Pratica di Shadowing: [VOL 7] IELTS Listening Test 2 - Impara a parlare inglese con i video

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Section 1 You'll hear a student phoning a student careers office about a job at a holiday resort.

First, you have some time to look at questions 1 to 6 on page 2.

You will see that there is an example that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello.

I saw an advert for holiday staff on the notice board and I'm very interested.

Can you tell me something about the resort?

Let me see.

Yes, those jobs are at the Sandy Shores Resort.

You may have heard of it, as it's quite well known in the area.

The name of the resort is Sandy Shores, so Sandy has been written in the space.

Now we shall begin.

You should answer the questions as you listen because you will not hear the recording a second time.

Listen carefully and answer questions 1 to 6.

Hello.

I saw an advert for holiday staff on the notice board and I'm very interested.

Can you tell me something about the resort?

Let me see.

Yes, those jobs are at the Sandy Shores Resort.

You may have heard of it, as it's quite well known in the area.

I'm not sure.

Where exactly is it?

It's on Jameson Island.

I haven't heard of that one.

How do you spell it?

J -A -M -I -E -S -O -N.

It was named after a famous explorer.

Oh, sounds interesting.

Yes, it's a beautiful place, and as it's a large resort, they have vacancies in a few different areas.

When would they want someone to start?

It looks like the applications close by the 12th of May, and they would need you to begin from the 11th of July.

Oh, that's perfect.

My exams finish on the 5th of July.

Can you tell me something about the jobs?

Well, first of all, there is a vacancy in the Calypso Bistro.

That's for a waiter.

The work is quite easy, taking orders and serving meals.

You don't need any experience, as they will train you.

That's good.

They've also got a few vacancies in what is called the Guest Liaison Department.

They are involved with the entertainment in the resort, especially the daily music shows and parades.

They definitely need people who can sing

What's your voice like?

It's shocking, but I can play piano

Would that be useful?

I don't think so

They already have a band OK, so what else is there?

Among the most popular things for guests are the games

and water sports activities which take place on the beach that belongs to the resort

They are always looking for fit young people to help out with things like volleyball,

surfing and cricket but they definitely need people who have worked with children for that vacancy.

Well, I coach junior basketball.

Sounds great.

Finally, there are vacancies in the reception area.

You'd work as part of the concierge department, carrying bags to and from rooms.

A requirement for this role is that you can drive.

That might seem strange, but some of the villas are quite far away from the resort hub,

so they have little golf buggies to take the bags over to them.

I expect you'd like to know a bit more about the general benefits for staff?

Yes, please.

Do they provide free accommodation for staff?

It looks like they only provide it to permanent employees, but staff don't have to pay for transport to and from the island,

so you'd have to stay in Port Thomas, but there are plenty of cheap places there.

What about meals?

Yes, they're provided when you're on duty, so you would save money on groceries.

If you are interested, we can set up an interview for you.

I know the resort personnel manager wants interviews on Wednesday, Thursday and Friday here at the college.

Which day would suit you?

Can we do it on Thursday as I work on Wednesdays?

Fine.

Is two o 'clock OK?

Perfect.

OK.

I've booked you in for then.

Is there anything I need to take to the interview?

Let me see.

Yes, you need to bring a CV giving details of your work experience

and qualifications and

because they are planning on interviewing a lot of people they've asked everyone to provide a photo as well

so they can remember who is who do you have any questions

that is the end of section one you now have half a minute to check your answers

Section 2 You will hear a radio talk by Peter Gentle,

the organizer of an annual walk called the Tavy Point Walk.

First, you have some time to look at questions 11 to 15 on page 3.

Now listen carefully and answer questions 11 to 15.

Today we're pleased to welcome

Peter Gentle, who is organising this year's famous Tavie Point Walk.

Can you tell us about the walk, Peter?

Well, it's an organised group walk which takes place every year on one day in October, across some of the most beautiful scenery in the country.

Just about anyone with normal fitness can do it,

but we have lots of volunteer stewards who are posted at regular intervals along the way to offer help if needed.

The walk is mainly aimed at families.

We want to help people to walk with their children.

It's healthy exercise and it helps people get to know their local area better.

Now, for those of your listeners who might be interested in doing the walk, it takes place this year on Sunday the 27th of October.

It's 18 miles in length, so quite long, but we ensure walkers are very well looked after.

We like to involve as many people as possible, and it's getting busier every year.

For most of the walk's history, we set a maximum of 220 walkers,

but this year we've been able to expand to 280 because we've got a total of 50 volunteers to help us.

