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IELTS 16.

Published by Cambridge University Press and Cambridge Assessment English 2021.

This recording is copyright.

Test 1.

This is the IELTS Listening Test.

You will hear a number of different recordings and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four parts.

At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.

Now turn to part one.

Part one.

You will hear a man phoning to find out about some children's engineering workshops.

First, you have some time to look at questions 1 to 3.

Now listen carefully and answer questions 1 to 3.

Hello, Children's Engineering Workshops.

Oh, hello.

I wanted some information about the workshops in the school holidays.

Sure.

I have two daughters who are interested.

The younger one's Lydia.

She's four.

Do you take children as young as that?

Yes.

Our tiny engineer's workshop is for four to five -year -olds.

What sorts of activities do they do?

All sorts.

For example, they work together to design a special cover that goes round an egg, so that when it's inside,

they can drop it from a height and it doesn't break.

Well, sometimes it does break, but that's part of the fun.

Right.

And Lydia loves building things.

Is there any opportunity for her to do that?

Well, they have a competition to see who can make the highest tower.

You'd be amazed how high they can go.

Right.

But they're learning all the time as well as having fun. For example, one thing they do is to design

and build a car that's attached to a balloon

and the force of the air in that actually powers the car and makes it move along.

They go really fast too.

OK, well, all this sounds perfect.

Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.

Now listen and answer questions 4 to 10.

Now Carly, that's my older daughter, has just had her seventh birthday.

So presumably she'd be in a different group.

Yes, she'd be in the junior engineers.

That's for children from six to eight.

And do they do the same sorts of activities?

Some are the same, but a bit more advanced.

So they work out how to build model vehicles, things like cars and trucks,

but also how to construct animals using the same sorts of material and technique.

And then they learn how they can program them and make them move.

So they learn a bit of coding?

They do.

They pick it up really quickly.

We're there to help if they need it, but they learn from one another too.

Right.

And do they have competitions too?

Yes.

With the junior engineers, it's to use recycled materials like card and wood to build a bridge.

And the longest one gets a prize.

That sounds fun.

I wouldn't mind doing that myself.

Then they have something a bit different,

which is to think up an idea for a five -minute movie and then film it using special animation software.

You'd be amazed what they come up with.

And of course, that's something they can put on their phone.

and take home to show all their friends.

Exactly.

And then they also build a robot in the shape of a human, and they decorate it and program it so that it can move its arms and legs.

Perfect.

So is it the same price as the tiny engineers?

It's just a bit more.

Fifty pounds for the five weeks.

And are the classes on a Monday too?

There used to be, but we found it didn't give our staff enough time to clear up after the first workshop, so we moved them to Wednesdays.

The classes are held in the morning from 10 to 11.

OK.

That's better for me, actually.

And what about the location?

Where exactly are the workshops held?

They're in Building 10A.

There's a big sign on the door.

You can't miss it.

And that's in Fradston Industrial Estate.

Sorry.

Fradston.

That's F -R -A -D -S -T -O -N -E.

And that's in Grassford, isn't it?

Yes, up past the station.

And will I have any parking problems there?

No, there's always plenty available.

So, would you like to enrol Lydia and Carly now?

OK.

So, can I have your full name and...

That is the end of part one.

You now have half a minute to check your answers to part one.

Part 2 You will hear the managing director of a company called Stevenson's welcoming a group of work experience students.

First you have some time to look at questions 11 to 14.

100

Now listen carefully and answer questions 11 to 14.

101

Good morning everyone and welcome to Stephenson's, one of the country's major manufacturers of metal goods.

102

Thank you for choosing us for your two weeks of work experience.

103

My name is Julia Simmons and since the beginning of this year I've been the Managing Director.

104

Stephenson's is quite an old company.

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Like me, the founder, Ronald Stephenson, went into the steel industry when he left school.

106

That was in 1923.

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He set up this company when he finished his apprenticeship in 1926,

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although he actually started making plans two years earlier in 1924.

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He was a very determined young man.

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Stevenson's long -term plan was to manufacture components for the machine tools industry, although in fact that never came about,

111

and for the automotive industry, that is cars and lorries.

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However, there was a delay of five years before that happened, because shortly before the company went into production,

113

Stevenson was given the opportunity to make goods for hospitals and other players in the healthcare industry.

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So that's what we did for the first five years.

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Over the years, we've expanded the premises considerably.

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We were lucky that the site is big enough, so moving to a new location has never been necessary.

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However, the layout is far from ideal for modern machinery and production methods,

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so we intend to carry out major refurbishment of this site over the next five years.

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I'd better give you some idea of what you'll be doing during your two weeks with us, so you know what to expect.

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Most mornings you'll have a presentation from one of the managers to learn about their department,

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starting this morning with research and development.

