Pratica di Shadowing: [VOL 6] IELTS Listening Test 6 - Impara a parlare inglese con i video
Creazione lezione...
1
Thank you.
2
Section 1.
3
You will hear an interviewer asking an interviewee called Lee to do a questionnaire on residency in the North.
4
First, you have some time to look at questions 1 to 5.
5
You will see that there is an example which has been done for you.
6
On this occasion only, the conversation relating to this will be played first.
7
Excuse me?
8
Yes?
9
I was wondering if you could spare a few minutes to do a questionnaire on your residency here in the north.
10
It won't take long.
11
No, that's fine.
12
Lovely.
13
First of all, may I get some information about yourself?
14
OK.
15
May I know your name and age?
16
My name's Lee and I'm 19 years old now.
17
Lee says that he is 19 years old now, so 19 has been written in the space.
18
Now we shall begin.
19
You should answer the questions as you listen, because you will not hear the recording a second time.
20
Listen carefully and answer questions 1 to 5.
21
Excuse me?
22
Yes?
23
I was wondering if you could spare a few minutes to do a questionnaire on your residency here in the North.
24
It won't take long.
25
No, that's fine.
26
Lovely.
27
First of all, may I get some information about yourself?
28
OK.
29
May I know your name and age?
30
My name's Lee and I'm 19 years old now.
31
Great.
32
And could I ask what your job is?
33
Are you a student?
34
Actually, I'm going to continue my study in business management next month.
35
But at the moment, I'm a salesman by profession.
36
Oh, right.
37
And how long have you been living here in the north?
38
Well, I have been in this city since I was three years old, but my family and I had lived in the east for seven years at first.
39
Now I am nineteen, so I have spent about nine years living here till now.
40
Great!
41
Which part of the northern area do you live in?
42
I live in Spring Park.
43
Have you heard of it?
44
Yes, of course.
45
So, what about your accommodation?
46
Do you live in a house or a flat or something similar?
47
I used to live with my family in a big house, and now I'm living in an apartment with two of my friends, who are my colleagues as well.
48
Oh, right.
49
And one more question.
50
What means of transport will you take when you need to go somewhere?
51
If it's not too far away, I'd prefer to go on foot or by bicycle.
52
If there is a long way to go, I take the train or sometimes a cab.
53
I rarely take buses because I think the most important things to keep in mind are time and comfort.
54
Great!
55
Thanks!
56
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
57
Now listen and answer questions 6 to 10.
58
Now, let's go to the second part of my questionnaire.
59
I'd like you to tell me, how often do you dine out?
60
Is it once a week or several times a year?
61
I'm afraid neither of those options agree with me.
62
I don't often go out for dinner, maybe once a month.
63
Every week just seems too often for me.
64
OK, then where do you usually go for recreation?
65
I often go to places that other people go to.
66
I sometimes go clubbing after work.
67
You know there are some fantastic clubs nearby.
68
And if you do not have to work during the day, will you go for a show or something?
69
You know, there is a newly built theatre that opened last month in Spring Park, but I rarely go there because it's too expensive.
70
I prefer to go to the cinema to see some of the latest movies.
71
Do you like doing sports?
72
And what is your main form of exercise?
73
I like swimming and I go to the gym occasionally, but I spend most of my spare time sailing.
74
All right.
75
Last question.
76
Have you taken any part -time courses?
77
Yes, because I'm really keen on cartoons.
78
I'm doing a Japanese course during the weekends, but I'm still a beginner.
79
Wow!
80
What a special language.
81
Most people I know would like to learn Spanish or Latin.
82
You must be brilliant.
83
Well, thank you very much for your time.
84
No problem.
85
Bye.
86
That is the end of Section 1.
87
And answer questions 11 to 14.
88
Welcome to our holiday special.
89
Today I'll be talking about a new cycle route in this area called the Amsden Way.
90
It's well signposted so you can see exactly where to go.
91
And it's an easy route with no steep hills.
92
It's 35 kilometers long from Amsden to Lowington and consists partly of cycle paths and partly roads.
93
Let me outline the route briefly starting at Amsden Railway Station.
94
The first part is a cycle path running eastwards, roughly parallel to the rail track.
95
Almost immediately, the railway curves away and goes around the southern side of a little lake.