100

You provide a lot of support then

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We have to be pretty strict about arrangements but we do what we can to help people

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If someone arrives without proper clothing we can help out from our stocks of waterproofs for example

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We don't just turn them away

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The only time we do that is if people behave badly at the start

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We also spend a lot of time fielding walkers questions about safety both before the walk

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and while it's going on Do you ever cancel the walk for very bad weather?

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Yes, but it hasn't happened for several years.

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However, a couple of years ago, the organisers made a decision to cancel

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because we didn't get as many volunteers as we needed to act as stewards on the walk.

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The team felt really awful about it, but these things happen.

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If something does go amiss, we try to inform all walkers well in advance.

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Now, if any of your listeners are interested in joining the walk, they should go to our website at www.

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www .tavywalk .org and give us their details.

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It costs £4 .50 each to enter, and that covers a bottle of juice and a hot pie.

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It also helps towards maintaining the 12 staff checkpoints at different parts on the route.

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About 90 % of our walkers do complete the whole 18 -mile route, but if you're not well or feel you can't go any further,

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just inform the stewards when you get to the checkpoint and they'll organise transport to get you where you need to go.

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If you do complete the course, you are entitled to receive a badge.

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Now, unfortunately, we can't give those to you immediately on finishing.

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If you want one, you have to order it one week before the walk

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and you'll get it by post two weeks after the walk, as long as you finish, of course.

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It may seem a strange system, but we found it works because only those walkers who really want a badge get one.

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Before you hear the rest of the talk, you have some time to look at questions 16 to 20 on page 4.

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Now listen and answer questions 16 to 20.

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What do walkers need to take with them?

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Good question.

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When you register for the walk, we send you a booklet with all the key information.

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But basically, we do say that you should be properly dressed.

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Now, it must be emphasised that this doesn't mean that you wear thick trousers like jeans.

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Lighter, waterproof apparel is better.

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Some people like to bring their mobile phones, but there isn't always a good signal.

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And remember, the checkpoints are there, so you can always rely on those.

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Some people asked if they should bring a torch, but frankly, they're a waste of space and weight.

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It's a relatively gentle, straightforward walk.

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Another thing people ask about is refreshments whether you carry things like high energy drinks is up to you

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and finally we say it's a very good idea to bring a rucksack

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but what size is up to the individual

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but as i say there's full information in the walker's booklet well thank you very much peter

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that is the end of section two you now have half a minute to check your answers

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Section 3.

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You will hear two students, called Charlie and Delia, discussing a joint assignment for their Human Geography course.

142

First, you have some time to look at questions 21 to 26 on page 5.

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Now listen carefully and answer questions 21 to 26.

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Hi, Delia.

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Shall we get down to planning our assignment?

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We haven't got long now before the deadline.

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I know.

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And it's quite open -ended, isn't it?

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Just research and analyze data about energy consumption in a given region.

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Yes, and all we've done so far is check out a few likely websites.

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Shall we exchange ideas about those first?

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Hmm, good idea.

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Let me look at my notes.

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Okay, I had a preliminary look at one or two websites.

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There was National Geographic.

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The thing there that struck me was a facility for creating tailor -made maps.

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We might like to use that when it comes to presenting our findings.

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Right.

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That would make some types of data instantly clear, I guess.

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Also, I checked out the United Nations website.

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That one had masses of useful stuff, only I couldn't get at it.

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I know.

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It was for subscribers only, right?

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And we don't want to get into that sort of thing.

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After all, it's not a major piece of work we're doing.

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Yes, I agree.

167

I looked at the website of an agency called the Energy Information Administration.

168

There were some population statistics there that we could use, but there didn't seem to be any figures for energy use

169

so that site would only be suitable to a limited extent for our purposes.

170

I thought the British Petroleum website might be a good place to get information about energy use.

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Oh, good thinking.

172

There was lots of data, actually.

173

The only thing is, it went into more depth than was necessary for our assignment,

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and we'd have to collate a lot of the figures to arrive at an overview.

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So I didn't think it was quite what we were looking for.

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I also looked on the Central Intelligence Agency website.

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Hmm, I never had thought of that.

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Something worth noting.

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It seemed to be the only place I looked at that had data for this current year.

180

Oh, right.

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I'm not sure about the websites I looked at.

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I didn't look carefully enough, I guess.

183

And I also found stuff on the World Bank site, and that had figures going back quite a long way.

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Okay.

185

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 6.

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Now listen and answer questions 27 to 30.

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Fine.

188

We know roughly what we're doing.

189

But have you got any more definite thoughts about what our subject matter should be?

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I think one thing we've got to be careful about is biting off more than we can chew.

