wasn't all that relevant there.
180
It would be for this experiment, though.
181
I found it quite hard to follow.
182
Lots about the theory, which I hadn't expected.
183
Yes, I'd been hoping for something more practical.
184
It does include references to the recent findings on genetically modified seeds, though.
185
Yes, that was interesting.
186
I read an article about seed germination by Lee Hall.
187
About seeds that lie in the ground for ages and only germinate after a fire.
188
That's the one.
189
I knew a bit about it already, but not about this research.
190
His analysis of figures, comparing the times of the fires and the proportion of seeds that germinated, was done in a lot of detail.
191
Very impressive.
192
Was that the article with the illustrations of early stages of plant development?
193
They were very clear.
194
I think those diagrams were in another article.
195
Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
196
Now listen and answer questions 26 to 30.
197
Anyway, shall we have a look at the procedure for our experiment?
198
We'll need to get going with it quite soon.
199
Right.
200
So the first thing we have to do is find our seeds.
201
I think vegetable seeds would be best, and obviously they mustn't all be the same size.
202
So how many sorts do we need?
203
About four different ones?
204
I think that would be enough.
205
There'll be quite a large number of seeds for each one.
206
Then for each seed, we need to find out how much it weighs, and also measure its dimensions.
207
And we need to keep a careful record of all that.
208
That'll be quite time-consuming.
209
And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down, or several centimetres.
210
OK, so then we get planting.
211
Do you think we can plant several seeds together in the same plant pot?
212
No, I think we need a different one for each seed.
213
Right.
214
And we'll need to label them.
215
We can use different coloured labels.
216
Then we wait for the seeds to germinate.
217
I reckon that'll be about three weeks, depending on what the weather's like.
218
Then we see if our plants have come up and write down how tall they've grown.
219
Then all we have to do is look at our numbers and see if there's any relation between them.
220
That's right.
221
That is the end of section 3.
222
You now have half a minute to check your answers.
223
Now turn to Section 4.
224
Section 4
225
You will hear part of a lecture on an environmental studies
226
course about recent research on how animals are adapting to urban environments.
227
First, you have some time to look at questions 31 to 40.
228
Thank you.
229
Now listen carefully and answer questions 31 to 40.
230
Hi.
231
Today we're going to be looking at animals in urban environments,
232
and I'm going to be telling you about some research on how they're affected by these environments.
233
Now, in evolutionary terms, urban environments represent huge upheavals,
234
the sorts of massive changes that usually happen over millions of years.
235
And we used to think that only a few species could adapt to this new environment.
236
One species which is well known as being highly adaptable is the crow,
237
and there have been various studies about how they manage to learn new skills.
238
Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,
239
just like they once perched on cliffs by the sea.
240
But, in fact, we're now finding
241
that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.
242
And one thing that researchers are finding especially interesting is the speed with which they're doing this.
243
We're not talking about gradual evolution here.
244
These animals are changing fast.
245
Let me tell you about some of the studies that have been carried out in this area.
246
So, in the University of Minnesota,
247
a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,
248
such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.
249
And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.
250
And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.
251
Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,
252
it does suggest that something cognitive was going on.
253
And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life, having to look in different places to find food,
254
for example, and coping with a whole new set of dangers.
255
Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,
256
who's done some experiments with blackbirds living in urban and rural areas.
257
And she's been looking not at their anatomy, but at their behavior.
258
So, as you might expect, she's found that the urban blackbirds tend to be quite bold.
259
They're prepared to face up to a lot of threats that would frighten away their country counterparts.
260
But there's one type of situation that does seem to frighten the urban blackbirds,
261
And that's anything new, anything they haven't experienced before.
262
And if you think about it, that's quite sensible for a bird living in the city.
263
Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.
264
He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.
265
It's a sensible-seeming adaptation.
266
A rat that gets scared every time a subway train rolls past won't be very successful.
267
There's just one more study I'd like to mention, which is by Sarah Parton and her team.
268
And they've been looking at how squirrels communicate in an urban environment,
269
and they've found that a routine part of their communication is carried out by waving their tails.
270
You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.
271
So, what are the long-term implications of this?
272
One possibility is that we may see completely new species developing in cities.
273
But on the other hand, it's possible that not all of these adaptations will be permanent.