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And you'll all spend some time in each department, observing what's going on and talking to people,

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as long as you don't stop them from doing their work altogether. In the past, a teacher from your school has come in at the end

124

of each week to find out how the group were getting on, but your school isn't able to arrange that this year.

125

Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

126

OK.

127

Now listen and answer questions 15 to 20.

128

OK, now I'll briefly help you to orientate yourselves around the site.

129

As you can see, we're in the reception area, which we try to make attractive and welcoming to visitors.

130

There's a corridor running left from here, and if you go along that, the door facing you at the end is the entrance to the coffee room.

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This looks out onto the main road on one side

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and some trees on the other and that'll be where you meet each morning.

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The factory is the very big room on the far side of the site.

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Next to it is the warehouse

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which can be accessed by lorries going up the road to the turning area at the end.

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You can get to the warehouse by crossing to the far side of the courtyard

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and then the door is on your right.

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Somewhere you'll be keen to find is the staff canteen.

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This is right next to reception.

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I can confidently say that the food's very good, but the view isn't.

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The windows on one side look onto a corridor and courtyard, which aren't very attractive at all,

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and on the other onto the access road, which isn't much better.

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You'll be using the meeting room quite often

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and you'll find it by walking along the corridor to the left of the courtyard and continuing along it to the end.

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The meeting room is the last one on the right and I'm afraid there's no natural daylight in the room.

146

Then you'll need to know where some of the offices are.

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The Human Resources Department is at the front of this building.

148

So you head to the left along the corridor from reception and it's the second room you come to.

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It looks out onto the main road.

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And finally the boardroom where you'll be meeting sometimes.

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That has quite a pleasant view as it looks out onto the trees.

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Go along the corridor past the courtyard right to the end.

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The boardroom is on the left next to the factory.

154

OK, now, are there any questions before we move...

155

Part 3.

156

You will hear two students called Jess and Tom discussing their art projects.

157

First you have some time to look at questions 21 to 24.

158

Now listen carefully and answer questions 21 to 24.

159

How are you getting on with your art project, Tom?

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OK.

161

Like, they gave us the theme of birds to base our project on, and I'm not really all that interested in wildlife, but I'm starting to get into it.

162

I've pretty well finished the introductory stage.

163

So have I.

164

When they gave us all those handouts with details of books and websites to look at, I was really put off.

165

But the more I read, the more interested I got.

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Me too.

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I found I could research so many different aspects of birds in art.

168

Colour, movement, texture.

169

So I was looking forward to the bird park visit.

170

What a letdown.

171

It poured with rain and we hardly saw a single bird.

172

Much less used than the trip to the Natural History Museum.

173

Yeah.

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I liked all the stuff about evolution there.

175

The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.

176

Ah, I missed those because I was ill.

177

I wish we could have seen the projects last year students did.

178

Hmm, I suppose they want us to do our own thing, not copy.

179

Have you drafted your proposal yet?

180

Yes, but I haven't handed it in.

181

I need to amend some parts.

182

I've realised the notes from my research are almost all just descriptions.

183

I haven't actually evaluated anything, so I'll have to fix that.

184

Oh, I didn't know we had to do that.

185

I'll have to look at that too.

186

Did you do a timeline for the project?

187

Yes, and a mind map.

188

Yeah, so did I.

189

I quite enjoyed that.

190

But it was hard having to explain the basis for my decisions in my action plan.

191

What?

192

You know, give a rationale.

193

I didn't realise we had to do that.

194

OK, I can add it now.

195

And I've done the video diary presentation.

196

and worked out what I want my outcome to be in the project.

197

Someone told me it's best not to be too precise about your actual outcome at this stage, so you have more scope to explore your ideas later on.

198

So I'm going to go back to my proposal to make it a bit more vague.

199

Really?

200

OK, I'll change that too then.

201

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

202

Thank you.

203

Now listen and answer questions 25 to 30.

204

One part of the project I'm unsure about is where we choose some paintings of birds

205

and say what they mean to us.

206

Like, I chose a painting of a falcon by Landseer.

207

I like it because the bird's standing there with his head turned to one side, but he seems to be staring straight at you.

208

But I can't just say it's a bit scary, can I?

209

Hmm.

210

You could talk about the possible danger suggested by the bird's look.

211

Oh, OK.

212

There's a picture of a fish hawk by Audubon I like.

213

It's swooping over the water with a fish in its talons, and with great black wings which take up most of the picture.

214

So you could discuss it in relation to predators and food chains?

215

Well, actually, I think I'll concentrate on the impression of rapid motion it gives.

216

Right.

217

Do you know that picture of a kingfisher by Van Gogh?

218

It's perching on a reed growing near a stream.

219

Yes, it's got these beautiful blue and red and black shades.

220

Mm -hmm.

221

I've actually chosen it because I saw a real kingfisher once when I was little.

