Shadowing Practice: Volume 8 Test 1 - IELTS Listening Full Test - Learn English Speaking with Video

בחר מצב תרגול

כל מצב פותח חדר תרגול במסך מלא.

243 משפטים

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

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 conversation between a travel agent and a student who is planning a trip abroad.

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

Now listen carefully and answer questions 1 to 6.

Hello, how can I help you?

Um, I'm taking a year off and I'm hoping to travel abroad

and to find work as well for part of the time.

I know you specialise in student travel and work placements, so...

That's right.

We can help you arrange your travel and set up a job for you.

But first of all, I need some personal details

and then we'll match your details against our database to see what's available work-wise.

Great.

OK.

Your full name?

Sarah Brown.

Date of birth?

March the 30th.

Oh, I'm the 31st. 1988. And your address?

21 Waverley Road, Radstone, RD46WV.

And a contact telephone number, please.

Erm, I can give you my mobile number.

Mm-hm.

0903 775115.

Fine.

Now, tell me where you plan to travel to and I'll see how I can help.

Well, I'd like to go to Northern Europe.

Have you been there before?

No, I know Southern Europe quite well as I've been there with my family.

We always went by plane but now I can choose.

I'd like to go by train so I can stop off whenever I want.

OK.

Now, just as important, what sort of work have you got in mind?

Well, I thought about hotel work because then I might get accommodation with the job

and I'd like to work for about half the year.

Hmm, that sort of work is usually quite competitive.

Perhaps you should consider an alternative just in case.

Such as?

Well, lots of students like to work on a farm, and we have lots of requests from people looking for student workers for a few weeks at a time throughout the year.

You can generally earn quite good money if you're willing to work fairly long hours.

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

Now listen and answer questions 7 to 10.

Now, travel.

Buying single tickets would be expensive, so the best option would be to have a European pass,

which would give you unlimited rail travel at off-peak times.

To start off with, we could issue one for up to three months to cover the countries you're intending to visit.

Sounds good.

Do you have any information about youth hostels which I could use to plan my route?

Yes, I'll give you a booklet now, but it's down to you to book your accommodation.

At certain times of the year, especially during public holiday periods, such places fill up fast.

And remember, if we're going to arrange work for you in the countryside, you won't be able to go out easily in the evenings.

Although you'd probably be too tired anyway.

I won't mind that.

And you're going to be travelling alone?

Yes.

Well, before I make any arrangements for you, you need to have insurance for your entire trip.

We can arrange that for you if you like.

What does it cover?

Any valuable items, jewellery for example, your money, your mobile, your health,

and if you needed to get back home quickly you'd be covered so you could buy a plane ticket.

Right, I'll do that.

I thought I'd take my laptop so I can email and keep in touch with people at home.

Hmm, not a good idea to lug your computer around with you.

It's much more sensible to rely on an internet cafe.

That's what we tell people to do.

Oh, OK.

Right, so I've entered all your details.

Let's see what the database comes up with.

That is the end of part one.

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

Thank you.

Part 2

You will hear the manager of a bookshop called Bibliostack talking

to a group of young people about the way the bookshop is organised.

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

Now listen carefully and answer questions 11 to 15.

Good morning everyone and a big welcome to Bibliostack.

Firstly, I'll explain the plan of the store to you.

The building is on seven floors and is circular as you can see, and we're here on the ground floor in its entrance hall.

Right in the centre of this floor, but behind the bookshelf, so you can't see it very well from here, is our main seating area,

where people are encouraged to sit and read for as long as they like.

But they're under no pressure to buy what they're reading.

That's not how we operate.

And if you look to your immediate left, past the first double row of shelves, you'll see piles of coloured cushions in front of the window there.

We provide those so that people can sit wherever they want.

Lots of people like to sit close to the bookshelves, and if they want to sit on the floor there, we want them to be as comfortable as possible.

On your right, between the two larger bookshelves, you'll see the computer bench, where our visitors can search through our entire catalogue.

