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Cambridge 18 Listening Test 4.
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You will hear a number of different recordings.
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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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You will have 10 minutes at the end of the test to transfer your answers to the answer sheet.
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Now turn to Part 1.
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First, you have some time to look at questions 1 to 5.
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Listen carefully and answer questions 1 to 5.
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Hello?
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Oh, hello.
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Is that Julie Davison?
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Yes.
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This is Greg Preston from the Employment Agency.
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We met last week when you came in to inquire about office work.
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Oh, that's right.
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Now, we've just had some details come in of a job which might interest you.
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OK.
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So this is a position for a receptionist.
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I believe you've done that sort of work before.
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Yes, I have.
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I worked in a sports centre for a couple of years before I got married and had the children.
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Right.
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Well, this job's in Fordham.
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So not too far away for you, and it's at the medical centre there.
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OK.
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So where exactly is that?
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It's quite near the station on Chaston's Road.
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Sorry?
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Chaston's Road.
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That's C -H -A -S -T -O -N -S.
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OK, thanks.
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So what would the work involve?
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Dealing with inquiries from patients?
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Yes, and you'd also be involved in making appointments, whether face -to -face or on the phone,
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and rescheduling them if necessary.
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Fine, that shouldn't be a problem.
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And another of your duties would be keeping the Centre's database up to date.
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Then you might have other general administrative duties as well, but those would be the main ones.
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Okay.
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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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Now, when the details came in, I immediately thought of you because one thing they do require is someone with experience.
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And you did mention your work at the sports centre when you came in to see us.
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Yes, in fact I enjoyed that job.
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Is there anything else they're looking for?
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Well, they say it's quite a high -pressure environment.
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They're always very busy and patients are often under stress.
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So they want someone who can cope with that and stay calm and,
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at the same time, be confident when interacting with the public.
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Well, after dealing with three children all under five, I reckon I can cope with that.
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I'm sure you can.
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And then another thing they mention is that they're looking for someone with good IT skills.
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Not a problem.
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So you'd be interested in following this up?
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Sure.
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When would it start?
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Well, they're looking for someone from the beginning of next month.
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But I should tell you that this isn't a permanent job.
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It's temporary, so the contract would be just to the end of September.
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But they do say that there could be further opportunities after that.
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OK.
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And what would the hours be?
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Well, they want someone who can start at a quarter to eight in the morning.
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Could you manage that?
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Yes, my husband would have to get the kids up and off to my mother's.
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She's going to be looking after them while I'm at work.
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What time would I finish?
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1 .15.
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That should work out all right.
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I can pick the kids up on my way home, and then I'll have the afternoon with them.
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Oh, one thing.
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Is there parking available for staff at the centre?
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Yes, there is.
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And it's also on a bus route.
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Right.
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Well, I expect I'll have the car, but it's good to know that.
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OK, so where do I go from here?
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Well, if you're happy for me to do so, I'll forward your CV and references.
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And then the best thing would probably be for you to phone them so they can arrange for an interview.
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Great.
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Well, thank you very much.
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You're welcome.
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Bye now.
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Bye.
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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.
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Now turn to part two.
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First, you have some time to look at questions 11 to 14.
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Now listen and answer questions 11 to 14.
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Good morning, everyone, and welcome to the Museum of Farming Life.
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i understand it's your first visit here
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so i'd like to give you some background information about the museum
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and then explain a little about what you can see during your visit
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so where we're standing at the moment is the entrance to a large building
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that was constructed in 1880 as the home of a local
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businessman alfred palmer of the palmer biscuit factory It was later sold
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and became a Hall of Residence for Students in 1911 and a museum in 1951.
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In 2005, a modern extension was built to accommodate the museum's collections.
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The museum's owned by the university, and apart from two rooms that are our offices,
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the university uses the main part of the building.
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you may see students going into the building for lessons
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but it's not open to museum visitors i'm afraid it's a shame because the interior architectural features are outstanding
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especially the room
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that used to be the library luckily we've managed to keep
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entry to the museum free this includes access to all the galleries outdoor areas and the rooms for special exhibitions
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We run activities for children and students, such as the museum club, for which there's no charge.
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We do have a donation box just over there, so feel free to give whatever amount you consider appropriate.
