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Test 3.
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This is the IELTS listening test.
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You will hear a number of different recordings and you will have to answer questions on what you hear.
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There will be time for you to read the instructions and questions and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four parts.
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At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.
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Now turn to part one.
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Part one.
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You will hear a woman phoning to ask about a summer cycling camp for her young son, who is called Charlie.
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First, you have some time to look at questions one to five.
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Now listen carefully and answer questions 1 to 5.
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Hello, Junia Cycle Camp, Jake speaking.
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Hi, I'm calling for some information about the Cycle Camp.
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I'm thinking of sending my son.
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Great.
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Well, it's held every weekday morning over the summer vacation, and we focus on basic cycling skills and safety.
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We have eight levels for children from three years upwards.
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How old's your son?
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Charlie, he's seven.
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He can ride a bike, but he needs a little more training before he's safe to go on the road.
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He'd probably be best in level five.
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They start off practicing on the site here, and we aim to get them riding on the road.
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But first, they're taken to ride in the park, away from the traffic.
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Right.
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And can you tell me a bit about the instructors?
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Well, all our staff wear different colored shirts.
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So we have three supervisors, and they have red shirts.
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They support the instructors, and they also stand in for me if I'm not around.
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Then the instructors themselves are in blue shirts,
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and one of these is responsible for each class.
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Okay.
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In order to be accepted,
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all our instructors have to submit a reference from someone who's seen them work with children,
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like if they've worked as a babysitter, for example.
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Then they have to complete our training course,
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including how to do lesson plans and generally care for the well -being of the kids in their class.
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They do a great job, I have to say.
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Right.
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And tell me a bit about the classes.
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What size will Charlie's class be?
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We have a limit of eight children in each class.
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so their instructor really gets to know them well.
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They're out riding most of the time, but they have quiet times,
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too, where their instructor might tell them a story that's got something to do with cycling
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or get them to play a game together.
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It's a lot of fun.
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It must be.
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Now, what happens if there's rain?
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Do the classes still run?
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Oh, yes.
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We don't let that put us off.
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We just put on our waterproofs and keep cycling.
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Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
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Now listen and answer questions 6 to 10.
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And is there anything special Charlie should bring along with him?
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Well, maybe some spare clothes, especially if the weather's not so good.
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And a snack for break time?
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How about a drink?
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No, we'll provide that.
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And make sure he has shoes, not sandals.
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Sure.
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Sure.
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And just at present, Charlie has to take medication every few hours, so I'll make sure he has that.
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Absolutely.
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Just give us details of when he has to take it, and we'll make sure he does.
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Thanks.
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Now, there are a few things you should know about day one of the camp.
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The classes normally start at 9 .30 every morning,
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but on day one, you should aim to get Charlie here by 9 .20.
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The finishing time will be 12 .30 as usual.
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We need the additional time because there are a few extra things to do.
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The most important is that we have a very careful check to make sure that every child's helmet fits properly.
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If it doesn't fit, we'll try to adjust it, or we'll find him another one.
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But he must wear it all the time he's on the bike. Of course.
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Then, after that, all the instructors will be waiting to meet their classes.
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and they'll meet up in the tent.
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You can't miss it, and each instructor will take their class away and get started.
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Okay, well, that all sounds good.
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Now, can you tell me how much the camp costs a week?
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$199.
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We've managed to keep the price more or less the same as last year.
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It was one hundred ninety then, but the places are filling up quite quickly.
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Right.
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Okay, well, I'd like to book further.
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That is the end of part one.
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You now have half a minute to check your answers to part one.
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Part 2 You will hear a recruitment officer called Megan Baker
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giving a talk at a jobs fair about opportunities for those interested in the food and agriculture sectors.
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First, you have some time to look at questions 11 to 14.
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Now listen carefully and answer questions 11 to 14.
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Hello everyone, my name's Megan Baker and I'm a recruitment consultant at AVT Recruitment Specialists.
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Now, our company specialises in positions that involve working in the agriculture and horticulture sectors.
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So that's fresh food production, garden and park maintenance, and so on.
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And these sectors do provide some very special career opportunities.
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For a start, they often offer opportunities for those who don't want to be stuck with a 40 -hour week,
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but need to juggle work with other responsibilities, such as childcare.
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And this is very important for many of our recruits.
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Some people like working in a rural setting.
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surrounded by plants and trees instead of buildings, although we can't guarantee that.