274
Once the animals got accustomed to its new environment, it may no longer need the features it's developed.
275
So now we've had a look at adaptation...
276
That is the end of Section 4.
277
You now have half a minute to check your answers.
278
That is the end of the listening test.
279
In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
הורד אפליקציה
כל מה שאתה צריך כדי לדבר בשטף
הגיית AIציון לכל משפט
תרגול IPAשלוט בכל צליל
אוצר מיליםבנה את מאגר המילים שלך
משחק אוצר מיליםלמד תוך כדי משחק
אותו ערוץ
FOR YOU
המלץ על סרטון
B25
302 משפטים
Cambridge 10 Listening test 1 #ieltslistening #cambridge #ielts #listening
IELTS PrepCambridge Exam PrepUniversity Students
B23
61 משפטים
IELTS Cambridge 20 – Test 1: Listening Part 2
IELTS PrepCambridge Exam PrepUniversity Students
B21
46 משפטים
IELTS Cambridge 9 test 2 section 2
IELTS PrepCambridge Exam PrepUniversity Students
B21
283 משפטים
Cambridge IELTS 18 Listening Test 2 with Answers | Latest IELTS Listening Practice Test 2026
IELTS PrepCambridge Exam PrepUniversity Students
B21
267 משפטים
Cambridge 16 Listening test 3 with Answer | cam 16 test 3
IELTS PrepCambridge Exam PrepUniversity Students
B21
312 משפטים
Cambridge 11 Listening test 1 | Hiring a public room | IELTS Listening Test
IELTS PrepCambridge Exam PrepUniversity Students
B21
284 משפטים
Cookery classes ielts listening | HD Audio | 720p
IELTS PrepUniversity Students
B22
279 משפטים
Cambridge 20 listening test 02|Full clear audio with answer key|Comment your score...🌸
IELTS PrepCambridge Exam PrepUniversity Students
B22
284 משפטים
Cambridge 18 Listening test 1 With Answers | Practice test |
IELTS PrepCambridge Exam PrepUniversity Students
B23
208 משפטים
The Official Cambridge Guide to IELTS unit 1 getting ready to listen
IELTS PrepCambridge Exam PrepUniversity Students
B24
315 משפטים
IELTS Listening Cambridge 1 Test 1 | Full Audio + Answers
IELTS PrepCambridge Exam PrepUniversity Students
B223
266 משפטים
Cambridge IELTS 17 Listening Test 1 with answer | #ielts
IELTS PrepCambridge Exam PrepUniversity Students
אוצר מילים והערות הגייה לשיעור הזה
שיעור הדיבור הזה ברמה B2 מבוסס על הסרטון “Cambridge 13 Listening Test 1 With Answers1”. המילים שחוזרות הכי הרבה: seed, questions, answer, section, road. בסרטון הזה יש 279 משפטים ו-3057 מילים לתרגול Shadowing. הדיבור נמשך 27:56. הדובר מדבר לאט, כ-109 מילים בדקה, כך שיש זמן לחקות כל צליל. 86% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית; כדאי ללמוד את השאר לפני שמתחילים.
אוצר מילים מרכזי בסרטון הזה
15 המילים המתקדמות ביותר בסרטון, עם ההגייה והמשמעות שלהן:
| מילה | הגייה | משמעות |
|---|---|---|
| supermarket שם עצם | /ˌsupɚˈmɑɹkət/ | סוּפֶּרמַרקֶט, מַרכּוֹל |
| mammal שם עצם | /ˈmæməl/ | יוֹנֵק |
| biologist שם עצם | /baɪˈɒləd͡ʒɪst/ | ביולוג \ בִּיוֹלוֹג |
| congestion שם עצם | /kənˈd͡ʒɛs.t͡ʃən/ | גודש |
| pedestrian שם עצם | /pəˈdɛstɹiən/ | הוֹלֵךְ־רֶגֶל, הוֹלֶכֶת־רֶגֶל |
| ingredient שם עצם | /ɪnˈɡɹiːdi.ənt/ | מרכיב, מצרך |
| metre שם עצם | /ˈmiːtəɹ/ | מֶטֶר |
| evolutionary שם תואר | /ˌiː.vəˈluː.ʃən.ɛɹ.i/ | אבולוציוני |
| module שם עצם | /ˈmɑd͡ʒul/ | מוֹדוּל |
| junction שם עצם | /ˈd͡ʒʌŋkʃən/ | צומת |
| bend פועל | /bɛnd/ | כופף |
| lecture שם עצם | /ˈlɛk.t͡ʃə/ | הַרְצָאָה |
| centimetre שם עצם | /ˈsɛn.tɪ.miː.tə/ | סֶנְטִימֶטֶר |
| calorie שם עצם | /ˈkæləɹi/ | קָלוֹרְיָה |
| pigeon שם עצם | /ˈpɪ.dʒɪn/ | יוֹנָה |
Phrasal verbs שתשמעו
| מילה | משמעות |
|---|---|
| write down פועל | רָשַׁם |
משפטים שכדאי לחזור עליהם
משפטים קצרים ושלמים מהסרטון שאפשר להשתמש בהם בשיחה יומיומית:
- How can I help you?
