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1
Test 1.
2
You will hear a number of different recordings, and you will have to answer questions on what you hear.
3
There will be time for you to read the instructions and questions, and you will have a chance to check your work.
4
All the recordings will be played once only.
5
The test is in four sections.
6
At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
7
Now turn to Section 1.
8
Section 1
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You will hear a telephone conversation between a woman who wants to attend a cookery class
10
and an official at a tourist information centre.
11
First, you have some time to look at questions 1 to 6.
12
You will see that there is an example that has been done for you.
13
On this occasion only, the conversation relating to this will be played first.
14
Hello, Tourist Information Centre.
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Mike speaking.
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How can I help you?
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Oh, hi.
18
I wanted to find out about cookery classes.
19
I believe there are some one -day classes for tourists.
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Well, they're open to everyone, but tourists are always welcome.
21
OK, let me give you some details of what's available.
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There are several classes.
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One very popular one is at the food studio.
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The first cooking class is at the food studio.
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So studio has been written in the space.
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Now we shall begin.
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You should answer the questions as you listen because you will not hear the recording a second time.
28
Listen carefully and answer questions 1 to 6.
29
Hello, Tourist Information Centre.
30
Mike speaking.
31
How can I help you?
32
Oh, hi.
33
I wanted to find out about cookery classes.
34
I believe there are some one -day classes for tourists.
35
Well, they're open to everyone, but tourists are always welcome.
36
OK, let me give you some details of what's available.
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There are several classes.
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One very popular one is at the food studio.
39
OK.
40
They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.
41
Right, that sounds good.
42
How big are the classes?
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I'm not sure exactly, but they'll be quite small.
44
And could I get a private lesson there?
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I think so.
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Let me check.
47
Yes, they do offer those.
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Though, in fact, most of the people who attend the classes find it's a nice way of getting to know one another.
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I suppose it must be, yes.
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And this company has a special deal for clients where they offer a discount of 20 %
51
if you return for a further class.
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OK, but you said there were several classes.
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That's right.
54
Another one you might be interested in is Bonds Cookery School.
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They're quite new.
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They just opened six months ago, but I've heard good things about them.
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They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.
58
So, is that food for people on a diet and things like that?
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I don't know if I'd be interested in that.
60
Well, I don't think they particularly focus on low -calorie diets or weight loss.
61
It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger,
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that sort of thing.
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I see.
64
Well, I might be interested.
65
I'm not sure.
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Do they have a website I could check?
67
Yes.
68
Just key in the name of the school.
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It'll come up.
70
And if you want to know more about them, every Thursday evening they have a lecture at the school.
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It's free, and you don't need to book or anything.
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Just turn up at 7 .30.
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And that might give you an idea of whether you want to go to an actual class.
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Before you hear the rest of the conversation, you have some time.
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to look at questions 7 to 10.
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Now listen and answer questions 7 to 10.
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OK, there's one more place you might be interested in.
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That's got a rather strange name.
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It's called the Arezza Centre.
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That's spelled A -R -R -E -T -S -A.
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OK.
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They've got a very good reputation.
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They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.
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Right.
85
That's certainly an area I'd like to learn more about.
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I've got lots of friends who don't eat meat.
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In fact, I think I might have seen that school today.
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Is it just by the market?
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That's right.
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So they don't have any problem getting their ingredients.
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They're right next door.
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And they also offer a special two -hour course in how to use a knife.
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They cover all the different skills – buying them, sharpening, chopping techniques.
94
It gets booked up quickly though, so you'd need to check it was available.
95
Right, well, thank you very much.
96
I'll go and check that out.
97
That is the end of section one.
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You now have half a minute to check your answers.
99
Section two.
100
You will hear the chairman of the Highways Committee of Granford
101
speaking to members of the public about proposed changes to traffic and parking in the area.
102
First, you have some time to look at questions 11 to 13.
103
Now listen carefully and answer questions 11 to 13.