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But there are certainly health benefits, especially in jobs where you're not sitting all day looking at a screen, a big plus for many people.
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Salaries can sometimes be good too, although there's a lot of variety here.
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And you may have the opportunity in some types of jobs for travel overseas, although that obviously depends on the job,
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and not everyone is keen to do it.
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Of course, working outdoors does have its challenges.
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It's fine in summer, but can be extremely unpleasant when it's cold and windy.
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You may need to be pretty fit for some jobs, though with modern technology, that's not as important as it once was.
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And standards of health and safety are much higher now than they used to be so there are fewer work -related accidents.
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But if you like a lively city environment surrounded by lots of people, these jobs are probably not for you.
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They're often in pretty remote areas.
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And some people worry about finding a suitable place to live, but in our experience this usually turns out fine.
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Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
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Now listen and answer questions 15 to 20.
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Now, let me tell you about some of the exciting jobs that we have on our books right now.
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One is for a fresh food commercial manager.
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Our client here is a very large fresh food producer, supplying a range of top supermarkets.
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They operate in a very fast -paced environment with low profit margins.
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The staff there work hard, but they play hard as well.
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So, if you've a sociable personality, this may be for you.
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We have an exciting post as an agronomist, advising farmers on issues such as crop nutrition,
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protection against pests, and the latest legislation on farming and agricultural practices.
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There are good opportunities for the right person to quickly make their way up the career ladder,
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but a deep knowledge of the agricultural sector is expected of applicants.
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A leading supermarket is looking for a fresh produce buyer who is available for a 12 -month maternity cover contract.
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You need to have experience in administration,
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planning and buying in the fresh produce industry and in return will receive a very competitive salary.
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We have also received a request for a sales manager for a chain of garden centres.
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You will be visiting centres in the region to ensure their high levels of customer service are maintained.
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This post is only suitable for someone who is prepared to live in the region.
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There is also a vacancy for a tree technician to carry out tree cutting, forestry and conservation work.
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Candidates must have a clean driving license and have training in safety procedures.
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A year's experience would be preferred
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but the company might be prepared to consider someone who has
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just completed an appropriate training course finally we have a position
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for a farm worker this will involve a wide range of farm duties including crop sowing
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and harvesting machine maintenance
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and animal care perks of the job include the possibility of renting a small cottage on the estate
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and the chance to earn a competitive salary a driving license and and tractor -driving experience are essential.
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You Part 3.
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You will hear two food science students called Adam and Rosie starting to plan their presentation on diet and obesity.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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OK, Rosie, shall we try to get some ideas together for our presentation on diet and obesity?
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Sure.
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I can talk about the experiment I did to see if people can tell the difference between real sugar and artificial sweeteners.
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Where you gave people drinks with either sugar or artificial sweeteners, and they had to say which they thought it was?
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Yeah.
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It took me ages to decide exactly how I'd organise it, especially how I could make sure that people didn't know which drink I was giving them.
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It was hard to keep track of it all, especially as I had so many people doing it.
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I had to make sure I kept a proper record of what each person had had.
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So could most people tell the difference?
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Yeah, I hadn't thought that they would be able to, but most people could.
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Then there's that experiment I did, measuring the fat content of nuts, to see if the nutritional information given on the packet was accurate.
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The one where you ground up the nuts and mixed them with a chemical to absorb the fat?
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Yes, my results were a bit problematic.
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The fat content for that type of nut seemed much lower than it said on the package.
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But I reckon the package information was right.
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I think I should probably have ground up the knots more than I did.
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It's possible that the scales for weighing the fat weren't accurate enough too.
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I'd really like to try the experiment again sometime.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Thank you.
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Now listen and answer questions 25 to 30.
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So what can we say about helping people to lose weight?
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There's a lot we could say about what restaurants could do to reduce obesity.
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I read that the items at the start of a menu
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and the items at the end of a menu are much more likely to be chosen than the items in the middle.
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So, if you put the low -calorie items at the beginning and end of the menu,
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people will probably go for the food with fewer calories without even realising what they're doing.
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I think food manufacturers could do more to encourage healthy eating.
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How?
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Well, when manufacturers put calorie counts of a food on the label, they're sometimes really confusing, and I suspect they do it on purpose,
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because food that's high in calories tastes better, and so they'll sell more.
