Shadowing Practice: [VOL 5] IELTS Listening Test 3 - Learn English Speaking with Video

בחר מצב תרגול

כל מצב פותח חדר תרגול במסך מלא.

256 משפטים

אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.

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 sections.

Write all your answers in the listening question booklet.

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

Now turn to section one on page two of your question booklet.

Section 1 You will hear a woman phoning to enquire about sailing courses.

First, you have some time to look at questions 1 to 6 on page 2.

You will see that there is an example that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello?

Oh, good morning.

I'm calling on behalf of my thirteen -year -old son, Jacob.

He's interested in learning to sail.

Great.

Well, we have what we call a taster day on the twenty -second of June.

I'm not sure he can make it, but we'll see.

The taster day is on the twenty -second of June.

So, twenty -second June has been written in the space.

Now we shall begin.

You should answer the questions as you listen, because you will not hear the recording a second time.

Listen carefully and answer questions one to six.

Hello?

Oh, good morning.

I'm calling on behalf of my thirteen -year -old son, Jacob.

He's interested in learning to sail.

Great.

Well, we have what we call a taster day on the 22nd of June.

I'm not sure he can make it, but we'll see.

Jacob's really interested, though.

So, can you tell me about the courses?

OK.

We have two types of courses for children under 16, two -day and five -day.

Could you explain the difference?

Well, the two -day one just covers basic techniques in sailing.

And on this course, the kids always sail with the instructor they've been allocated.

Well, that's good to know.

Yeah, and the cost is £65.

Oh, I thought it was more than that.

I heard it was £125.

That's for the five -day course.

OK.

I presume that course goes into much more detail.

Yes, and from the third day, the kids are given the choice to sail on their own if they want.

We use the same types of boat, but we help them learn more techniques, in particular how to manage the boat in a variety of types of weather.

Hmm, I think Jacob would enjoy that course.

Do you give them a certificate if they complete the course?

Absolutely.

We give them out on the final day, which a lot of the kids really like.

Great.

Could you tell me a bit more about what the children have to bring and so forth?

Well, the most important thing is the clothing.

It goes without saying that whatever the time of year, they should have plenty of warm clothes, as it can be quite cool out on the water.

What about footwear?

Do they have to wear anything special?

The only rule is that they've got to have shoes of some kind.

They mustn't have bare feet.

OK.

And we suggest the kids pack an extra pair of trousers, you know, waterproof ones.

They don't have to wear them unless it starts to rain.

Fine.

So, basically, it's just using your common sense.

Yes.

Oh, and one other thing we do say is

that the children mustn't wear jeans because they get extremely heavy when they're wet.

Oh, OK.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10 on page 2.

Now listen and answer questions 7 to 10.

One thing I forgot to ask is whether it's possible to get a meal anywhere.

I'm afraid not, but we do have a shop called the Marina Stores where he can get a snack.

OK, and before I forget, when I drop Jacob off, where can I park?

Good question.

There's spaces near the entrance, but you have to pay for them but there's no charge for the car park just by the bridge.

Do you know it?

Oh yes, I know where you mean.

Now, we do need you to fill in a registration form.

You should send that in a couple of weeks before the course starts.

The form is on the website but we ask you to print it off and add your signature.

Yes, of course.

What sort of information do you need?

About your child's swimming ability, any special requirements and so on.

Will you need to know who his doctor is?

Yes.

We've just recently changed surgery, so I'll make a note to get that.

And one more thing.

There's a separate form on the website, which is optional, that asks whether you're willing for photographs to be taken during the course.

Yes, of course.

No problem.

Great.

So I'll send you...

answers.

Now turn to section 2 on page 3.

Part 2.

You will hear part of a radio travel program about a tourist resort called Stanley Island.

First you have some time to look at questions 11 to 15.

Now listen carefully and answer questions 11 to 15.

Welcome once again to the show where we give you travel tips on popular tourist destinations in the Pacific region.

And today, our focus is on beautiful Stanley Island.

100

Now, before we get started, a word of warning.

101

The seaplane service to the island was discontinued last week, so for the next month at least, the sole link to the island is provided by the Old

102

Ferry Service since plans to run a hovercraft service to the island have been delayed.

103

So what is there to see and do on Stanley Island?

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Well, the main tourist areas are on the north, south and east coasts of the island.

105

As far as recreation goes, in the south you'll find several leisure park lands such as Waterworld and Fantasy Island,

106

which seem well -equipped and reasonably priced.

107

If it's golf you're after, the 18 -hole course in the south of the island is currently being turned into a conference centre.

108

But don't despair, there are two excellent courses just 30 minutes away on the east coast.

