Shadowing Practice: cambridge 9 test 2 - Learn English Speaking with Video
בחר מצב תרגול
כל מצב פותח חדר תרגול במסך מלא.
244 משפטים
אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.
1
Test 2.
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 ten minutes to transfer your answers to an answer sheet.
7
Now turn to section one.
8
Section one.
9
You will hear a student talking to the student accommodation officer at a college.
10
First, you have some time to look at questions 1 to 5.
11
You will see that there is an example that has been done for you.
12
On this occasion only, the conversation relating to this will be played first.
13
Good morning.
14
Can I help you?
15
Yes.
16
I've just been accepted on a course at the university, and I'd like to try and arrange accommodation in the Hall of Residence.
17
Yes, certainly.
18
Please sit down.
19
What I'll do is fill in a form with you to find out a little more about your preferences and so forth.
20
Thank you.
21
The student wishes to arrange accommodation in a hall of residence, so hall has been written in the space.
22
Now we shall begin.
23
you should answer the questions as you listen
24
because you will not hear the recording a second time listen carefully
25
and answer questions one to five good morning can i help
26
you yes i've just been accepted on a course at the university
27
and i'd like to try
28
and arrange accommodation in the hall of residence yes certainly please
29
sit down what i'll do is fill in a form with
30
you to find out a little more about your preferences and
31
so forth thank you
32
so first of all um can i take your name it's
33
anu bat could you spell your name please yes a n u b h a double t thanks
34
and could ask your date of birth the 31st of march 1972 thank you
35
and where are you from india oh right
36
and um what will you be studying i'm doing a course in nursing right thank you
37
and how long would you want to stay in hall do you think well it'll take three years
38
but i'd only like to stay in hall for two i'd
39
like to think about living outside for the third year fine
40
and what did you have in mind for catering do you want to cook for yourself
41
or have all your meals provided that's full board is there
42
something in between yes you can just have evening meal provided
43
which is half board that's what i'd prefer yes a lot of students opt for
44
that now with
45
that in mind do you have any special diet anything we
46
should know about yes i don't take red meat no red meat Before you hear the rest of the conversation,
47
you have some time to look at questions 6 to 10.
48
Now listen and answer questions 6 to 10.
49
Now, thinking about the room itself, we have a number of options.
50
You can have a single study bedroom or you can have a shared one.
51
These are both what we call simple rooms.
52
The other alternative is to opt for a single bedsit, which actually has more space and better facilities.
53
There's about £20 a week difference between them.
54
Well, actually, my grant is quite generous, and I think the bedsit sounds the best option.
55
Lovely.
56
I'll put you down for that, and we'll see what availability is like.
57
Now, can I ask some other personal details which we like to have on record?
58
Yes, of course.
59
I wonder if you could let us know what your interests are.
60
This might help us get a closer match for placing you in a particular hall.
61
Um, well, I love the theatre.
62
Right.
63
And I enjoy sports, particularly badminton.
64
Ah, that's worth knowing.
65
Now, what we finish with on the form is really a
66
list from you of what your priorities are in choosing a hall.
67
And we'll do our best to take these into account.
68
Well, the first thing is I'd prefer a hall where there are other mature students, if possible.
69
Yes, we do have halls which tend to cater for slightly older students.
70
And I'd prefer to be out of town
71
That's actually very good for you Because we tend to have more vacancies in out -of -town halls Lucky Yes Anything else?
72
Well, I would like somewhere with a shared area A TV room, for example, or something like that It's a good way to socialise It certainly is That's it?
73
Now, we just need a contact telephone number for you Oh, sure I'll just find it.
74
Um, it's, uh, double six, seven five, four nine.
75
Great.
76
So we'll be in contact with you as soon as possible.
77
That is the end of section one.
78
You now have half a minute to check your answers.
79
Now turn to Section 2.
80
Section 2 You will hear a man giving a talk to new members of a wildlife club in the south of England.
81
First, you have some time to look at questions 11 to 13.