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Yeah, so if you look at the amount of calories in a pizza, they'll give you the calories per quarter pizza, and you think, oh, that's not too bad.
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But who's going to eat a quarter pizza?
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Exactly.
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I suppose another approach to this problem is to get people to exercise more.
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Right.
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In England, the current guidelines offer at least 30 minutes of brisk walking five days a week.
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Now, when you ask them, about 40 % of men and 30 % of women say they do this.
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But when you objectively measure the amount of walking they do with motion sensors,
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you find that only 6 % of men and 4 % of women do the recommended amount of exercise.
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So you can see why obesity is growing.
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So how can people be encouraged to take more exercise?
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Well, for example, think of the location of stairs in a train station.
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If people reach the stairs before they reach the escalator when they're leaving the station, they're more likely to take the stairs.
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And if you increase the width of the stairs, you'll get more people using them at the same time.
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It's an unconscious process and influenced by minor modifications in their environment.
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Right.
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And it might not be a big change, but if it happens every day, it all adds up.
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Yes.
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But actually, I'm not sure if we should be talking about exercise in our presentation.
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Well, we've done quite a bit of reading about it.
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I know, but it's going to mean we have a very wide focus.
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And our tutor did say that we need to focus on causes and solutions in terms of nutrition.
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Oh, I suppose so.
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And we've got plenty of information about that.
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OK, well, that will be simpler.
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So, what shall we do now?
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We've still got half an hour before our next lecture.
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Let's think about what we're going to include and what we'll go where.
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Then we can decide what slides we need.
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OK, fine.
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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Part 4 You will hear a lecturer on a fashion design course introducing the subject of hand knitting,
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which involves making things like woolen jumpers and scarves.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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Good morning, everyone.
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So today we're going to look at an important creative activity, and that's hand knitting.
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Ancient knitted garments have been found in many different countries,
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showing that knitting is a global activity with a long history.
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When someone says the word knitting, we might well picture an elderly person,
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a grandmother perhaps, sitting by the fire knitting garments for themselves or other members of the family.
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It's a homely image, but one that may lead you to feel that knitting is an activity of the past.
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And indeed, during the previous decade, it was one of the skills that was predicted to vanish from everyday life.
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For although humans have sewn and knitted their own clothing for a very long time,
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Many of these craft -based skills went into decline when industrial machines took over,
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mainly because they were no longer passed down from one generation to another.
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However,
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that's all changing, and interest in knitting classes in many countries is actually rising as more
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and more people are seeking formal instruction in the skill.
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With that trend we're also seeing an increase in the sales figures for knitting equipment.
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So why do people want to be taught to knit at a time
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when a machine can readily do the job for them?
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The answer is that knitting as a handicraft has numerous benefits for those doing it.
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Let's consider what some of these might be.
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While many people knitted garments in the past because they couldn't afford to buy clothes,
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it's still true today that knitting can be helpful if you're experiencing economic hardship.
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If you have several children who all need warm winter clothes, knitting may save you a lot of money.
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And the results of knitting your own clothes can be very rewarding,
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even though the skills you need to get going are really quite basic and the financial outlay is minimal.
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But the more significant benefits in today's world are to do with well -being.
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In a world where it's estimated that we spend up to nine hours a day online,
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doing something with our hands that is craft -based makes us feel good.
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It releases us from the stress of a technological, fast -paced life.
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Now, let's look back a bit to early knitting activities.
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In fact, no one really knows when knitting first began,
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but archaeological remains have disclosed plenty of information for us to think about.
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One of the interesting things about knitting is
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that the earliest pieces of clothing that have been found suggest that most of the items produced were round rather than flat.
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Discoveries from the third and fourth centuries in Egypt show
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that things like socks and gloves that were needed to keep hands
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and feet warm were knitted in one piece using four or five needles.
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That's very different from most knitting patterns today, which only require two.
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What's more, the very first needles people used were hand -carved out of wood and other natural materials,
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like bone, whereas today's needles are largely made of steel or plastic and make that characteristic clicking sound when someone's using them.
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Ancient people knitted using yarns made from linen,
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hemp, cotton and wool, and these were often very rough on the skin.
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The spinning wheel, which allowed people to make finer yarns and produce much greater quantities of them,
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led to the dominance of wool in the knitting industry, often favoured for its warmth.
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Another interesting fact about knitting is that because it was practised in so many parts of the world,
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for so many purposes, regional differences in style developed.
