Pratica di Shadowing: IELTS 7 Listening Test 4 - Impara a parlare inglese con i video
Creazione lezione...
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Test 4.
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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 sections.
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At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
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Now turn to Section 1.
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Section 1.
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You will hear a student talking to a housing officer about living with a homestay family.
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First, you have some time to look at questions 1 to 6.
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You will see that there is an example that has been done for you.
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On this occasion only, the conversation relating to this will be played first.
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Yes, what can I do for you?
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My friend is in homestay, and she really enjoys it, so I'd like to join a family as well.
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OK, so let me get some details.
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What's your name?
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My name is Keiko Yuchini.
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Could you spell your family name for me?
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It's Uichini.
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That's Y-U-I-C-H-I-N-I.
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The student's surname is Uichini, so Uichini has been written on the form.
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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.
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Listen carefully and answer questions 1 to 6.
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Yes, what can I do for you?
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My friend is in homestay, and she really enjoys it, so I'd like to join a family as well.
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Okay, so let me get some details.
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What's your name?
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My name is Keiko Yuchini.
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Could you spell your family name for me?
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It's Yuchini.
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That's Y-U-I-C-H-I-N-I.
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And your first name?
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It's Keiko.
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K-E-I-K-O.
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That's Keiko Yuchini.
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OK.
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And you're female.
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And your nationality?
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I'm Japanese.
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Right.
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And could I see your passport, please?
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Here it is.
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OK.
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Your passport number is J06337.
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And you're how old?
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I'm 28 years old.
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Now, you live at one of the colleges. Which one?
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Willow College, um, room 21C.
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Right.
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21C, Willow College.
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And how long are you planning on staying with Homestay?
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About four months.
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Longer if I like it.
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And what course are you enrolled in?
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Well, I've enrolled for 20 weeks in the Advanced English Studies because I need help with my writing.
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And I'm nearly at the end of my first five-week course.
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Okay.
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Do you have any preference for a family with children or without children?
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I prefer, I mean, I like young children, but I'd like to be with older people.
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You know, adults, someone around my age.
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OK.
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And what about pets?
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I am a veterinarian, so that's fine.
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The more the better.
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Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
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Now listen and answer questions 7 to 10.
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All right.
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Now, what about you?
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Are you a vegetarian, or do you have any special food requirements?
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No, I am not a vegetarian, but I don't eat a lot of meat.
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I really like seafood.
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And what are your hobbies?
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I like reading and going to the movies.
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Do you play any sports?
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Yes.
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I joined the handball team, but I didn't like that, so I stopped playing.
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Now I play tennis on the weekend with my friends.
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All right.
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Let's see.
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Name, age, now the location.
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Are you familiar with the public transport system?
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No, I'm not really because I have been living on campus.
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I've been to the city a few times on the bus, but they are always late.
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What about the trains?
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I like catching the train.
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They are much faster.
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Now, let me go check on the computer and see who I've got.
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Um, listen, leave it with me.
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I'll check my records, and I'll give you details this afternoon.
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Thank you for helping me.
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It's a pleasure.
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Bye.
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Bye.
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That is the end of Section 1.
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You now have half a minute to check your answers.
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Now turn to section 2.
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Section 2.
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You will hear a guide giving a tour of a park.
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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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Welcome to all of you.
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Can everybody see and hear me?
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Good.
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I'm Sally, your guide for this tour of the Bicentennial Park.
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I hope that you're all wearing your most comfortable shoes and that you can keep up the pace.
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So, let's get underway on our tour around this wonderful park.
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I'll start today with some general background information.
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There used to be a lot of factories in this area until the 1960s.
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Creating the park required the demolition of lots of derelict buildings on the site,
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so most of the exciting park space all around you was originally warehouses and storehouses.
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The idea of building a public park here was first discussed when a property developer proposed a high-rise housing development,
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but the local community wasn't happy.
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If the land was to be cleaned up, they wanted to use the site for recreation.
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Residents wanted open space for outdoor activities rather than housing or even an indoor sports complex.
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Now, to the Bicentennial Park itself.
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It has two areas, a nature reserve and a formal park with man-made features and gardens.
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The tall blue and white building in front of us is called the Tower
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and is the centre point for the formal gardens.
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It stands 12 metres high, so follow me up the stairs to where we can take advantage of the fantastic views.
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Before you hear the rest of the tour, 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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well here we are at the top of the tower
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and we're going to look at the view from each direction
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out to the east the large buildings about a kilometer away
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are on the olympic site there's an indoor arena for gymnastics a stadium for track
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and field and a swimming pool for races and synchronised swimming, and also diving.
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If you look carefully down there, you can see the train lines.
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The Olympic site has its own station to encourage the use of public transport.
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There is also a car park, but it only holds a limited number of cars.
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The formal park has some specially created water features.
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If you look out here to the south, you can see a circular ornamental pond.