82
Now listen carefully and answer questions 11 to 13.
83
Hello.
84
I'm delighted to welcome you to our wildlife club and very pleased
85
that you're interested in the countryside and the plants and creatures of this area.
86
I think you'll be surprised at the variety we have here, even though we're not far from London.
87
I'll start by telling you about some of the parks and open spaces nearby.
88
One very pleasant place is Halland Common.
89
This has been public land for hundreds of years, and what you'll find interesting is that the River Ouse, which flows into the sea 80 kilometres away,
90
has its source in the common.
91
There's an information board about the plants and animals you can see here, And, by the way, the common is accessible 24 hours a day.
92
Then there's Holt Island, which is noted for its great range of trees.
93
In the past, willows were grown here commercially for basket -making, and this ancient craft has recently been reintroduced.
94
The island is only open to the public from Friday to Sunday, because it's quite small, and if there were people around every day,
95
much of the wildlife would keep away.
96
From there, it's just a short walk across the bridge to Longfield Country Park.
97
Longfield has a modern replica of a farm from over 2 ,000 years ago.
98
Children's activities are often arranged there, like bread -making and face -painting.
99
The park is only open during daylight hours, so bear that in mind if you decide to go there.
100
Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
101
Now listen and answer questions 14 to 20.
102
Longfield Park has a programme of activities throughout the year, and to give you a sample, this is what's happening in the next few days.
103
On Monday, you can learn about herbs and how they've been used over the centuries.
104
You'll start with a tour of our herb garden, practise the technique of using them as colour dyes for cloth,
105
and listen to an illustrated talk about their use in cooking and medicine.
106
Then on Wednesday you can join local experts to discover the variety of insects and birds that appear in the evening.
107
We keep to a small number of people in the group, so if you want to go, you'll need to phone the park ranger a few days ahead.
108
There's a small charge which you should pay when you turn up.
109
I'm sure you're all keen to help with the practical task of looking after the park, so on Saturday you can join a working party.
110
You'll have a choice of all sorts of activities, from planting hedges to picking up litter, so you'll be able to change from one to another when you feel like it.
111
The rangers will be hard at work all day, but do come and join in, even for just a short while.
112
One thing, though, is to make sure you're wearing something that you don't mind getting dirty or torn.
113
And finally, I'd like to tell you about our new wildlife area, Hinchingbrook Park, which will be opened to the public next month.
114
This slide doesn't really indicate how big it is, but anyway, you can see the two gates into the park and the main paths.
115
As you can see, there's a lake in the north -west of the park with
116
a bird hide to the west of it at the end of a path, so it'll be a nice quiet place for watching the birds on the lake.
117
Fairly close to where refreshments are available, there's a dog walking area in the southern part of the park, leading off from the path.
118
And if you just want to sit and relax, you can go to the flower garden.
119
That's the circular area on the map, surrounded by paths.
120
And finally, there's a wooded area in the western section of the park between two paths.
121
OK, that's enough from me, so let's get on and have a look.
122
That is the end of section two.
123
You now have half a minute to check your answers.
124
Now turn to section 3.
125
Section 3
126
You will hear the Director of Studies in an English Language Centre and a student representative talking about their self -access centre.
127
First, you have some time to look at questions 21 to 24.
128
Now listen carefully and answer questions 21 to 24.
129
Hi, Yun.
130
As you know, I've asked you here today to discuss the future of our self -access centre.
131
We have to decide what we want to do about this very important resource for our English language students.
132
Can you tell me what the students think about this?
133
Well, from the students' point of view, we would like to keep it.
134
The majority of students say that they enjoy using it
135
because it provides a variation on the classroom routine and they see it as a pretty major component of their course.
136
But we would like to see some improvements to the equipment, particularly the computers.
137
There aren't enough for one each at the moment
138
and we always have to share well yes the teachers agree
139
that it is a very valuable resource but one thing we have noticed is
140
that a lot of the students are using it to check
141
their personal emails we don't want to stop you students using it
142
but we think the computer should be used as a learning resource not for emails some of us also think
143
that we could benefit a lot more by relocating the self
144
-access center to the main university library building how do you think the students would feel about that, Yun?