96
But the cycle path takes the northern route around the lake.
97
Keep your eyes open for the swans that nest there.
98
The path then joins the road and the next landmark is a group of massive rocks which tower over the countryside.
99
You will see them to the east of the road just before the road goes under the railway.
100
They are very impressive.
101
Soon, you'll come to a fork in the road where you're going to leave the road and head off toward the river.
102
But if you want to make a detour to Colleen Nature Reserve, go straight on instead of leaving the road here.
103
Continuing along the cycle path, you'll reach the River Cleve.
104
The cycle path follows the river southwards.
105
After a bit, you'll see the Ashington China Factory, which closed in 1962.
106
When you get there, there's a bridge over the river
107
and you carry on with Langton Forest to the south and farmland to the north.
108
The route ends at Langton Village, where you'll find a railway station.
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So, you can either catch the train here or cycle back to Amsden.
110
Before you hear the rest of the program, you have some time to look at questions 15 to 20.
111
Thank you.
112
Now listen and answer questions 15 to 20.
113
One point to remember when you're cycling on the Amsden Way is
114
that you should keep your eyes open for sheep which occasionally stray onto the cycle path from adjoining fields.
115
So be careful to avoid accidents.
116
The path is well constructed, so it's not affected by wet or muddy conditions.
117
There might be the odd car or tractor when you're cycling on roads,
118
but most traffic has been diverted to the main road that bypasses the whole area.
119
Now, a bit more about some of the places you'll see.
120
The starting point, Amstead Station, was quite busy in the early 20th century with services to several major cities.
121
But it was closed in the 1950s.
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And actually, a small company was set up to turn it into a sort of railway museum, maintaining it in the style of the 1950s.
123
And the station was ready for trains to start using it again earlier this year.
124
It's only used by a few local trains, though.
125
There's a visitor's center at the station, which has a small exhibition about the history of railway transport all over the world,
126
and a facility for hiring bikes if you don't have one of your own.
127
There's also a small shop just across the road from the station that sells refreshments.
128
As I said, you can cycle to Langton
129
and return to Amsden by train or the other way around because you can take your cycle on the train.
130
There's no need to book.
131
There's plenty of room and no extra charge.
132
However, the service is very limited.
133
and the trains between these two places don't run on weekdays.
134
If you want to see the River Elm, there's a footpath from Amsden Station, and you can safely leave your bike in the car park there.
135
Leave yourself plenty of time, though.
136
Going down's easy, but the climb up is very steep, so the walk back up to the top can take quite a while.
137
But it's worth the effort.
138
The scenery is wonderful.
139
And the footpath runs right next to the river, down to a waterfall.
140
Finally, if you'd like to do some more cycling in the area, there are lots of other cycle paths.
141
We'll be talking on the radio about them, and you'll be able to get full details in the Saturday edition of the local paper.
142
The National Cycle Network also has some details on their website, although I have to say they don't have many local ones yet,
143
but that may change.
144
So, we'll be telling you more about...
145
That is the end of Section 2.
146
You now have half a minute to check your answers.
147
Section 3.
148
You will hear two archaeology students, called May and Thomas, talking about the excavations they have been involved in.
149
First, you have some time to look at questions 21 to 25.
150
Now listen carefully and answer questions 21 to 25.
151
Hi, Thomas.
152
Did you have a good time in Turkey?
153
Hi, May.
154
I had a great time.
155
But I have to say, although I've always been keen on being an archaeologist, before I went on an excavation,
156
I used to find some of the things we did in class totally mystifying.
157
Me too.
158
Before I did my trip to Egypt, I was often irritated at not being able to picture exactly what the lecturers meant.
159
They were always so excited about everything.
160
Yeah.
161
We did a lot of practical stuff on the excavation, which I really needed.
162
Was it harder than you expected?
163
Yes, mostly.
164
I learned a lot more about the rules of archaeology.
165
I was really taken aback by how precise you have to be with your data collection and recording.
166
I took loads of photographs and they proved very useful, and the drawing went well too.
167
Yes, I think I'm quite good with the camera.
168
I'm minded about the recording, though.
169
I had no idea it would take so much time.
170
Did you find anything particularly interesting when you were digging?
171
I did, actually.
172
I had to dig a trench in part of the site.