109

The south of the island has many large resorts and hotels, with plenty of children's activities and clubs.

110

This part of the island caters mainly for those seeking luxury to medium -class accommodation

111

but the East Coast has basic apartment complexes with fully equipped kitchens so that at least you can cook for yourself.

112

For those who like to get back to nature, you'll probably find the South Coast rather overdeveloped.

113

The rainforest areas on the West Coast are largely inaccessible because of the surrounding mountains.

114

But those on the north coast are within easy reach, and a local agency runs guided treks through the jungle.

115

If you're into water sports, all of the areas have something to offer.

116

Before you hear the rest of the program, you have some time to look at questions 16 to 20.

117

Now listen and answer questions 16 to 20.

118

Now, here are a few bits of advice for those visiting

119

the island for the first time to make your stay safer and more enjoyable.

120

The island is generally safe, but it's as well to take a few precautions.

121

If you're on any medication, bring this with you.

122

It may not be available on the island.

123

And it's also a good idea for everyone to pack some insect spray in their luggage.

124

If you're thinking of going into the more mountainous region in the west of the island, let someone know where you're going.

125

And remember, the reception for your mobile phone may be unreliable, so don't depend on that.

126

Take your own water.

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Don't drink out of rivers.

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You're likely to come across lots of monkeys.

129

They're cute, but watch out as they can bite.

130

Finally, when you're back in the more inhabited areas, take a break from steak and do try the local seafood.

131

It's fresh and very good value.

132

that is the end of part two you now have 45 seconds to check your answers to part two

133

part three you will hear a business student called Laura talking

134

to her tutor about some research she is planning to do

135

on employee absence first you have some time to look at questions 21 to 24.

136

Now listen carefully and answer questions 21 to 24.

137

Hello, Laura.

138

Have a seat.

139

So, I understand you're planning to investigate absence from work for your research project.

140

That's right.

141

I'm going to base it on a local company called Burcock Engineering.

142

Is there any particular reason why you've chosen Burcock?

143

Well, I'd originally thought of asking another company, FG Engineering, because I did my placement there and I knew the staff there,

144

but the CEO wasn't very keen.

145

But she knows the managing director at Burcock and she spoke to him and then he got in touch with me.

146

Apparently absence is a major problem there, so he's quite interested in having it investigated.

147

OK.

148

So, my central theme is absence, but I'm thinking of concentrating on long -term absence.

149

I thought that might allow me to give more helpful feedback to the company.

150

If I were you, I wouldn't be that specific.

151

I'd look at absence as a whole.

152

You might get more interesting results.

153

Oh, OK.

154

So, what's the main thing you expect to find?

155

Rises in absence rates over time?

156

Not really.

157

Initially, I wondered if workers often take time off without real justification, but I think that'll be hard to determine. So, well.

158

I think I may find that it's something to do with what sort of job the employee is doing.

159

OK.

160

Now, have you thought how you'll get your information?

161

Well, first of all, I need access to the company records.

162

Yes.

163

Obviously, you'll need overall absence figures, though it's unlikely they'll let you have them for individual workers.

164

And you probably won't have access to personal information like when they were born, but you should be able to use anonymous details like the type of work they do

165

or how long they've been with the company.

166

Okay.

167

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

168

Now listen and answer questions 25 to 30.

169

So, let's think a bit more about your questionnaire.

170

I know that it shouldn't be too long or people get bored.

171

No, but if it's too short, you don't get enough information.

172

The trick is to get the balance right.

173

I think the questions should be closed questions too.

174

I mean, where people choose an answer from a list.

175

But then you miss the chance of getting unexpected information, so I'd include one or two open -ended questions too.

176

OK.

177

And I won't ask for names or addresses or anything.

178

No, it needs to be anonymous.

179

And after you've drafted it, you need to give it to at least one person to check there aren't any problems.

180

So you need to leave enough time for that and any revisions necessary.

181

What about the covering letter that I'll send out with the questionnaire?

182

I'll need to introduce myself and explain what the questionnaire is for, but what else should I include?

183

I'd reassure people that the survey isn't going to be used to assess them personally, Otherwise, they might choose not to take part.

184

Yes, I'll make that clear.

185

And what about when they do it?

186

Will they be allowed to use work time?

187

That's really up to their manager, but you should say roughly how much time it'll take.

188

OK.

189

So, now you need to produce a schedule with dates.

190

For example, when you'll send out the questionnaire.

191

Yes, OK.

192

Okay.

193

Once I can arrange that date with the manager, I'll be able to fix the deadline for getting the completed questionnaires back.