104
Good evening everyone.
105
My name's Phil Sutton and I'm Chairman of the Highways Committee.
106
We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.
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I'll start by summarising these changes before we open the meeting to questions.
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So why do we need to make these changes to traffic systems in Granford?
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Well, we're very aware that traffic is becoming an increasing problem.
110
It's been especially noticeable with the increase in heavy traffic
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while they've been building the new hospital
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but it's the overall rise in the volume of traffic of all kinds that's concerning us.
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To date, there's not been any increase in traffic accidents but that's not something we want to see happen, obviously.
114
We recently carried out a survey of local residents and their responses were interesting.
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People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
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We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up,
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but this was on top of the list, and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
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We think these new traffic regulations would make a lot of difference, but we still have a long way to go.
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We've managed to keep our proposals within budget, just so they can be covered by the Council.
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But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them.
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And that's an area we're still working on with the help of representatives from the police force.
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Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
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Thank you.
124
Now listen and answer questions 14 to 20.
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OK, so this slide shows a map of the central area of Granford with the High Street in the middle
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and School Road on the right.
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Now, we already have a set of traffic lights in the High Street at the junction with Station Road,
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but we're planning to have another set at the other end
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at the School Road junction to regulate the flow of traffic along the High Street.
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We've decided we definitely need a pedestrian crossing.
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We considered putting this on school road just outside the school, but in the end we decided that could lead to a lot of traffic congestion.
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So we decided to locate it on the high street, crossing the road in front of the supermarket.
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That's a very busy area, so it should help things there.
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We're proposing some changes to parking.
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At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,
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but not at the other end of the High Street near School Road.
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There'll be a new
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No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.
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This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.
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As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,
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so we've got two new disabled parking spaces on the side road up towards the bank.
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It's not ideal, but probably better than the present arrangement.
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We also plan to widen the pavement on School Road.
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We think we can manage to get an extra half metre on the bend just before you get to the school,
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on the same side of the road.
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Finally, we've introduced new restrictions on loading and unloading for the supermarket,
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so lorries will only be allowed to stop there before 8am.
148
That's the supermarket on School Road.
149
We kept to the existing arrangements with the High Street supermarket.
150
OK, so that's about it.
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That is the end of Section 2.
152
You now have half a minute to check your answers.
153
Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.
154
First, you have some time to look at questions 21 to 25.
155
Now listen carefully and answer questions 21 to 25.
156
We've got to choose a topic for our experiment, haven't we, Jack?
157
Were you thinking of something to do with seeds?
158
That's right.
159
I thought we could look at seed germination, how a seed begins to grow.
160
OK.
161
Any particular reason?
162
I know you're hoping to work in plant science eventually.
163
Yeah, but practically everything we do is going to feed into that.
164
No, there's an optional module on seed structure and function in the third year that I might do,
165
so I thought it might be useful for that.
166
If I choose that option, I don't have to do a dissertation module.
167
Good idea.
168
Well, I thought for this experiment, we could look at the relationship between seed size and the way the seeds are planted.
169
So we could plant different sized seeds in different ways and see which grow best.
170
OK.
171
Would need to allow time for the seeds to come up.
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That should be fine if we start now.
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A lot of the other possible experiments need quite a bit longer.
174
So that'd make it a good one to choose.
175
And I don't suppose it'd need much equipment.
176
We're not doing chemical analysis or anything.
177
Though that's not really an issue.
178
We've got plenty of equipment in the laboratory.
179
Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.
180
I'm sure our aim's OK.
181
It's not very ambitious, but the assignment's only ten percent of our final mark, isn't it?
182
But we need to be sure we're the only ones doing it.
183
Yeah, it's only five percent, actually, but it'd be a bit boring if everyone was doing it.
184
Did you read that book on seed germination on our reading list?
185
The one by Graves?
186
Hmm.
187
I looked through it for my last experiment, though it wasn't all that relevant there.