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We do have a cloakroom, if you'd like to leave your coats and bags somewhere.
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Unlike other museums, photography is allowed here, so you might like to keep your cameras with you.
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You might be more comfortable not carrying around heavy rucksacks, though keep your coats and jackets on as it's quite cold in the museum garden today.
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Before you hear the rest of the conversation, 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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i'd like to tell you about the different areas of the museum just inside
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and outside the main gallery we have an area called four
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seasons here you can watch a four minute animation of a
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woodland scene it was designed especially for the museum by a group of young people on a film studies course
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and it's beautiful.
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Children absolutely love it, but then so do adults.
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The main gallery is called Town and Country.
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It includes a photographic collection of prize -winning sheep and shepherds.
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Leaving town and country, you enter farmhouse kitchen, which is, well, self -explanatory.
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Here, we have the oldest collection of equipment for making butter and cheese in the country.
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And this morning, a specialist cheesemaker will be giving demonstrations of how it's produced.
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You may even get to try some.
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After that, you can go in two directions.
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To the right is a staircase that takes you up to a landing from where you can look down on the galleries.
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To the left is a room called A Year on the Farm.
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There is lots of seating here as sometimes we use the room for school visits, so it's a good place to stop for a rest.
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If you're feeling competitive, you can take our memory test in which you answer questions about things you've seen in the museum.
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The next area is called Wagon Walk.
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This contains farm carts from nearly every part of the country.
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It's surprising how much regional variation there was.
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Beside the carts are display boards with information about each one.
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The carts are old and fragile, so we ask you to keep your children close to you and ensure they don't climb on the carts.
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From wagon walk, you can either make your way back to reception or go out into the garden,
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or even go back to take another look in the galleries.
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In the far corner of the garden is Bees Are Magic, but we're redeveloping this area, so you can't visit that at the moment.
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You can still buy our honey in the shop, though.
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Finally, there's the pond, which contains all kinds of interesting wildlife.
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There are baby ducks that are only a few days old, as well as tiny frogs.
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The pond isn't deep, and there is a fence around it, so it's perfectly safe for children.
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That is the end of part two.
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You now have half a minute to check your answers.
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Now turn to part three.
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First, you have some time to look at questions 21 to 27.
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Now listen and answer questions 21 to 27.
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So now I want you to discuss the lesson we've just been watching on the video
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and think about the ways in which origami can be a useful educational tool.
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Can you all work with the person sitting next to you?
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I had no idea
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that such a simple thing like folding squares of paper to
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make the shape of something like a bird could be such an amazing tool.
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It's made me see origami in a whole new light.
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I know.
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It was interesting to see the educational skills the children were developing by doing origami.
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On the video, you could see them really listening hard to make sure they
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did all the steps in the right order to make the bird.
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That's right.
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In this lesson, they were working individually, but it would also be interesting to see
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if the children could work out how to make something simple without being given any direction.
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That would help with building teamwork as well.
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Yes, but much more of a challenge.
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One thing that really stood out for me was that the children were all having fun while being taught something new.
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Which is a key aim of any lesson with this age group.
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And although these kids had no problems with folding the paper, with younger children you could do origami to help practice fine motor skills.
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Absolutely.
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Shall we talk about the individual children we saw on the video?
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I wrote all their names down and took some notes.
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Yes, I did too.
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OK, good.
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Let's start with Sid.
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he was interesting
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because before they started doing the origami he was being quite
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disruptive yes he really benefited from having to use his hands it helped him to settle down
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and start concentrating yes i noticed
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that too what about jack i noticed he seemed to want
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to work things out for himself you could see him trying
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out different things rather than asking the teacher for help what
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did you make of naomi she seemed to be losing interest at one point
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but then she decided she wanted her mouse to be the best and
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that motivated her to try harder she didn't seem satisfied with
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hers in the end though no anya was such a star she listened so carefully
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and then produced the perfect bird with very little effort hmm
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i think the teacher could have increased the level of difficulty
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for her maybe i think it was the first time zara had come across origami she looked as
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if she didn't really get what was going on she seemed unsure about what she was supposed to do
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but in the end hers didn't turn out too badly yeah
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i'm sure it was a positive learning experience for her before
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you hear the rest of the conversation you have some time to look at questions 28 to 30
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I think one reason why the origami activity worked so well in this class was that the teacher was well prepared.