We pride ourselves in being the largest bookshop in the country, so our sales assistants can't possibly know all the available titles.

Although the room in front of you is dominated by the bookshelves, at the far end, just in front of the lift, you'll see that we provide a small cafe bar here too.

And just to your right there's a door to the cloakroom where people can leave their coats.

Then after that there's a stand where we keep a selection of local and national newspapers.

Customers are welcome to browse through them and we also have some for sale.

100

We really want people to feel as though they're browsing through books in the comfort of their own home.

101

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

102

Now listen and answer questions 16 to 20.

103

Right, now I suggest we walk slowly up through the building, and I'll give you more information as we go.

104

We're open 12 hours a day.

105

We don't mind if people spend the whole day here, but leave without buying anything.

106

Of course, we hope they'll buy something, but our purpose is to draw people in, to provide the kind of environment which makes them want to stay and read.

107

Look at how busy each floor is, but how quiet.

108

You may be wondering whether there are any children in the building.

109

We debated about locating children's books on the ground floor, or halfway up the building, like the third or fourth floor, but in the end we decided to put them on the very top level,

110

and I can assure you it's not the least bit quiet up there.

111

Of course many parents would prefer to spend time on other floors, and so we provide a supervised area for children under two in the basement,

112

so parents can wander around the shop for a few hours and not worry.

113

But they do have to pay for this service, because although we thought about using some of our own assistance,

114

we decided to employ qualified nursery staff for parents' complete peace of mind.

115

Now, we're just passing the fiction section, and you've probably noticed a small crowd of people beginning to gather.

116

That's because a well-known author is going to read from her latest novel.

117

We try to hold events like this at least once

118

or twice a week

119

and as you can imagine they're very popular we don't make a charge for people to attend

120

but we obviously hope

121

that some of them will want to purchase the book after

122

listening to part of it being read aloud other events

123

which are proving to be very popular are our workshops last week we held a poetry workshop

124

and people came along with poems

125

that they'd written one of the country's best known poets ran the workshop and the participants read their poems aloud to him.

126

He was kind and encouraging and many people felt inspired by his advice.

127

It's extremely difficult to earn your living as a professional poet, and even published poets have other jobs.

128

Now we're going to take a look at our section on audiobooks.

129

That is the end of part two.

130

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

131

Part 3.

132

You will hear a business student called Ron getting feedback from his tutor on his presentation.

133

First, you have some time to look at questions 21 to 24.

134

Now listen carefully and answer questions 21 to 24.

135

Thanks, Ron, for coming to my office to discuss the presentation you gave yesterday to the Business Management Seminar.

136

We'll go over what you did with the aim of helping you improve your next presentation.

137

Sounds good.

138

Now, the topic was the Just-in-Time, or JIT, supply system, used by a lot of manufacturers,

139

first in Japan and then in the West, I think.

140

Yes, but actually one thing I should have made clearer

141

and talked about was the fact that the Americans actually pioneered the idea of Just-in-Time, though it wasn't called that.

142

Henry Ford and his cars, in fact, at the turn of the 20th century.

143

Later, a big US supermarket chain used it, and this was where Toyota in Japan got the idea for its car making.

144

Yes, that would have been a good addition.

145

Now, before we go any further, I think I would suggest that you should have stopped and clearly defined just in time for your seminar colleagues.

146

You said its aim was to reduce waste,

147

and you mentioned that classic business theory assumes that stock or inventory of parts are counted as assets,

148

but just in time sees them as unnecessary waste.

149

But you never told us that JIT simply means waiting until the last moment to order new supplies as you need them.

150

Yes, you're right.

151

I should have done that.

152

Now you talked a bit about standardising parts as a way of streamlining JIT.

153

Where did you get your data from?

154

Well, I tried an internet website on the subject which is called the Lean Clearinghouse, but it was too technical for me.

155

So in the end, I got my data from a textbook called Learning from Toyota.

156

I found some journal articles too, but they didn't seem very useful.