188
It would be for this experiment, though.
189
I found it quite hard to follow, lots about the theory which I hadn't expected.
190
Yes, I'd been hoping for something more practical.
191
It does include references to the recent findings on genetically modified seeds, though.
192
Yes, that was interesting.
193
I read an article about seed germination by Lee Hall.
194
About seeds that lie in the ground for ages and only germinate after a fire.
195
That's the one.
196
I knew a bit about it already, but not about this research.
197
George.
198
His analysis of figures comparing the times of the fires
199
and the proportion of seeds that germinated was done in a lot of detail.
200
Very impressive.
201
Was that the article with the illustrations of early stages of plant development?
202
They were very clear.
203
I think those diagrams were in another article.
204
Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
205
Now listen and answer questions 26 to 30.
206
Anyway, shall we have a look at the procedure for our experiment?
207
We'll need to get going with it quite soon.
208
Right.
209
So the first thing we have to do is find our seeds.
210
I think vegetable seeds would be best, and obviously they mustn't all be the same size.
211
So how many sorts do we need?
212
About four different ones?
213
I think that would be enough.
214
There'll be quite a large number of seeds for each one.
215
Then for each seed we need to find out how much it weighs and also measure its dimensions,
216
and we need to keep a careful record of all that.
217
That'll be quite time -consuming.
218
And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down or several centimetres.
219
OK, so then we get planting.
220
Do you think we can plant several seeds together in the same plant pot?
221
No, I think we need a different one for each seed.
222
Right.
223
And we'll need to label them.
224
We can use different coloured labels.
225
Then we wait for the seeds to germinate.
226
I reckon that'll be about three weeks, depending on what the weather's like.
227
Then we see if our plants have come up and write down how tall they've grown.
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Then all we have to do is look at our numbers and see if there's any relation between them.
229
That's right.
230
That is the end of Section 3.
231
You now have half a minute to check your answers.
232
Section 4
233
You will hear part of a lecture on an environmental studies
234
course about recent research on how animals are adapting to urban environments.
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First, you have some time to look at questions 31 to 40.
236
Thank you.
237
Now listen carefully and answer questions 31 to 40.
238
Hi.
239
Today we're going to be looking at animals in urban environments,
240
and I'm going to be telling you about some research on how they're affected by these environments.
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Now, in evolutionary terms, urban environments represent huge upheavals,
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the sorts of massive changes that usually happen over millions of years.
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And we used to think that only a few species could adapt to this new environment.
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One species which is well known as being highly adaptable is the crow,
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and there have been various studies about how they managed to learn new skills.
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Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,
247
just like they once perched on cliffs by the sea.
248
But, in fact, we're now finding
249
that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.
250
And one thing that researchers are finding especially interesting is the speed with which they're doing this.
251
We're not talking about gradual evolution here.
252
These animals are changing fast.
253
Let me tell you about some of the studies that have been carried out in this area.
254
So, in the University of Minnesota,
255
a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,
256
such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.
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And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.
258
And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.
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Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,
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it does suggest that something cognitive was going on.
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And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life,
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having to look in different places to find food, for example, and coping with a whole new set of dangers.
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Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,
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who's done some experiments with blackbirds living in urban and rural areas.
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And she's been looking not at their anatomy, but at their behavior.
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So, as you might expect, she's found that the urban blackbirds tend to be quite bold.
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They're prepared to face up to a lot of threats that would frighten away their country counterparts.
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But there's one type of situation that does seem to frighten the urban blackbirds,
269
And that's anything new, anything they haven't experienced before.
270
And if you think about it, that's quite sensible for a bird living in the city.
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Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.
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He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.
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It's a sensible -seeming adaptation.
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A rat that gets scared every time a subway train rolls past won't be very successful.
275
There's just one more study I'd like to mention, which is by Sarah Parton and her team.
276
And they've been looking at how squirrels communicate in an urban environment,
277
and they've found that a routine part of their communication is carried out by waving their tails.