194

And I want to use the time in between to analyse the figures

195

that HR is going to give me from their database, though they haven't said exactly when I'll get them.

196

And you have to submit your assignment by the end of June?

197

Actually, I have to get it finished by the second because I've arranged a work placement after that.

198

Okay so our next meeting is two weeks today is

199

that still okay yes and in the meantime i'll send you

200

that is the end of part three you now have 30 seconds to check your answers to part three

201

Now turn to Section 4.

202

Section 4.

203

You will hear a lecturer in Development Studies talking about transhumans.

204

That is the way groups of people move from place to place with their animals.

205

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

206

You Now

207

listen carefully and answer questions 31 to 40.

208

Good afternoon, everyone.

209

Today I'm going to talk about what may be a new concept to you, the movement of people with their herds of animals from place to place.

210

This is known as transhumans.

211

These peoples are pastoralists, and their animals include cows, sheep, goats, horses, camels, and reindeer.

212

Now, researchers sometimes make a distinction between two types of transhumans,

213

fixed and nomadic, and talk about various factors which differentiate between them.

214

The first and most important distinction they make is to do with the climate.

215

Fixed transhumance occurs in countries such as Switzerland, where seasons are predictable in terms of weather and timing.

216

Nomadic transhumance, on the other hand, is generally practiced in areas where climatic conditions are difficult to predict.

217

An example of such a location is Somalia, as the anticipated rains often just don't appear.

218

Secondly, researchers sometimes look at the type of journey that pastoralists make, their movement.

219

For fixed transhumans, the pattern is sometimes known as vertical

220

because it typically consists of a journey from lower ground in the winter season to higher ground in the summer

221

and vice versa.

222

In the wild, of course, animals frequently follow these kinds of migration patterns themselves.

223

Nomadic transhumans generally takes place over a longer distance, and it's far more complex.

224

The actual pattern varies from year to year, and it's determined primarily by the animal's needs for grass and also for water.

225

Another distinction is sometimes made in terms of homes.

226

In the case of fixed transhumans, the group will typically have permanent homes in the valley and a shelter which is semi -permanent in the mountains,

227

such as a cabin, to offer some protection from the weather.

228

In nomadic transhumans, however, the pastoralists always live in temporary shelters, which are transported by their livestock from place to place,

229

and are usually light and portable.

230

In northern Kenya, for example, the Gabra pastoralist carries the frame of his home on his camel,

231

and then covers it with branches when he stops for the night.

232

A fourth factor often mentioned is the number of people taking part.

233

In the case of fixed transhumans, only the people who actually look after the herds travel.

234

These are normally the young ones because they can withstand adverse physical conditions more easily.

235

By contrast, in nomadic transhumans, the whole group moves with their livestock.

236

The last points of comparison often made by researchers are diet and goods.

237

In fixed transhumans, those who do not move from the valleys often start working as farmers, cultivating the land.

238

They build up contacts with other communities, and in some cases, they may also trade animals for grain.

239

In nomadic transhumans, there are fewer contacts.

240

The group are generally regarded as providers of all their own needs,

241

and they obtain food such as cheese and meat and also their clothing from their herds.

242

Another example is found in Algeria in North Africa.

243

To see how far this model applies to transhumans there.

244

Fixed transhumans from valley to mountain pastures is common in the area

245

but some recent pastoralists also take their herds on longer journeys at the end of spring,

246

from the Sahara in the south to the plains in the north, where there is more abundant rainfall.

247

They have traditionally assisted local farmers with the harvest, which takes place while they are temporarily a resident there.

248

We have to decide whether their move would fall within the category of fixed or nomadic transhumans.

249

It is true they live in tents and these are movable and temporary right through the year, whether they are in the Sahara or in the north of Algeria.

250

So, in considering their homes, they appear nomadic.

251

On the other hand, in relation to their patterns of movement, they do not.

252

They drive their livestock through the same passes in mountains each year, which suggests fixed transhumans.

253

Here, in fact, we have a case showing some features of both types of transhumans, which we might more precisely refer to as intermediate.

254

This all goes to show that you should treat every theory with great care, and not force your case history into a model if it doesn't fit.

255

That is the end of Section 4.

256

You now have half a minute to check your answers.