222

I was out walking with my grandfather and I've never forgotten it.

223

Oh, so we can use a personal link?

224

Sure.

225

OK.

226

There's a portrait called William Wells.

227

I can't remember the artist, but it's a middle -aged man who's just shot a bird.

228

And his expression and the way he's holding the bird in his hand suggests he's not sure about what he's done.

229

To me, it's about how ambiguous people are in the way they exploit the natural world.

230

Interesting.

231

There's Gauguin's picture, Vyramati.

232

He did it in Tahiti.

233

It's a woman with a white bird behind her that is eating a lizard.

234

And what I'm interested in is what idea this bird refers to.

235

Apparently, it's a reference to the never -ending cycle of existence.

236

Wow.

237

I chose a portrait of a little boy, Giovanni de' Medici.

238

He's holding a tiny bird in one fist.

239

I like the way he's holding it carefully so he doesn't hurt it.

240

Oh, right.

241

That is the end of part three.

242

You now have half a minute to check your answers to part three.

243

Part 4.

244

You will hear a professor of philosophy giving a talk on the ancient philosophy of Stoicism.

245

First, you have some time to look at questions 31 to 40.

246

Thank you.

247

Now listen carefully and answer questions 31 to 40.

248

Ancient philosophy is not just about talking or lecturing, or even reading long, dense books.

249

In fact, it is something people have used throughout history to solve their problems and to achieve their greatest triumphs.

250

Specifically, I am referring to Stoicism,

251

which in my opinion is the most practical of all philosophies and therefore the most appealing.

252

Stoicism was founded in ancient Greece by Zeno of Citium in the early 3rd century BC, but was practiced by the likes of Epictetus,

253

Cato, Seneca, and Marcus Aurelius.

254

Amazingly, we still have access to these ideas, despite the fact that the most famous Stoics never wrote anything down for publication.

255

Cato definitely didn't, Marcus Aurelius never intended his meditations to be anything but personal.

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Seneca's letters were, well, letters, and Epictetus's thoughts come to us by way of a note -taking students.

257

Stoic principles were based on the idea that its followers could have an unshakable happiness in this life,

258

and the key to achieving this was virtue.

259

The road to virtue, in turn,

260

lay in understanding that destructive emotions like anger and jealousy are under our conscious control.

261

They don't have to control us, because we can learn to control them.

262

In the words of Epictetus, external events I cannot control, but the choices I make with regard to them I do control.

263

The modern -day philosopher

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and writer Nassim Nicholas Taleb defines a Stoic as someone who has a different perspective on experiences

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which most of us would see as wholly negative.

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A Stoic transforms fear into caution,

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pain into transformation, mistakes into initiation, and desire into undertaking.

268

Using this definition as a model, we can see that throughout the centuries,

269

Stoicism has been practised in more recent history by kings, presidents, artists, writers, and entrepreneurs.

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The founding fathers of the United States were inspired by the philosophy.

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George Washington was introduced to Stoicism by his neighbours at age 17,

272

and later put on a play based on the life of Cato to inspire his men.

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Thomas Jefferson kept a copy of Seneca beside his bed.

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Writers and artists have also been inspired by the Stoics.

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Eugene Delacroix, the renowned French Romantic artist, known best for his painting, Liberty Leading the People, was an ardent Stoic,

276

referring to it as his consoling religion.

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The economist Adam Smith's theories on capitalism were significantly influenced by the stoicism

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that he studied as a schoolboy under a teacher who had translated Marcus Aurelius's works.

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Today's political leaders are no different, with many finding their inspiration from the ancient texts.

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Former US President Bill Clinton re -reads Marcus Aurelius every single year,

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and many have compared former President Obama's calm leadership style to that of Cato.

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Wen Jiabao, the former Prime Minister of China, claims that Meditations is one of two books he travels with,

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and that he has read it more than one hundred times over the course of his life.

284

Stoicism had a profound influence on Albert Ellis,

285

who invented cognitive behaviour which is used to help people manage their problems by changing the way that they think and behave.

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It's most commonly used to treat depression.

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The idea is that we can take control of our lives by challenging the irrational beliefs that create our faulty thinking,

288

symptoms and behaviours by using logic instead.

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Stoicism has also become popular in the world of business.

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Stoic principles can build the resilience and state of mind required to overcome setbacks,

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because Stoics teach turning obstacles into opportunity, a lesson every business entrepreneur needs to learn.

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I would argue that studying Stoicism is as relevant today as it was 2 ,000 years ago,

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thanks to its brilliant insights into how to lead a good life.

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At the very root of the thinking, there is a very simple way of living.

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Control what you can and accept what you can't.

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This is not as easy as it sounds and will require considerable practice.

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It can take a lifetime to master.