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Right.
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I think it would have taken me ages to prepare examples
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showing each of the steps involved in making the bird but that was a really good idea.
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The children could see what they were aiming for
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and much better for them to be able to hold something rather than just looking at pictures.
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Those physical examples supported her verbal explanations really well.
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It's strange that origami isn't used more widely.
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Why do you think that is?
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Well, teachers may just feel it's not that appealing to children who are used to doing everything on computers, especially boys even
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if they're aware of the benefits oh i don't know it's
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no different to any other craft activity i bet it's because
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so many teachers are clumsy like me that's true too much effort required
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if you're not good with your hands well anyway i think
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we should try it out in our maths teaching practice with
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year three i can see using origami is a really engaging
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way of reinforcing children's knowledge of geometric shapes like they were doing in the video,
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but I think it would also work really well for presenting fractions, which is coming up soon.
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Good idea.
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That's something most of the kids in that class might struggle with.
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Origami would also be good practice for using symmetry, but I think they did that last term.
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Okay.
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Well, let's try and get some ideas together and plan the lesson next week.
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Now turn to part four.
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First, you have some time to look at questions 31 to 40.
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Now listen and answer questions 31 to 40.
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The person I've chosen to talk about is the French writer Victor Hugo.
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Many people have heard of him because his novel Les Miserables, which he wrote in 1862, is famous around the world.
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It became a stage musical in the 1980s, and a film version was also released in 2012.
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So some of us, I'm sure, have a pretty general idea of the plot, but we know much less about the author.
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Today I'm going to provide a little more insight into this talented man,
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and I'm going to talk particularly about the home he had on the island of Guernsey in the British Channel Islands.
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But first, his early career.
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As I've said, he was a writer.
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He was at the height of his career in Paris, and he was very highly regarded by his colleagues.
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As far as literature was concerned, he was the leading figure of the Romantic movement.
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However, as well as being a literary genius, he also gave many speeches about issues like the level of poverty in his society.
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He felt very strongly about this and about other areas where change was needed, like education.
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This kind of outspoken criticism was not well liked by the rulers of France, and eventually the emperor, Napoleon III,
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told Victor Hugo to leave Paris and not return.
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In other words, he sent him into exile.
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So Victor Hugo was forced to reside in other parts of Europe.
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Guernsey was actually his third place of exile and he landed there in 1855.
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He produced a lot while on Guernsey, including Les Miserables,
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and to do this he had to spend a great deal of time in the home that he had there.
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This was a property
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that he bought using the money he'd made in France from the publication of a collection of his poetry.
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It was the only property he ever owned and he was very proud of it.
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The property Victor Hugo bought on Guernsey was a large five -storey house in the capital town of St Peterport
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and he lived there for 15 years, returning to France in 1870 when Napoleon's empire collapsed.
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He decorated and furnished each level or floor of the house in unique
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and wonderful ways and many people consider the inside of the house to be a work of art.
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Today it's a museum that attracts 200 ,000 visitors a year.
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He lived in the house with his family, and portraits of its members still hang in rooms on the ground floor,
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along with drawings that he did during his travels that he felt were important to him.
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In other ground floor rooms, there are huge tapestries that he would have designed and loved.
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The walls are covered in dark wood panelling that Victor Hugo created himself using wooden furniture that he bought in the market.
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The items were relatively inexpensive and he used them to create intricate carvings.
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They gave an atmosphere on the lower level that was shadowy and rather solemn.
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On the next level of the house, there are two impressive lounges where he entertained his guests.
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One lounge has entirely red furnishings, such as sofas and wall coverings, and the other, blue.
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There's a strong Chinese influence in these areas in things like the wallpaper pattern and the lamps,
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which he would have made himself by copying original versions.
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his library where he left many of his favorite books forms the hallway to the third floor
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and was a comfortable area where he could relax
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and enjoy his afternoons
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and then at the very top of the house there's a room called the lookout called
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that because it looks out over the harbor In contrast to the rather dark lower levels,
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it's full of light and was like a glass office where he would write until lunchtime, often at his desk.