145
Well, the library is big enough to incorporate the self -access centre, but it wouldn't be like a class activity anymore.
146
Our main worry would be not being able to go to a teacher for advice.
147
I'm sure there would be plenty of things to do, but we really need teachers to help us choose the best activities.
148
Well, there would still be a teacher present and he or she would guide the activities of the students.
149
We wouldn't just leave them to get on with it.
150
Yes, Yes, but I think the students would be much happier keeping the existing set up.
151
They really like going to the self -access centre with their teacher and staying together as a group to do activities.
152
If we could just improve the resources and facilities, I think it would be fine.
153
Is the cost going to be a problem?
154
It's not so much the expense that I'm worried about, and we've certainly got room to do it,
155
but it's the problem of timetabling a teacher to be in there outside class hours.
156
If we're going to spend a lot of money on equipment and resources, we really need to make sure that everything is looked after properly.
157
Anyway, let's make some notes to see just what needs doing to improve the centre.
158
Before you hear the rest of the conversation, you have some time to look at questions 25 to 30.
159
Now listen and answer questions 25 to 30.
160
Now, what about the computers?
161
I think it might be a good idea to install some new models.
162
They would take up a lot less room, and so that would increase the workspace for textbooks and so on.
163
That would be great.
164
It is a bit cramped in there at times.
165
What about other resources?
166
Do you have a list of things that the students would like to see improved?
167
Yes.
168
One of the comments that students frequently make is
169
that they find it difficult to find materials
170
that are appropriate for their level especially reading resources
171
so I think we need to label them more clearly well that's easy enough we can get
172
that organized very quickly in fact I think we should review
173
all of the study resources as some of them are looking
174
a bit out of date definitely the CD section especially needs
175
to be more current I think we should get some of the ones
176
that go with our latest course books
177
and also make multiple copies good now I was also thinking about some different materials
178
that we haven't got in there at all what do you think of the idea of introducing some workbooks if
179
we break them up into separate pages
180
and laminate them they'd be a great resource the students could study the main course book in class
181
and then do follow up practice in the self -access center
182
that sounds good okay now finally we need to think about
183
how the room is used I'll have to talk to the teachers
184
and make sure we can all reach some agreement on a timetable to supervise the center after class
185
but we also need to think about security too especially
186
if we're going to invest in some new equipment um what
187
about putting in an alarm good idea the other thing I'd like to do is talk to our technicians
188
and see whether we could somehow limit the access to email I really don't want to see
189
that resource misused what about if we agree to only use it before
190
and after class yes that would be fine okay anyway that's great for now we'll discuss it further when we've managed
191
That is the end of section 3.
192
You now have half a minute to check your answers.
193
Now turn to section 4.
194
Section 4.
195
You will hear the beginning of a lecture about business cultures.
196
First, you have some time to look at questions 31 to 40.
197
Thank you.
198
Now listen carefully, and answer questions 31 to 40.
199
Good morning, everyone.
200
Now, whether you are going to university to study business or some other subject, many of you will eventually end up working for a company of some kind.
201
Now, when you first start working somewhere, you will realize that the organization you've joined has certain characteristics.
202
And we often refer to these social characteristics as the culture of the organization.
203
This includes its unwritten ideas, beliefs, values, and things like that.
204
One well -known writer has classified company cultures by identifying four major types.
205
The first type is called the power culture, and it's usually found in small organizations.
206
It's the type of culture that needs a central source of power to be effective.
207
And because control is in the hands of just one or two people, there aren't many rules or procedures.
208
Another characteristic is that communication usually takes the form of conversations rather than, say, formal meetings or written memos.
209
Now, one of the benefits of this culture is that the organization has the ability to act quickly,
210
so it responds well to threat or danger on the one hand and opportunity on the other.
211
But on the negative side, this type of organization doesn't always act effectively, because it depends too much on one or two people at the top.