173
Interestingly, there weren't any bits of pottery there like you would expect to find,
174
but I did get out some pieces of cloth and what looked like one or two silver beads.
175
But our team leader said that they weren't.
176
They were probably lead weights for weaving.
177
What about you?
178
I didn't find anything myself, but quite a few of the other students did.
179
What I enjoyed was trying to identify what crops the people who had once lived in the area had grown.
180
They seemed to have had a much better diet than I expected.
181
Fish and wheat as well as oats, honey
182
and fruit lots of different things yes it's amazing isn't it
183
and from measuring the bones in one of the sites we found
184
that the people were actually taller
185
and had better teeth than the people who live in the
186
area today probably due to less carbohydrates how were the people
187
you had to work with my team was great they were
188
made up of people my age from all over the world it was good to work with them Lots of fun, and they taught me a lot.
189
It was tough for us all, though, getting up at dawn every day and being out until late afternoon.
190
Oh, that's true enough.
191
We were all exhausted, and I'd like to have an international team next time.
192
Mine was mainly made up of English and Americans.
193
I enjoyed the field school, but everyone was much more experienced and older than I was.
194
It was a bit scary.
195
Before you hear
196
Now listen and answer questions 26 to 30.
197
You know there's going to be a question about the excavation projects in our test next week.
198
Should we just run through it for practice?
199
Good idea!
200
Our team leader was very strict about following the right procedure.
201
He used to say, never excavate anything if you're not sure it's worth excavating.
202
Now, I think that when you've decided where to excavate, you go to the site hut and get whatever tools you need.
203
Then clean the area so you know exactly how big it's going to be.
204
Right.
205
Okay, and you need to make sure you can remember what the site looks like before you begin digging.
206
I think photos are probably best for that, rather than drawings at this stage.
207
I agree.
208
You then attach them to a record sheet, which you get from the team leader, remembering to put in the site code, unit number and time.
209
So much red tape.
210
You seem to spend half the time marking rather than digging.
211
That's true.
212
I think you then have to draw up a detailed plan of where you're digging and then measure the limits.
213
And this is all before you actually start digging.
214
Okay, so far so good.
215
Now you can start with the trowel, but first you have to get soil samples, and you keep them for further analysis.
216
Anything that you don't think is useful, you leave in place on the site.
217
Yes, and if you make any finds, that is, any object you retrieve, including animal bone, stone, as well as artifacts,
218
they should all be registered and labeled.
219
And then you put them in a plastic bag and return them to the site hut.
220
That's right.
221
And remember to leave the tools and site hut as you would expect to find them.
222
Ha!
223
Looks like we've learned something after all.
224
That is the end of Section 3.
225
You now have half a minute to check your answers.
226
Now turn to Section 4.
227
Section 4.
228
You will hear part of a presentation on recent crocodile research in Australia.
229
First, you have some time to look at questions 31 to 40.
230
Thank you.
231
You Now listen carefully and answer questions 31 to 40.
232
Hello, everybody.
233
I've just arrived back from my field trip, and Professor Martin has asked me to tell you about it today in our research forum.
234
As many of you know already, my dissertation relates to crocodile behavior.
235
My specialty is the saltwater crocodile, which is much larger than the freshwater crocodile.
236
I've just come back from the Northern Territory, where I've been part of a groundbreaking study observing crocodile movements.
237
Uh, it's not the only time crocodile movements have been followed, but this study is unique because we tracked crocodiles using a satellite.
238
Up until now, studies like this one have only been able to track crocodile movements using radio.
239
Not only was this method more stressful for the animal, which had to be caught several times, but it was also not very reliable, as the signal was often lost.
240
So, you might be wondering why we chose to track crocodiles.
241
Well, crocodile attacks on people and livestock are rare.
242
But when they do happen, the government believes that the problem crocodile should be relocated, rather than killed.
243
But can we be sure that the crocodile won't simply return to the place where it came from?
244
So, we designed a study to try to answer these questions.
245
We wanted to establish, firstly, how far crocodiles can travel over a period of time.
246
The second thing that we wanted to know was how easy is it for crocodiles to navigate.
247
Could they find their own way home again if they were moved to another location?
248
Of course, the biggest challenge when observing crocodiles is that they are very secretive animals.
249
They stay well away from people if they can, which makes them really difficult to follow.