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So, Victor Hugo was a man of many talents, but he was also true to his values.
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While living in his house on Guernsey, he entertained many other famous writers,
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but he also invited a large group of local children from the deprived areas of the island to dinner once a week.
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What's more, he served them their food, which was an extraordinary gesture for the time period.
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In 1927, the house was owned by his relatives, and they decided to donate it to the city of Paris.
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It has since been restored using photographs from the period, and, as I mentioned earlier,
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is now a museum that is open to the public.
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that is the end of part four you now have 10 minutes to transfer your answers to the answer sheet
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Thank you.
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Thank you.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Cambridge 18 Listening Test 4 with answer”. Le parole che ritornano più spesso: questions, museum, answer. Questo video contiene 267 frasi e 2977 parole da ripetere con lo shadowing. Il parlato dura 26:23. Chi parla mantiene un ritmo costante di circa 113 parole al minuto, comodo per lo shadowing. Il 87% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| lesson sostantivo | /ˈlɛs.ən/ | lezione |
| cart sostantivo | /kɑɹt/ | carretto, carrello |
| carefully avverbio | /ˈkɛɹf(ə)li/ | minuziosamente, accuratamente |
| sheet sostantivo | /ʃit/ | foglio |
| coat sostantivo | /ˈkoʊ̯t/ | mantello, cappotto |
| fold verbo | /ˈfəʊld/ | piegare |
| visitor sostantivo | /ˈvɪzɪtɚ/ | ospite, visitatore |
| pond sostantivo | /pɑnd/ | stagno |
| exile sostantivo | /ˈɛɡˌzaɪl/ | esilio, esiliato |
| entertain verbo | /ˌɛntəˈteɪn/ | divertire, intrattenere |
| relative sostantivo | /ˈɹɛl.ə.tɪv/ | parente, congiunto |
| temporary aggettivo | /ˈtɛmp(əˌɹ)ɛɹi/ | temporaneo |
| impressive aggettivo | /ɪmˈpɹɛsɪv/ | impressionante, spettacolare |
| strongly avverbio | /ˈstɹɔŋli/ | fortemente, fermamente |
| atmosphere sostantivo | /ˈætməsˌfɪɹ/ | atmosfera |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| come across verbo | dare l'impressione, avere l'aria |
| come up verbo | venire fuori, emergere |
| look down on verbo | guardare in basso |
| settle down verbo | calmarsi, placarsi |
| turn out verbo | risultare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- I believe you've done that sort of work before.
- Is there anything else they're looking for?
- So you'd be interested in following this up?
- What time would I finish?
- Why do you think that is?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | will be played · be involved · was constructed |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | we've just had · you've done · we've managed |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | someone who can · kitchen, which is · children who are |
Pronuncia a cui fare attenzione
Chi parla usa 44 contrazioni e forme ridotte, come I'm, they're, you're. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: sheet /ʃit/, contrast /kənˈt(ʃ)ɹæst/, extension /ɪkˈstɛnʃən/, publication /ˌpʌblɪˈkeɪʃ(ə)n/, explanation /ˌɛkspləˈneɪʃən/
- Parole lunghe — attenzione all’accento: temporary /ˈtɛmp(əˌɹ)ɛɹi/, administrative /ədˈmɪn.ɪ.stɹə.tɪv/, photography /fəˈtɑ.ɡɹə.fi/, publication /ˌpʌblɪˈkeɪʃ(ə)n/, explanation /ˌɛkspləˈneɪʃən/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: honey /ˈhʌni/, harbor /ˈhɑːbə/, hallway /ˈhɔlˌweɪ/, farmhouse /ˈfɑːmhaus/
- Consonante finale — senza aggiungere una vocale dopo: cart /kɑɹt/, sheet /ʃit/, coat /ˈkoʊ̯t/, fold /ˈfəʊld/, pond /pɑnd/
- /æ/ — più aperta della “e”: wagon /ˈwæɡən/, atmosphere /ˈætməsˌfɪɹ/, contrast /kənˈt(ʃ)ɹæst/, badly /ˈbæd.li/, jacket /ˈd͡ʒæk.ɪt/
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 lesson, cart, carefully.
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.