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and around to the west you can relax
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and sit on a bench to smell the flowers
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and the rose garden and finally up to the north
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if you look in front of you now there's a lake
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with a small island in the center you can hire rowing boats at the boat shed
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which you can't see from here but
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if you look through the trees you can see the cafe
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which has lovely views across the water okay let's climb down now.
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We will go now and have a look at the nature reserve section of the park
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which has opened up natural wetland to the public.
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The mangroves have been made more accessible to visitors by the boardwalk built during the park's upgrade.
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You'd think that people would come here to look at the unusual plant life of the area
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but in fact it's more often used for cycling and is very popular with the local clubs.
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This is the far end of the park
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and over there you can see the frog pond a natural
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feature here long before the park was designed just next to
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it we have our outdoor classroom a favorite spot for school
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parties the area is now most often used by primary schools for biology lessons and finally let's pass by the waterbird refuge.
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This area is in a sheltered part of the estuary.
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That's why the park's viewing shelter is a favourite spot for bird watchers who can use it to spy through binoculars.
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You can watch a variety of waterbirds, but most visitors expect to see black swans when they come to the shelter.
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You might spot one yourself right now.
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Well, here we are back at our starting point, the visitor's centre.
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Now turn to section 3.
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Section 3.
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You will hear two students discussing a geography presentation they're going to give.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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Remind me, Trevor, how long is the presentation?
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Dr White said three per hour.
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So about 20 minutes.
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Well, it'll be 15 minutes per presentation.
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And five minutes for questions?
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And is this one going to be assessed?
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No, not this time round, because it's the first one, you know.
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Oh, good news.
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Well, Trevor, what are we going to include?
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Well, do you think we ought to give some historical background?
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Oh, no, definitely not.
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We won't have time.
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OK, but I think we ought to say something about the geographical location, because not a lot of people know where the islands are.
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Yes, OK.
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I'll take notes, shall I?
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Yeah, that'd be a help.
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So, geographical location?
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Then we ought to give an overview of the whole education system.
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Shouldn't we say something about the economy?
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You know, agricultural produce, minerals and so forth?
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Well, Dr White said we shouldn't go into that sort of detail.
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But it's pretty important when you think about it, you know, because it does influence the education system.
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Look, let's think about that one later, shall we?
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Let's see how we're doing for time.
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OK, so general overview of education. Of course.
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And then the role of English language.
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No, that goes in the language policy seminar.
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Don't you remember?
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Are you sure?
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Positive.
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All right.
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So, those are the topics we're going to be covering.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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We need to think about what to prepare.
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Dr White said he wanted us to use plenty of visuals and things, and we might as well try them out when we're not being assessed.
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Well, the most important thing is the overhead projector.
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No problem.
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We'll get that from the media room.
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Must remember to book it.
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Well, we'll need a map, of course.
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Probably two.
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One of the islands, large scale.
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And one of West Africa.
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Well, the West African one is no problem.
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There's one in the resources room.
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Oh, yeah, of course, the resources room.
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The islands are going to be more of a problem.
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Tell you what, there's a very clear map of Santiago in that tourist brochure I showed you last week.
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Don't you remember it?
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Oh, yeah, that's right.
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We can just use the tourist brochure.
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We also need statistics on several different things.
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Literacy rates.
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Yes, and school places.
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How about the Encyclopedia?
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Nah, not up to date enough.
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Why don't we call the embassy?
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Oh, someone's enthusiastic.
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Well, if something's worth doing.
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I know, it's worth doing well.
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OK.
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We can find out statistics on school places from them as well.
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Might as well.
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Look, Julie, it's almost time for our tutorials.
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We can meet again on Monday, but we need to prepare some stuff before then.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.
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Now turn to section 4.
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Section 4.
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You will hear part of a lecture about a chemical substance called monosodium glutamate.
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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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In today's lecture, I'm going to talk about monosodium glutamate, or MSG, as it's more commonly known.
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Now, MSG, as you probably know, is a flavor enhancer, which is used particularly in Chinese and Japanese cooking.
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Today, I am going to explore why it is so popular in these cuisines,
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and more importantly, how does it enhance the flavor of food.
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The main reason why MSG is more commonly used in Japanese meals is tradition.
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For many thousands of years, the Japanese have incorporated a type of seaweed known as kombu in their cooking,
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as they discovered it had the ability to make food taste better.
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But it wasn't until 1908 that the ingredient in kombu, which was responsible for the improvement in flavor,
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was actually discovered to be glutamate by scientists working there.
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From 1908 until 1956, glutamate was produced commercially in Japan by a very slow and expensive means of extraction.
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It was in 1956 that the speed of the process was improved
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and industrial production increased dramatically and still continues to increase to this day.
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In fact, hundreds of thousands of tons of MSG are produced all over the world today.
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So, what exactly is MSG?
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Well, monosodium glutamate contains 78.2% glutamate,
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12.2% sodium, and 9.6% water.
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Glutamate is an amino acid that can be found naturally in all protein-containing foods.