- I'm not sure exactly, but they'll be quite small.
- I don't know if I'd be interested in that.
- Do they have a website I could check?
- Were you thinking of something to do with seeds?
דקדוק בסרטון הזה
המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:
| מבנה | בסרטון |
|---|---|
| הווה מושלם ממושך (Present perfect continuous) have/has been + -ing — פעולה שהתחילה בעבר ועדיין נמשכת עכשיו | she's been looking · they've been looking |
| הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו | has been done · has been written · I've heard |
| סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה | will be played · will be given · has been done |
| משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר | woman who wants · people who attend · friends who don |
הגייה ששווה לשים לב אליה
הדובר משתמש ב-81 קיצורים וצורות מקוצרות, כמו we're, they're, don't. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.
- הצלילים של “sh” ו-“zh”: adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, junction /ˈd͡ʒʌŋkʃən/, sharpen /ˈʃɑɹpən/
- מילים ארוכות — שימו לב להטעמה: supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, biologist /baɪˈɒləd͡ʒɪst/, ingredient /ɪnˈɡɹiːdi.ənt/
צלילים שדוברי עברית מתקשים בהם:
- /w/ — שפתיים מעוגלות, לא /v/: squirrel /ˈskwɪ.ɹ(ə)l/, weigh /weɪ/, subway /ˈsʌbˌweɪ/
- /æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: adaptation /ˌæd.æpˈteɪ.ʃən/, mammal /ˈmæməl/, adapt /əˈdæpt/, adaptable /əˈdæptəbəl/, calorie /ˈkæləɹi/
- /r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: kukri /ˈkʊkɹi/, supermarket /ˌsupɚˈmɑɹkət/, germinate /ˈd͡ʒɜː(ɹ)mɪneɪt/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, lorry /ˈlɔɹi/
איך לתרגל עם הסרטון הזה
- הקשיבו לכל הסרטון פעם אחת בלי לדבר, ורשמו את המילים שאתם לא מכירים.
- תרגלו Shadowing משפט אחר משפט במהירות רגילה, וחזרו על כל משפט עד שהקצב שלכם תואם את הדובר.
- הקליטו את עצמכם והשוו למקור, תוך תשומת לב למילים כמו supermarket, mammal, biologist.
מהי טכניקת השאדואינג?
שאדואינג היא טכניקת למידת שפה מבוססת מדע שפותחה במקור להכשרת מתורגמנים מקצועיים ופופולרית על ידי הפוליגלוט ד"ר אלכסנדר ארגואלס. השיטה פשוטה אך עוצמתית: אתה מקשיב לאודיו באנגלית ילידית וחוזר עליו בקול רם מיד — כמו צל העוקב אחרי הדובר עם עיכוב של 1–2 שניות בלבד. בניגוד להאזנה פסיבית או תרגילי דקדוק, שאדואינג מכריח את המוח והשרירים בפה לעבד ולשחזר דפוסי דיבור אמיתיים בו זמנית. מחקרים מראים שזה משפר משמעותית את דיוק ההגייה, האינטונציה, הקצב, הדיבור המחובר, הבנת השמיעה ושטף הדיבור — מה שהופך אותו לאחת השיטות היעילות ביותר להכנה לIELTS Speaking ולתקשורת באנגלית בעולם האמיתי.