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The Stoics also believed the most important foundation for a good and happy life is not money,

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fame, power or pleasure, but having a disciplined and principled character,

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something which seems to resonate with many people today.

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That is the end of part four.

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You now have one minute to check your answers to part four.

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Thank you.

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Thank you.

305

In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.

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이 레슨의 어휘와 말하기 포인트

이 C1 수준 말하기 레슨은 영상 “Cambridge 16, Test 1 Listening audios with an answer key”을(를) 바탕으로 합니다. 이 영상에는 섀도잉할 문장 305개와 단어 3111개가 있습니다. 말하는 구간의 길이는 29:02입니다. 화자는 분당 약 107단어로 천천히 말해서 소리 하나하나를 따라 하기에 여유가 있습니다. 단어의 83%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요.

이 영상의 핵심 어휘

영상에서 가장 어려운 단어 15개를 발음, 뜻과 함께 정리했습니다.

단어	발음	뜻
corridor 명사	/ˈkɒɹɪdɔː/	복도, 회랑
courtyard 명사	/ˈkɔɹt.jɑɹd/	안마당, 중정
entrepreneur 명사	/ˌɑn.tɹə.pɹəˈnɝ/	기업가, 기업인
warehouse 명사	/ˈwɛə(ɹ)haʊs/	창고
brainstorming 명사		브레인스토밍
canteen 명사	/kænˈtin/	수통
recycle 동사	/ɹəˈsaɪkəl/	재활용하다
irrational 형용사	/ɪˈɹæʃ.(ə.)nəl/	불합리한
follower 명사	/ˈfɒləʊə(ɹ)/	추종자, 신봉자
invent 동사	/ɪnˈvɛnt/	발명하다
ambiguous 형용사	/æmˈbɪɡ.ju.əs/	모호한
resilience 명사	/ɹɪˈzɪl.ɪ.əns/	탄성
lizard 명사	/ˈlɪzɚd/	도마뱀
symptom 명사	/ˈsɪm(p)təm/	증상, 증후
neighbour 명사	/ˈneɪbɚ/	이웃 사람, 이웃

영상에 나오는 구동사

단어	발음	뜻
carry out 동사	/ˈkæ.ɹi aʊt/	실행하다, 행하다
go up 동사		올라가다

따라 말해 볼 만한 문장

영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:

Do you take children as young as that?
You'd be amazed how high they can go.
I wouldn't mind doing that myself.
Have you drafted your proposal yet?
Did you do a timeline for the project?

이 영상의 문법

화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.

문형	영상 속 표현
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때	has just had · I've been · we've expanded
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점	will be played · will be given · be amazed
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보	someone who has · teacher who had · behaviour which is

주의할 발음

화자는 you'll, I'm, I've 같은 축약형과 약화된 형태를 56번 사용합니다. 들리는 대로 짧게 발음하세요.

“sh”와 “zh” 소리: kingfisher /ˈkɪŋˌfɪʃə/, meditation /mɛdɪˈteɪʃn̩/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, initiation /ɪˌnɪʃ.iˈeɪ.ʃən/, rationale /ˌɹæʃ.əˈnæl/
긴 단어 — 강세 위치에 주의: entrepreneur /ˌɑn.tɹə.pɹəˈnɝ/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, confidently /ˈkɑnfɪdəntli/, introductory /ˌɪntɹəˈdʌktəɹi/, initiation /ɪˌnɪʃ.iˈeɪ.ʃən/

한국어 화자가 어려워하는 소리:

/f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: kingfisher /ˈkɪŋˌfɪʃə/, confidently /ˈkɑnfɪdəntli/, follower /ˈfɒləʊə(ɹ)/, faulty /ˈfɔlti/, philosopher /fəˈlɑsəfɚ/
/v/ — ㅂ(/b/)과 구별하기: virtue /ˈvɝt͡ʃu/, invent /ɪnˈvɛnt/, yourselves /jəˈsɛlvz/, vague /veɪɡ/, destructive /dɪˈstɹʌktɪv/
/z/ — ㅈ이 아니라 성대를 울리는 /s/: stoicism /ˈstoʊɪsɪzəm/, amaze /əˈmeɪz/, resilience /ɹɪˈzɪl.ɪ.əns/, lizard /ˈlɪzɚd/, amazingly /əˈmeɪzɪŋli/

이 영상으로 연습하는 방법

먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
보통 속도로 한 문장씩 섀도잉하고, 화자의 리듬과 맞을 때까지 반복합니다.
자신의 목소리를 녹음해 원본과 비교하고, corridor, courtyard, entrepreneur 같은 단어에 특히 주의합니다.

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법

쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.

섀도잉 방법: 단계별 전체 가이드 읽기 →

쉐도잉 연습: Cambridge 16, Test 1 Listening audios with an answer key - 영상으로 영어 말하기 배우기

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쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법