157

Yes.

158

Well, there is a US government report on it I've seen.

159

I'll get a copy for you.

160

Great.

161

I look forward to reading through it.

162

And while you're at it, you might want to find out about cases where JIT might not be suitable –

163

and that's in service industries like tourism or healthcare, where customers are paying for something that they can't actually see or count.

164

Although JIT is fashionable today, some people would say it hasn't proved

165

so successful in the service sector as it has with the manufacturing of goods that can be quantified.

166

That would be interesting.

167

I'll see what I can find out.

168

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

169

Now listen and answer questions 25 to 30.

170

Now, unless you have any more questions, let's turn to a critique of the technical aspects of the presentation.

171

I'm afraid I'll emphasise the things I think you might want to work on.

172

It was a good talk, but with a little work, your next presentation should be excellent.

173

Fine.

174

That would be helpful.

175

Actually, I wasn't happy with my delivery.

176

I sometimes seemed to talk fast and sometimes slow.

177

I was on edge, I guess.

178

Yes, you were.

179

And as well as that, your purpose wasn't very specific.

180

In future, you need to lay out exactly what you're going to cover and why.

181

Make it clear and concise and not so general.

182

And what about my transitions from one section to the next?

183

Well, you didn't link the sections, did you?

184

You went too quickly from one to the next.

185

It was all just too abrupt.

186

OK, I'll try to improve that.

187

Now, your PowerPoint visuals were lovely, but sometimes I got the feeling that, nice as they were as pictures,

188

they didn't have much to do with what you were talking about, right?

189

You're right.

190

And you know, another thing I could see from the other students' reactions, they just didn't understand some of the vocabulary I was using.

191

Good point.

192

Well, remember, your audience were laymen, mostly without knowledge of JIT.

193

So you need to simplify and try to put things in everyday English.

194

I never seem to do that that.

195

And lastly, I'll just mention your body language.

196

You didn't use gestures and you just stood straight without any animation.

197

It didn't make you seem very interested in the subject.

198

I know, even though I really do like the subject.

199

Sorry.

200

Well, despite all this, I enjoyed your presentation and I could see you put lots of work into it.

201

I look forward to an even better presentation from you next time.

202

Well, thanks for your help.

203

That is the end of part three.

204

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

205

In part 4 you will hear about studying dyscalculia, a neurodevelopmental disorder affecting numerical abilities.

206

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

207

Now listen carefully and answer questions 31 to 40.

208

Dyscalculia, a complex neurodevelopmental condition,

209

refers to a learning disorder marked by significant challenges in understanding and manipulating numerical concepts, quantities, and mathematical operations.

210

It's a condition that affects children's ability to understand and work with numbers.

211

Currently, most schools use the traditional method of teaching mathematics, which may not be effective for children with dyscalculia.

212

These children struggle with grasping mathematical concepts, especially when it comes to understanding the concept of time and sequence.

213

They find it challenging to comprehend the passage of time and the order in which events occur.

214

In the classroom, teachers focus on providing everyday practical examples to help these children overcome their difficulties.

215

They engage the students in activities that involve dealing with money, as this is a common challenge for children with dyscalculia.

216

By incorporating real-life scenarios, teachers aim to make the learning experience more meaningful and relatable for these students.

217

Additionally, teachers provide individualized support and interventions tailored to each student's needs.

218

To boost their confidence, children with mathematics disorders are encouraged to practice more calculations and problem-solving.

219

This additional practice helps them develop a stronger sense of self-assurance

220

when it comes to dealing with mathematical tasks teachers also provide positive reinforcement and praise for their efforts and progress.

221

Teachers also implement strategies that encourage children to make educated guesses when they encounter mathematical problems.

222

By empowering them to make informed guesses, teachers hope to foster problem-solving skills and reduce anxiety associated with mathematical challenges.

223

Additionally, they incorporate various exercises, such as breathing techniques, relaxation exercises,

224

and even walking breaks to promote a conducive learning environment.