250
I'll give you some information about the design of the study now.
251
There were three crocodiles in our study, all from the Northern Territory, and measuring between 3 and 4 .5 meters in length.
252
The crocodiles were captured, measured and tagged,
253
and then taken by helicopter to new locations up to 400 kilometers away from where they were found.
254
We were then able to use the tracking data to monitor their movements.
255
We used a specially designed transmitter, which we attached to each animal's head.
256
The transmitter collected the data and related back to us.
257
The results of our study were quite astounding.
258
After they were released, each crocodile remained in the release site for some weeks, making random movements around the site each day.
259
But then, they each swam home, traveling by the most direct route.
260
These crocodiles showed remarkable navigational skills and stamina to swim such long voyages.
261
So, what conclusions did we draw from this?
262
Well, we proved that crocodiles are clearly capable of making marathon swims to find their way home.
263
This meant that the current policy should be reconsidered.
264
You might be wondering how the crocodiles managed to get home.
265
We concluded that they used factors such as sight and smell, as well as their position to the sun, to point their way.
266
It's a little -known fact that crocodiles are more closely related to birds than they are to any other reptile.
267
So, we believe it's possible that they use the same system to negotiate long journeys.
268
Now that the study has been completed...
269
That is the end of Section 4.
270
You now have half a minute to check your answers.
📺 Stesso Canale
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “[VOL 6] IELTS Listening Test 6”. Le parole che ritornano più spesso: crocodile, cycle, answer. Questo video contiene 270 frasi e 2903 parole da ripetere con lo shadowing. Il parlato dura 23:46. Chi parla mantiene un ritmo costante di circa 122 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
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| crocodile sostantivo | /ˈkɹɑkədaɪl/ | coccodrillo |
| excavation sostantivo | /ˌɛkskəˈveɪʃn/ | scavo |
| questionnaire sostantivo | /ˌk(w)ɛstʃəˈnɛə/ | questionario |
| residency sostantivo | /ˈɹɛzɪdənsi/ | residenza |
| archaeology sostantivo | /ˌɑɹ.kiˈɑ.lə.d͡ʒi/ | archeologia |
| steep aggettivo | /stiːp/ | scosceso, ripido |
| observe verbo | /əbˈzɜːv/ | osservare |
| keen aggettivo | /kin/ | propenso, incline |
| archaeologist sostantivo | /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/ | archeologo, archeologa |
| artifact sostantivo | /ˈɑɹtɪfækt/ | artefatto, manufatto |
| carbohydrate sostantivo | /kɑɹboʊˈhaɪdɹeɪt/ | carboidrato |
| detour sostantivo | /ˈdi.toɹ/ | deviazione |
| divert verbo | /daɪˈvɝt/ | distrarre |
| groundbreaking aggettivo | /ˈɡɹaʊndˌbɹeɪkɪŋ/ | rivoluzionario, innovativo |
| interviewee sostantivo | /ˌɪn.tɚ.vjuːˈiː/ | intervistato, intervistata |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| draw up verbo | stilare, stendere |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- May I know your name and age?
- Have you heard of it?
- I'd like you to tell me, how often do you dine out?
- Do you like doing sports?
- Have you taken any part -time courses?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| “Used to” used to + verbo — un’abitudine o uno stato passato che non è più vero | used to live · used to find · used to say |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has been done · has been written · have been |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | has been done · will be played · has been written |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | example which has · station, which has · people who had |
Pronuncia a cui fare attenzione
Chi parla usa 48 contrazioni e forme ridotte, come I'm, you'll, don't. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: footpath /ˈfʊtˌpæθ/, southward /ˈsaʊθwəd/, cloth /klɒθ/, marathon /ˈmæɹəθən/
- I suoni “sh” e “zh”: excavation /ˌɛkskəˈveɪʃn/, refreshment /ɹɪˈfɹɛʃ.mənt/, freshwater /ˈfɹɛʃˌwɔːtə(ɹ)/, dissertation /ˌdɪsəˈteɪʃən/, specialty /ˈspɛʃ.əl.ti/
- Parole lunghe — attenzione all’accento: residency /ˈɹɛzɪdənsi/, archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/, interviewee /ˌɪn.tɚ.vjuːˈiː/
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 crocodile, excavation, questionnaire.
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.