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אוצר מילים והערות הגייה לשיעור הזה

שיעור הדיבור הזה ברמה B2 מבוסס על הסרטון “[VOL 5] IELTS Listening Test 3”. המילים שחוזרות הכי הרבה: answer, transhumans, island. בסרטון הזה יש 256 משפטים ו-2864 מילים לתרגול Shadowing. הדיבור נמשך 25:08. הדובר שומר על קצב יציב של כ-114 מילים בדקה, קצב נוח לתרגול Shadowing. 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
sail שם עצם	/seɪl/	מִפְרָשׂ
booklet שם עצם	/ˈbʊk.lət/	סִפְרוֹן
camel שם עצם	/ˈkæm(ə)l/	גָּמָל, נָאקָה
placement שם עצם	/ˈpleɪ̯smənt/	מיקום
farmer שם עצם	/ˈfɑɹ.mɚ/	אִכָּר, איכר
anonymous שם תואר	/əˈnɒn.ə.məs/	אַלְמוֹנִי, אנונימי
cultivate פועל	/ˈkʌltɪveɪt/	טיפח
hovercraft שם עצם	/ˈhɒv.ə.kɹɑːft/	רַחֶפֶת, רחפת
inquire פועל	/ɪnˈkwaɪɹ/	שָׁאַל)
rainforest שם עצם	/ˈɹeɪn.fɔɹ.ɪst/	יער גשם
reindeer שם עצם	/ˈɹeɪndɪɹ/	אייל הצפון, אַיַּל הַצָּפוֹן
seafood שם עצם	/ˈsiːfuːd/	פֵּירוֹת יָם
tutor שם עצם	/ˈtjuːtəː/	מורה פרטי
lecturer שם עצם	/ˈlɛkt͡ʃəɹə/	מַרְצֶה, מַרְצָה
insect שם עצם	/ˈɪn.sɛkt/	חֶרֶק

משפטים שכדאי לחזור עליהם

משפטים קצרים ושלמים מהסרטון שאפשר להשתמש בהם בשיחה יומיומית:

Could you explain the difference?
Do you give them a certificate if they complete the course?
What sort of information do you need?
Will you need to know who his doctor is?
What about the covering letter that I'll send out with the questionnaire?

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 · has been written · they've been allocated
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	website, which is · those who like · shelter which is

הגייה ששווה לשים לב אליה

הדובר משתמש ב-65 קיצורים וצורות מקוצרות, כמו you're, I'll, I'm. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.

הצלילים של “th”: thirteen /ˌθɝtˈtin/, withstand /wɪðˈstænd/
הצלילים של “sh” ו-“zh”: distinction /dɪˈstɪŋkʃən/, precaution /pɹiːˈkɔ.ʃən/, reassure /ˌɹi.əˈʃʊɹ/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/, revision /ɹəˈvɪʒ.ən/
מילים ארוכות — שימו לב להטעמה: anonymous /əˈnɒn.ə.məs/, discontinue /ˌdɪskənˈtɪnju/, inaccessible /ˌɪnəkˈsɛsɪbl̩/, inhabited /ɪnˈhæbɪtɪd/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/

צלילים שדוברי עברית מתקשים בהם:

/w/ — שפתיים מעוגלות, לא /v/: questionnaire /ˌk(w)ɛstʃəˈnɛə/, equip /ɪˈkwɪp/, footwear /ˈfʊtwɛə(ɹ)/, inquire /ɪnˈkwaɪɹ/, waterproof /ˈwɔt̬ɚˌpruf/
/æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: nomadic /nəʊˈmæd.ɪk/, transhumance /tɹænzˈhjuːməns/, camel /ˈkæm(ə)l/, allocate /ˈæl.ə.keɪt/, climatic /klaɪˈmæt.ɪk/
/r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: researcher /ˈɹiˌsɝ.t͡ʃɚ/, transhumance /tɹænzˈhjuːməns/, arrange /əˈɹeɪnd͡ʒ/, farmer /ˈfɑɹ.mɚ/, footwear /ˈfʊtwɛə(ɹ)/

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 sail, booklet, camel.

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.

טכניקת Shadowing: קרא את המדריך המלא שלב אחר שלב →

Shadowing Practice: [VOL 5] IELTS Listening Test 3 - Learn English Speaking with Video

בחר מצב תרגול

הורד אפליקציה

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[VOL 7] IELTS Listening Test 1

[VOL 6] IELTS Listening Test 6

[VOL 5] IELTS Listening Test 8

[VOL 5] IELTS Listening Test 9

[VOL 5] IELTS Listening Test 4

[VOL 5] IELTS Listening Test 6

[VOL 5] IELTS Listening Test 2

[VOL 5] IELTS Listening Test 1

[VOL 5] IELTS Listening Test 5

[VOL 4] IELTS Listening Test 7

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אוצר מילים והערות הגייה לשיעור הזה

אוצר מילים מרכזי בסרטון הזה

משפטים שכדאי לחזור עליהם

דקדוק בסרטון הזה

הגייה ששווה לשים לב אליה

איך לתרגל עם הסרטון הזה

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