212
And when these people make poor decisions, there's no one else who can influence them.
213
And the kind of person who does well in this type of business culture is one who is happy to take risks, and for whom job security is a low priority.
214
The next type is known as role culture.
215
That's R -O -L -E, not R -O -L -L, by the way.
216
And this type is usually found in large companies, which have lots of different levels in them.
217
These organizations usually have separate departments that specialize in things like finance or sales or maintenance or whatever.
218
Each one is coordinated at the top by a small group of senior managers.
219
And typically, everyone's job is controlled by sets of rules and procedures.
220
For example, there are specific job descriptions, rules for discipline, and so on.
221
What are the benefits of this kind of culture?
222
Well, firstly, because it's found in large organizations, its fixed costs, or overheads as they're known,
223
are low in relation to its output or what it produces.
224
In other words, it can achieve economies of scale.
225
And secondly, it is particularly successful in business markets where technical expertise is important.
226
On the other hand, this culture is often very slow to recognize the need for change, and even slower to react.
227
What kind of person does this type of culture suit?
228
Well, it suits employees who value security and who don't particularly want to have responsibility.
229
You Moving on now to task cultures, this type is found in organizations that are project -oriented.
230
You usually find it where the market for the company's product is extremely competitive, or where the products themselves have a short lifespan.
231
Usually, top management delegates the projects, the people, and other resources, and once these have been allocated,
232
little day -to -day control is exercised from the top, because this would seem like breaking the rules.
233
Now, one of the major benefits of this culture is that it's flexible, but it does have some major disadvantages too.
234
For instance, it can't produce economies of scale or great depth of expertise.
235
People who like working in groups or teams prefer this type of culture.
236
And finally, the fourth category is called the person culture.
237
That is the end of section 4.
238
You now have half a minute to check your answers.
239
That is the end of the listening test.
240
In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
241
Thank you.
242
Thank you.
243
Thank you.
244
Thank you.
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
FOR YOU
המלץ על סרטון
B21
270 משפטים
Cambridge IELTS 2 Listening Test 1 with Answers BC IDP (26.04.2021)
IELTS PrepUniversity Students
B21
64 משפטים
Cam 19 Listening Test 1 Part 1 Hinnchingbrooke Country
IELTS PrepUniversity Students
B21
302 משפטים
Cambridge IELTS 14 Test 4- LISTENING TEST WITH ANSWERS -Tự học IELTS
IELTS PrepUniversity Students
B2288 משפטים
Kate And Luki Conversation IELTS Cambridge LISTENING Practice test 2021 ( Exam Lvl )
IELTS PrepUniversity Students
B21
286 משפטים
Cambridge IELTS 17 Listening Test 4 With answer |
IELTS PrepUniversity Students
B22
277 משפטים
Cambridge 15 Listening Test 4 With Answers |
IELTS PrepUniversity Students
B2387 משפטים
Luyện nghe IELTS 9.0 - Bài Test 12.01.2019
IELTS PrepUniversity Students
B21
294 משפטים
CAMBRIDGE 1 LISTENING TEST 1 WITH ANSWERS
IELTS PrepUniversity Students
B22
66 משפטים
Cambridge 16 Test 2 Section 2 Listening
IELTS PrepUniversity Students
B23
231 משפטים
IELTS CAMBRIDGE LISTENING BOOK 18 TEST 3 WITH ANSWERS
IELTS PrepUniversity Students
B22
317 משפטים
Cambridge IELTS 11 | Listening Test 1 | With Answers | HD
IELTS PrepUniversity Students
B21
289 משפטים
IELTS LISTENING ACTUAL TEST 6-4
IELTS PrepUniversity Students
אוצר מילים והערות הגייה לשיעור הזה
שיעור הדיבור הזה ברמה B2 מבוסס על הסרטון “cambridge 9 test 2”. המילים שחוזרות הכי הרבה: student, questions, answer, section, culture. בסרטון הזה יש 244 משפטים ו-3122 מילים לתרגול Shadowing. הדיבור נמשך 28:31. הדובר מדבר לאט, כ-109 מילים בדקה, כך שיש זמן לחקות כל צליל. 89% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית, כך שקל לעקוב אחרי אוצר המילים.