225

These activities aid in reducing stress and promoting focus during math lessons.

226

Teachers also explore alternative teaching methods, such as visual aids and manipulatives, to enhance understanding and engagement.

227

Researchers in this field are particularly interested in finding a potential link between dyscalculia and language learning difficulties.

228

They are investigating whether there is a connection between language barriers and the challenges children face in mathematics.

229

Understanding this link could help inform more targeted interventions and support strategies.

230

Children with dyscalculia often struggle with concentration and maintaining focus.

231

Teachers are aware of this issue and work to provide additional support and accommodations to help these children stay engaged during lessons.

232

They may use techniques like chunking information, breaking tasks into smaller steps, and providing regular breaks.

233

With this comprehensive approach to teaching children with dyscalculia,

234

the aim is to provide them with the necessary skills and strategies to overcome their mathematical challenges.

235

By implementing these strategies, children may no longer require additional treatment or training specifically focused on their mathematics disorder.

236

Ongoing assessment and monitoring of progress are crucial to ensure the effectiveness of interventions and make any necessary adjustments.

237

It's important to note that dyscalculia affects not only the children but also their families and teachers.

238

Teachers and families play a crucial role in supporting these children and understanding their unique needs in the classroom and at home.

239

Open communication, collaboration, and a supportive environment are key in helping children with dyscalculia thrive academically and emotionally.

240

By recognizing and addressing dyscalculia, we can provide a more inclusive and supportive learning environment for all students.

241

That is the end of part four.

242

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

243

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

סרוק QR

Download on theApp Store Get it onGoogle Play

אותו ערוץ

Volume 8 Test 3 - IELTS Listening Full Test

IELTS PrepUniversity StudentsWorking Adults

Volume 8 Test 2 - IELTS Listening Full Test

IELTS PrepUniversity StudentsWorking Adults

FOR YOU

המלץ על סרטון

178

31 משפטים

IELTS Speaking Part 1: Hometown, Work and Free Time

IELTS PrepUniversity StudentsWorking Adults

72 משפטים

International Student Travel Agency Enquiry Form: Đề thi IELTS LISTENING (actual test)

IELTS PrepTravel EnglishUniversity Students

280 משפטים

אוצר מילים והערות הגייה לשיעור הזה

שיעור הדיבור הזה ברמה B2 מבוסס על הסרטון “Volume 8 Test 1 - IELTS Listening Full Test”. בסרטון הזה יש 242 משפטים ו-2910 מילים לתרגול Shadowing. הדיבור נמשך 24:09. הדובר שומר על קצב יציב של כ-121 מילים בדקה, קצב נוח לתרגול Shadowing. 85% 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
mathematical שם תואר	/ˌmæθ(.ə)ˈmæt.ɪ.kəl/	מָתֵמָטִי
mathematics שם עצם	/mæθ(.ə)ˈmæt.ɪks/	מָתֵמָטִיקָה
bookshelf שם עצם	/ˈbʊkˌʃɛlf/	אֲרוֹן סְפָרִים
bookshop שם עצם		חֲנוּת סְפָרִים
booklet שם עצם	/ˈbʊk.lət/	סִפְרוֹן
accommodation שם עצם	/əˌkɒm.əˈdeɪ.ʃən/	לִינָה, מְגוּרִים
workshop שם עצם	/ˈwɝk.ʃɑp/	סַדְנָה
café שם עצם	/ˌkæˈfeɪ/	בֵּית קָפֶה
numerical שם תואר	/n(j)uːˈmɛɹ.ɪ.kəl/	מִסְפָּרִי
seminar שם עצם	/ˈsɛmɪnɑɹ/	סֶמִינָר
supportive שם תואר	/səˈpɔɹtɪv/	תומך, תומכת
inform פועל	/ɪnˈfɔɹm/	הוֹדִיעַ
implement פועל	/ˈɪmpləmənt/	יישם, מימש
audiobook שם עצם	/ˈɔdi.oʊbʊk/	ספר מוקלט
cloakroom שם עצם	/ˈkləʊkɹʊm/	חדר שמירת חפצים

Phrasal verbs שתשמעו

מילה	משמעות
go out פועל	יָצָא

משפטים שכדאי לחזור עליהם

משפטים קצרים ושלמים מהסרטון שאפשר להשתמש בהם בשיחה יומיומית:

Have you been there before?
Although you'd probably be too tired anyway.
And you're going to be travelling alone?
That's what we tell people to do.
Where did you get your data from?