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So this includes food such as meat and cheese.
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It is widely known that Chinese and Japanese food contains MSG,
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but many people don't seem to be aware that it is also used in foods in other parts of the world.
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For example, it is found in commercially made Italian pizzas, in American fast food, and in Britain,
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MSG is used in things like potato crisps.
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So how exactly does MSG work?
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Well in the Western world, we commonly talk of four tastes, and I'm sure you're all familiar with the concepts of sweet,
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sour, bitter, and salt.
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Well in 1908, Hikunae Ikeda identified a fifth taste,
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and it is thought that MSG intensifies this naturally occurring taste in some food.
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It does make perfect evolutionary sense that we should have the ability to detect
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or taste glutamate because it is the amino acid which is most common in natural foods.
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John Prescott, an associate professor at the University of Chicago, suggests that this fifth taste serves a purpose just as the other tastes do.
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He suggests that it signals to us the presence of protein in food,
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in the same way that sweetness This indicates that a food contains energy-giving carbohydrates.
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Bitterness, he says, alerts us to toxins in the food, while sourness warns us of spoilage, and saltiness signals the presence of minerals.
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So, what else do we know about this fifth taste?
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That is the end of Section 4.
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You now have half a minute to check your answers.
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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 listening 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 “IELTS 7 Listening Test 4”. Le parole che ritornano più spesso: questions, answer, section, park, hear. Questo video contiene 273 frasi e 2453 parole da ripetere con lo shadowing. Il parlato dura 24:28. Chi parla lo fa lentamente, circa 100 parole al minuto, quindi c’è tempo per imitare ogni suono. Il 84% 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 |
|---|---|---|
| glutamate sostantivo | /ˈɡluː.tə.meɪt/ | glutamato, glutammato |
| flavor sostantivo | /ˈfleɪvə/ | sapore, gusto |
| brochure sostantivo | /bɹoʊˈʃʊɚ/ | opuscolo |
| enroll verbo | /ɪnˈɹəʊl/ | iscriversi |
| kombu sostantivo | /ˈkɒmbuː/ | kombu |
| commercially avverbio | commercialmente | |
| vegetarian sostantivo | /vɛ.d͡ʒɪˈtɛ.ɹi.ən/ | vegetariano |
| pond sostantivo | /pɑnd/ | stagno |
| visitor sostantivo | /ˈvɪzɪtɚ/ | ospite, visitatore |
| mineral sostantivo | /ˈmɪn.ə.ɹəl/ | minerale |
| passport sostantivo | /ˈpæspɔɹt/ | passaporto |
| assess verbo | /əˈsɛs/ | valutare, stimare |
| indoor aggettivo | /ˈɪndoɹ/ | al chiuso |
| overview sostantivo | /ˈoʊ.vɚˌvjuː/ | visione d'insieme, resoconto |
| lecture sostantivo | /ˈlɛk.t͡ʃə/ | conferenza, lezione |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| clean up verbo | ripulire |
| find out verbo | scoprire |
| keep up verbo | mantenere, conservare |
| look out verbo | fare attenzione, stare attento |
| open up verbo | aprire |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- Yes, what can I do for you?
- I'll take notes, shall I?
- Shouldn't we say something about the economy?
- Look, let's think about that one later, shall we?
- Why don't we call the embassy?
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 · will be given · has been done |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has been done · has been written · I've enrolled |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | enhancer, which is · kombu, which was · acid which is |
Pronuncia a cui fare attenzione
Chi parla usa 43 contrazioni e forme ridotte, come I'm, don't, I'll. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: brochure /bɹoʊˈʃʊɚ/, demolition /ˌdɛm.əˈlɪʃ.ən/, nationality /ˌnæʃ.əˈnæl.ɪ.ti/, extraction /ɪkˈstɹækʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/
- Parole lunghe — attenzione all’accento: vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, binoculars /(ˌ)baɪˈnɑ.kjə.lɚz/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/, estuary /ˈɛst͡ʃuˌɛɹi/, intensify /ɪnˈtɛnsɪfaɪ/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: homestay /ˈhoʊmˌsteɪ/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/, enhancer /ɪnˈhænsɚ/, storehouse /ˈstɔː(ɹ)haʊs/, overhead /ˈəʊvəˌhɛd/
- Consonante finale — senza aggiungere una vocale dopo: glutamate /ˈɡluː.tə.meɪt/, pond /pɑnd/, passport /ˈpæspɔɹt/, assess /əˈsɛs/, binoculars /(ˌ)baɪˈnɑ.kjə.lɚz/
- /æ/ — più aperta della “e”: geographical /d͡ʒiəˈɡɹæfɪkl̩/, passport /ˈpæspɔɹt/, enhancer /ɪnˈhænsɚ/, mangrove /ˈmæŋɡɹoʊ̯v/, gymnastics /d͡ʒɪmˈnæs.tɪks/
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 glutamate, flavor, brochure.
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.