אוצר מילים מרכזי בסרטון הזה
15 המילים המתקדמות ביותר בסרטון, עם ההגייה והמשמעות שלהן:
| מילה | הגייה | משמעות |
|---|---|---|
| accommodation שם עצם | /əˌkɒm.əˈdeɪ.ʃən/ | לִינָה, מְגוּרִים |
| characteristic שם עצם | /ˌkæɹ(ə)ktəˈɹɪstɪk/ | סממן |
| timetable שם עצם | /ˈtaɪmˌteɪbəl/ | לוּחַ זְמַנִּים |
| herb שם עצם | /hɜːb/ | יֶרֶק, עֵשֶׂב |
| preference שם עצם | /ˈpɹɛf(ə)ɹ(ə)ns/ | הַעֲדָפָה |
| kilometre שם עצם | /kɪˈlɑmɪtəɹ/ | קִילוֹמֶטֶר |
| refreshment שם עצם | /ɹɪˈfɹɛʃ.mənt/ | כִּבּוּד |
| catering שם עצם | /ˈkeɪ.tɚ.ɪŋ/ | הַסְעַדָה |
| willow שם עצם | /ˈwɪloʊ/ | עֲרָבָה |
| technician שם עצם | /tɛkˈnɪʃən/ | טֶכְנַאי |
| delegate שם עצם | /ˈdɛlɪɡət/ | בא־כוח, נָצִיג |
| illustrate פועל | /ˈɪl.əˌstɹeɪt/ | הִמְחִישׁ |
| disadvantage שם עצם | /ˌdɪsədˈvæntɪd͡ʒ/ | חיסרון |
| hedge שם עצם | /ˈhɛd͡ʒ/ | גָדֵר חַיָה |
| insect שם עצם | /ˈɪn.sɛkt/ | חֶרֶק |
Phrasal verbs שתשמעו
| מילה | משמעות |
|---|---|
| sit down פועל | התיישב \ הִתְיַשֵּׁב |
| pick up פועל | הרים, אסף |
דקדוק בסרטון הזה
המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:
| מבנה | בסרטון |
|---|---|
| הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו | has been done · I've just been accepted · has been written |
| 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 | Island, which is · Park, which will · person who does |
הגייה ששווה לשים לב אליה
הדובר משתמש ב-60 קיצורים וצורות מקוצרות, כמו I'd, I'll, you'll. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.
- הצלילים של “sh” ו-“zh”: accommodation /əˌkɒm.əˈdeɪ.ʃən/, refreshment /ɹɪˈfɹɛʃ.mənt/, socialize /ˈsoʊʃəlaɪz/, specialize /ˈspɛʃəˌlaɪz/, technician /tɛkˈnɪʃən/
- מילים ארוכות — שימו לב להטעמה: accommodation /əˌkɒm.əˈdeɪ.ʃən/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, kilometre /kɪˈlɑmɪtəɹ/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, coordinate /koʊˈɔɹ.dəˌneɪt/
צלילים שדוברי עברית מתקשים בהם:
- /w/ — שפתיים מעוגלות, לא /v/: workbook /ˈwɝk.bʊk/, workspace /ˈwɝkˌspeɪs/, willow /ˈwɪloʊ/
- /æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, allocate /ˈæl.ə.keɪt/, badminton /ˈbæd.mɪn.tən/, classify /ˈklæs.əˌfaɪ/, laminate /ˈlæmɪneɪt/
- /r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: arrange /əˈɹeɪnd͡ʒ/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, ranger /ˈɹeɪ̯nd͡ʒɚ/, preference /ˈpɹɛf(ə)ɹ(ə)ns/, kilometre /kɪˈlɑmɪtəɹ/
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 accommodation, characteristic, timetable.
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.