דקדוק בסרטון הזה

המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:

מבנה	בסרטון
סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה	will be played · will be given · be covered
הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו	Have you been · I've been · I've entered
משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר	student who is · environment which makes · subject which is

הגייה ששווה לשים לב אליה

הדובר משתמש ב-64 קיצורים וצורות מקוצרות, כמו I'll, you're, didn't. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.

הצלילים של “th”: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thrive /θɹajv/
הצלילים של “sh” ו-“zh”: bookshelf /ˈbʊkˌʃɛlf/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, workshop /ˈwɝk.ʃɑp/, cushion /ˈkʊʃən/, fashionable /ˈfæʃənəbl̩/
מילים ארוכות — שימו לב להטעמה: dyscalculia /ˌdɪskælˈkjuːli.ə/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, mathematics /mæθ(.ə)ˈmæt.ɪks/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, numerical /n(j)uːˈmɛɹ.ɪ.kəl/

צלילים שדוברי עברית מתקשים בהם:

/w/ — שפתיים מעוגלות, לא /v/: workshop /ˈwɝk.ʃɑp/, wander /ˈwɑndɚ/, halfway /ˌhæfˈweɪ/, quantity /ˈkwɑn(t)ɪti/, qualify /ˈkwɑ.lɪ.faɪ/
/æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: dyscalculia /ˌdɪskælˈkjuːli.ə/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, mathematics /mæθ(.ə)ˈmæt.ɪks/, café /ˌkæˈfeɪ/, academically /ˌæk.əˈdɛm.ɪk.ə.li/
/r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: arrange /əˈɹeɪnd͡ʒ/, browse /bɹaʊz/, numerical /n(j)uːˈmɛɹ.ɪ.kəl/, seminar /ˈsɛmɪnɑɹ/, incorporate /ɪŋˈkɔɹ.pɚ.eɪt/

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 mathematical, mathematics, bookshelf.

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: Volume 8 Test 1 - IELTS Listening Full Test - Learn English Speaking with Video

בחר מצב תרגול

הורד אפליקציה

Volume 8 Test 3 - IELTS Listening Full Test

Volume 8 Test 2 - IELTS Listening Full Test

IELTS Speaking Part 1: Hometown, Work and Free Time

International Student Travel Agency Enquiry Form: Đề thi IELTS LISTENING (actual test)

IELTS Listening Practice Test 2026 with Answers [Real Exam - 302 ]

IELTS LISTENING PRACTICE TEST 2025 WITH ANSWERS | 15.09.2025

IELTS Speaking Test questions 07 - Sample Answer

IELTS Listening Practice Test 2026 with Answers | 28.08.2026

IELTS Speaking Test Band 7 0 Mock Test | Ukrainian Student

IELTS Listening Actual Tests Vol 1 Test 1

IELTS Listening Test: Accommodation Form: Rental Properties

Cambridge 15 Listening Test 4 ( part 1) IELTS Practice | British Council

CAM 10 (LISTENING)_TEST 1_ SECTION 1 (KÈM GIẢI THÍCH TIẾNG VIỆT)

אוצר מילים והערות הגייה לשיעור הזה

אוצר מילים מרכזי בסרטון הזה

Phrasal verbs שתשמעו

משפטים שכדאי לחזור עליהם

דקדוק בסרטון הזה

הגייה ששווה לשים לב אליה

איך לתרגל עם הסרטון הזה

מהי טכניקת השאדואינג?