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This visual identity has allowed researchers to match bits of knitted clothing
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that have been unearthed over time to the region from which the wearer came, or the job that he or she did.
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As I've mentioned, knitting offered people from poor communities a way of making extra money while doing other tasks.
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For many centuries, it seems, men, women and children took every opportunity to knit,
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for example, while watching over sheep.
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walking to market, or riding in boats.
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So, let's move on to...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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Thank you.
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You That is the end of the listening test.
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In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “Cambridge 16 Listening test 3 with Answer”. Le parole che ritornano più spesso: knitting, questions, answer. Questo video contiene 266 frasi e 3090 parole da ripetere con lo shadowing. Il parlato dura 30:22. Chi parla lo fa lentamente, circa 102 parole al minuto, quindi c’è tempo per imitare ogni suono. Il 86% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| knit verbo | /nɪt/ | lavorare a maglia, sferruzzare |
| instructor sostantivo | /ɪnˈstɹʌktɚ/ | istruttore, insegnante |
| calorie sostantivo | /ˈkæləɹi/ | caloria |
| obesity sostantivo | /ə(ʊ)ˈbiːsɪti/ | obesità |
| stairs sostantivo | /ˈstɛɹz/ | scala |
| garment sostantivo | /ˈɡɑɹmənt/ | vestito, indumento |
| needle sostantivo | /ˈniː.dəl/ | ago |
| recruitment sostantivo | /rɪˈkruːt.mənt / | reclutamento |
| sweetener sostantivo | dolcificante | |
| yarn sostantivo | /jɑɹn/ | filo, filato |
| supermarket sostantivo | /ˌsupɚˈmɑɹkət/ | supermercato |
| surround verbo | /səˈɹaʊnd/ | circondare |
| wool sostantivo | /wʊl/ | lana |
| nutrition sostantivo | /njuːˈtɹɪʃ.ən/ | nutrizione |
| instruction sostantivo | /ɪnˈstɹʌkʃən/ | istruzione, addestramento |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| add up verbo | sommarsi | |
| carry out verbo | /ˈkæ.ɹi aʊt/ | compiere, realizzare |
| fill up verbo | riempire | |
| stand in for verbo | sostituire, fare le veci | |
| take over verbo | usurpare | |
| turn out verbo | risultare | |
| watch over verbo | vegliare, piantonare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- I'm thinking of sending my son.
- How old's your son?
- We don't let that put us off.
- I'd really like to try the experiment again sometime.
- Let's consider what some of these might be.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Frasi condizionali if + frase, will/would + verbo — una condizione e il suo risultato | If it doesn't fit, we'll try |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | they've worked · We've managed · have also received |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | will be played · will be given · is called |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | those who don · someone who is · someone who has |
Pronuncia a cui fare attenzione
Chi parla usa 47 contrazioni e forme ridotte, come they're, I'm, we'll. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: unearth /ʌnˈɜː(ɹ)θ/, warmth /wɔɹmθ/, width /ˈwɪtθ/, grandmother /ˈɡɹæn(d)ˌmʌðɚ/
- I suoni “sh” e “zh”: nutrition /njuːˈtɹɪʃ.ən/, instruction /ɪnˈstɹʌkʃən/, sociable /ˈsoʊʃəbəl/, vanish /ˈvænɪʃ/, hardship /ˈhɑɹdˌʃɪp/
- Parole lunghe — attenzione all’accento: obesity /ə(ʊ)ˈbiːsɪti/, supermarket /ˌsupɚˈmɑɹkət/, agronomist /əˈɡɹɑːnəmɪst/, escalator /ˈɛs.kə.leɪ.tɚ/, horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: handicraft /ˈhændɪkɹæft/, homely /ˈhoʊmli/, horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/, hardship /ˈhɑɹdˌʃɪp/, helmet /ˈhɛlmɪt/
- Consonante finale — senza aggiungere una vocale dopo: knit /nɪt/, stairs /ˈstɛɹz/, garment /ˈɡɑɹmənt/, recruitment /rɪˈkruːt.mənt /, supermarket /ˌsupɚˈmɑɹkət/
- /æ/ — più aperta della “e”: calorie /ˈkæləɹi/, handicraft /ˈhændɪkɹæft/, sandal /ˈsændəl/, vanish /ˈvænɪʃ/, practise /ˈpɹæktɪs/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come knit, instructor, calorie.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.