278
You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.
279
So, what are the long -term implications of this?
280
One possibility is that we may see completely new species developing in cities.
281
But on the other hand, it's possible that not all of these adaptations will be permanent.
282
Once the animals got accustomed to its new environment, it may no longer need the features it's developed.
283
So now we've had a look at adaptation...
284
Thank you.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Cookery classes ielts listening”. Le parole che ritornano più spesso: seed, questions, answer, road. Questo video contiene 284 frasi e 3009 parole da ripetere con lo shadowing. Il parlato dura 25:46. Chi parla mantiene un ritmo costante di circa 117 parole al minuto, comodo per lo shadowing. Il 86% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| seed sostantivo | /siːd/ | seme |
| experiment sostantivo | /ɪkˈspɛɹ.ə.mənt/ | esperimento |
| supermarket sostantivo | /ˌsupɚˈmɑɹkət/ | supermercato |
| carefully avverbio | /ˈkɛɹf(ə)li/ | minuziosamente, accuratamente |
| regulation sostantivo | /ˌɹɛɡjʊˈleɪʃən/ | regola |
| label sostantivo | /ˈleɪ.bəl/ | etichetta |
| collect verbo | /ˈkɑlɪkt/ | raccogliere, bottinare |
| arrangement sostantivo | /əˈɹeɪnd͡ʒmənt/ | arrangiamento, sistemazione |
| lecture sostantivo | /ˈlɛk.t͡ʃə/ | conferenza, lezione |
| bend verbo | /bɛnd/ | curvare, piegare |
| cognitive aggettivo | /ˈkɑɡ.nɪ.tɪv/ | cognitivo |
| propose verbo | /pɹəˈpəʊz/ | proporre |
| adapt verbo | /əˈdæpt/ | adattare |
| sensible aggettivo | /ˈsɛn.sɪ.bəl/ | giudizioso, di buon senso |
| junction sostantivo | /ˈd͡ʒʌŋkʃən/ | giunzione, giunto |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| come up verbo | venire fuori, emergere | |
| carry out verbo | /ˈkæ.ɹi aʊt/ | compiere, realizzare |
| build up verbo | accumulare | |
| drop off verbo | addormentarsi, appisolarsi | |
| find out verbo | scoprire | |
| write down verbo | sottoscrivere, annotare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- How can I help you?
- I'm not sure exactly, but they'll be quite small.
- I don't know if I'd be interested in that.
- Do they have a website I could check?
- Were you thinking of something to do with seeds?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect continuous have/has been + -ing — un’azione iniziata prima e ancora in corso | she's been looking · they've been looking |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has been done · has been written · I've heard |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | will be played · will be given · has been done |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | woman who wants · people who attend · friends who don |
Pronuncia a cui fare attenzione
Chi parla usa 81 contrazioni e forme ridotte, come we're, they're, don't. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, junction /ˈd͡ʒʌŋkʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, reputation /ˌɹɛpjʊˈteɪʃən/
- Parole lunghe — attenzione all’accento: experiment /ɪkˈspɛɹ.ə.mənt/, supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: hormone /ˈhoɹmoʊn/, upheaval /ʌpˈhiːvəl/
- Consonante finale — senza aggiungere una vocale dopo: seed /siːd/, experiment /ɪkˈspɛɹ.ə.mənt/, supermarket /ˌsupɚˈmɑɹkət/, collect /ˈkɑlɪkt/, arrangement /əˈɹeɪnd͡ʒmənt/
- /æ/ — più aperta della “e”: adaptation /ˌæd.æpˈteɪ.ʃən/, adapt /əˈdæpt/, practical /ˈpɹæk.tɪ.kəl/, laboratory /ˈlæb(ə)ɹəˌtɔɹi/, practically /ˈpɹæk.tɪ.k(ə.)li/
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 seed, experiment, supermarket.
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.