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Yes, especially as it doesn't count towards our final assessment anyway.

192

So, shall we just limit it to data about population size and energy consumption?

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How about if we add in one other factor, carbon emissions?

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I think it'd be interesting to see what the interaction between those three factors is like.

195

Okay, but in that case, we originally planned to stick to countries in North and South America.

196

But what if we narrowed it down further?

197

I'd be happy with that.

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How about, let's say, 20 countries in all, the top 10 consumers of energy in the region, and also the bottom 10?

199

Sounds good.

200

And we can calculate per capita consumption and per capita emissions to allow valid comparisons.

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Actually, it would be interesting to look at a breakdown of the types of energy each of those countries uses.

202

You know, how much coal, how much wind power, how much nuclear power, and so on.

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But we did just agree to restrict our data.

204

I know.

205

And then, what about the way we present our data?

206

Our tutor said that's one of the things she'll be looking at in particular, especially our graphics.

207

Don't you think a bar chart would be more effective than a set of tables with figures?

208

It might, but I've got another idea.

209

I'm keen to display our data on a map instead.

210

We can easily find a software program to do that.

211

Brilliant.

212

Thanks.

213

One last thing, Charlie, and then we better go away and get started.

214

Who's going to do what?

215

Your math is better than mine,

216

so I'll volunteer to search out all of the raw data we need if you're prepared to do the necessary number crunching.

217

Okay, but can you get them to me as soon as possible?

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I'll do it tonight.

219

Okay, and I tell you what, since the graphics were my idea, I'll take those on.

220

But do you mind doing the text?

221

You've got a better way with words than I have.

222

That's okay with me, as long as you'll agree to look over everything

223

and give it the finishing touches before we hand it in.

224

It's a deal.

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Shall we meet at the same time tomorrow, or do you...

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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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You Section 4

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You will hear a university lecturer talking to his students about an architectural studies assignment.

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First, you have some time to look at questions 31 to 40 on pages 7 and 8.

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Thank you.

232

Now listen carefully and answer questions 31 to 40.

233

Okay, before this morning's lecture on successful design of public buildings, I want to draw your attention to your next assignment.

234

So, your assignment is on public monuments,

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and by that I mean any structure or statue that is built to remind us of important events or of historic figures.

236

The assignment should be divided into three sections.

237

At the beginning of Section 1, you should identify the monument you're examining and say why you've chosen it.

238

Include a comment on whether you think the monument works.

239

By that, I mean its success.

240

You may think it's wonderful.

241

You may think it's a public eyesore, something that people hate looking at.

242

Next, you should also include in this first section information about where the monument was built

243

Its geographical site

244

And also a discussion of its social importance

245

How relevant it was for the people of the time

246

You should also include information on when it was built

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Its historical background

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And make sure you illustrate the assignment appropriately too I shall expect that

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Insert any plans you can find, and make sure any photographs you use have captions and are clearly referred to in the text,

250

or they will be meaningless.

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To end this section, you should include something about the record of the person who designed the monument,

252

showing how the monument relates to his or her other work.

253

Right.

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In section two of the assignment, you'll need to give a detailed account of the design and construction of the monument.

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Firstly, I'll want to read about any particular influence you think is apparent in the design.

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More often than not, there will be something in it that links it to an established style.

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Classical Greek, for example.

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Or it may reflect a movement, like Bauhaus or Art Nouveau.

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You decide.

260

Secondly, I want information about the choice of materials, not only those which were used, but reasons why they may have been selected from others

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that were available at the time and in the area where the designer worked.

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Next, I'll want to mention of any particular skills that were necessary in the construction too.

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The third section is the most important one.

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Here, you'll go into much more critical detail.

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To add to your own comments, you'll need to carry out a survey for this section to be as comprehensive and rounded as possible.

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Ask yourself and others the following questions.

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Firstly, was the reason for erecting the monument a valid one?

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For example, was it one that ordinary members of the public, the man or woman on the street,

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can readily relate to, and did it justify how much public money it cost?

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Was it a waste, or does it represent a sound cultural investment?

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Then, think about its emotional impact.

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When someone looks at it, how do they feel?

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Angry?

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Sad?

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Indifferent?

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And don't forget to consider how well the monument sits in its environment.

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Does it harmonize with it, or does it clash with it?

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And is that important?

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Does it add to the effect or take away from it?

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Right, those guidelines should help.

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Oh, and remember, it is important to weigh up carefully how to make the

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maximum impact in this kind of critique within the number of words allowable.

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You don't get extra marks for lots of factual information.

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You get those for a well -constructed analysis that's what counts and that needs to be based on your personal opinion

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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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Thank you.

288

Thank you.

289

Thank you.

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Vocabolario e note di pronuncia per questa lezione

Questa lezione di conversazione si basa sul video “[VOL 7] IELTS Listening Test 2”. Questo video contiene 289 frasi e 3034 parole da ripetere con lo shadowing. Il parlato dura 26:18. Chi parla mantiene un ritmo costante di circa 115 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
resort sostantivo	/ɹɪˈzɔɹt/	villaggio vacanze, villagio turistico
monument sostantivo	/ˈmɑnjʊmənt/	monumento
walker sostantivo	/ˈwɔkɚ/	camminatore
carefully avverbio	/ˈkɛɹf(ə)li/	minuziosamente, accuratamente
vacancy sostantivo	/ˈveɪkənsi/	posto vacante, posizione vacante
volunteer sostantivo	/ˌvɑlənˈtɪɹ/	volontario, volontaria
consumption sostantivo	/kənˈsʌmp.ʃən/	consumo
relate verbo	/ɹɪˈleɪt/	riferire
gentle aggettivo	/ˈd͡ʒɛntl̩/	gentile
meal sostantivo	/ˈmiːl/	pasto
arrive verbo	/əˈɹaɪv/	arrivare, giungere
valid aggettivo	/ˈvælɪd/	valido
graphics sostantivo	/ˈɡɹæfɪks/	grafica
cancel verbo	/ˈkæn.sl̩/	depennare, cancellare
inform verbo	/ɪnˈfɔɹm/	informare

I phrasal verb che sentirai

Parola	Pronuncia	Significato
check out verbo		investigare
carry out verbo	/ˈkæ.ɹi aʊt/	compiere, realizzare
go away verbo		partire, andarsene
go back verbo		tornare
look over verbo		esaminare
set up verbo	/ˌsɛt ˈʌp/	preparare, installare

Frasi da ripetere

Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:

Can you tell me something about the resort?
How do you spell it?
Can you tell me something about the jobs?
What's your voice like?
Which day would suit you?

La grammatica di questo video

Le strutture che chi parla usa di più, con le parole esatte del video:

Struttura	Nel video
Present perfect have/has + participio passato — un’azione passata che conta ancora adesso	has been done · has been written · haven't heard
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	people who can · people who have · person who designed

Pronuncia a cui fare attenzione

Chi parla usa 65 contrazioni e forme ridotte, come don't, you'll, I'll. Pronunciale nella forma breve, così come le senti.

I suoni “th”: clothing /ˈkloʊðɪŋ/, thick /θɪk/, mathematics /mæθ(.ə)ˈmæt.ɪks/
I suoni “sh” e “zh”: consumption /kənˈsʌmp.ʃən/, emission /ɪˈmɪʃ.ən/, shock /ʃɔk/, occasion /əˈkeɪ̯ʒən/, interaction /ˌɪn.təˈɹæk.ʃən/
Parole lunghe — attenzione all’accento: ordinary /ˈɔɹdɪnɛɹi/, comprehensive /ˌkɑm.pɹəˈhɛn.sɪv/, interaction /ˌɪn.təˈɹæk.ʃən/, preliminary /pɹɪˈlɪmɪnɛɹi/, mathematics /mæθ(.ə)ˈmæt.ɪks/

I suoni difficili per chi parla italiano:

/h/ — va soffiata, non è muta: comprehensive /ˌkɑm.pɹəˈhɛn.sɪv/, behave /bɪˈheɪv/, harmonize /ˈhɑɹ.mə.naɪz/
Consonante finale — senza aggiungere una vocale dopo: resort /ɹɪˈzɔɹt/, assignment /əˈsaɪn.mənt/, monument /ˈmɑnjʊmənt/, relate /ɹɪˈleɪt/, arrive /əˈɹaɪv/
/æ/ — più aperta della “e”: valid /ˈvælɪd/, graphics /ˈɡɹæfɪks/, cancel /ˈkæn.sl̩/, badge /bæd͡ʒ/, badly /ˈbæd.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 resort, monument, walker.

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.

Tecnica dello shadowing: leggi la guida completa passo dopo passo →

Pratica di Shadowing: [VOL 7] IELTS Listening Test 2 - Impara a parlare inglese con i video

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Vocabolario e note di pronuncia per questa lezione

Vocaboli chiave di questo video

I phrasal verb che sentirai

Frasi da ripetere

La grammatica di questo video

Pronuncia a cui fare attenzione

Come esercitarsi con questo video

Cos'è la tecnica dello Shadowing?