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Cambridge 18 Listening Test 4.

You will hear a number of different recordings.

All the recordings will be played once only.

The test is in four parts.

You will have 10 minutes at the end of the test to transfer your answers to the answer sheet.

Now turn to Part 1.

First, you have some time to look at questions 1 to 5.

Listen carefully and answer questions 1 to 5.

Hello?

Oh, hello.

Is that Julie Davison?

Yes.

This is Greg Preston from the Employment Agency.

We met last week when you came in to inquire about office work.

Oh, that's right.

Now, we've just had some details come in of a job which might interest you.

OK.

So this is a position for a receptionist.

I believe you've done that sort of work before.

Yes, I have.

I worked in a sports centre for a couple of years before I got married and had the children.

Right.

Well, this job's in Fordham.

So not too far away for you, and it's at the medical centre there.

OK.

So where exactly is that?

It's quite near the station on Chaston's Road.

Sorry?

Chaston's Road.

That's C -H -A -S -T -O -N -S.

OK, thanks.

So what would the work involve?

Dealing with inquiries from patients?

Yes, and you'd also be involved in making appointments, whether face -to -face or on the phone,

and rescheduling them if necessary.

Fine, that shouldn't be a problem.

And another of your duties would be keeping the Centre's database up to date.

Then you might have other general administrative duties as well, but those would be the main ones.

Okay.

Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.

Now listen and answer questions 6 to 10.

Now, when the details came in, I immediately thought of you because one thing they do require is someone with experience.

And you did mention your work at the sports centre when you came in to see us.

Yes, in fact I enjoyed that job.

Is there anything else they're looking for?

Well, they say it's quite a high -pressure environment.

They're always very busy and patients are often under stress.

So they want someone who can cope with that and stay calm and,

at the same time, be confident when interacting with the public.

Well, after dealing with three children all under five, I reckon I can cope with that.

I'm sure you can.

And then another thing they mention is that they're looking for someone with good IT skills.

Not a problem.

So you'd be interested in following this up?

Sure.

When would it start?

Well, they're looking for someone from the beginning of next month.

But I should tell you that this isn't a permanent job.

It's temporary, so the contract would be just to the end of September.

But they do say that there could be further opportunities after that.

OK.

And what would the hours be?

Well, they want someone who can start at a quarter to eight in the morning.

Could you manage that?

Yes, my husband would have to get the kids up and off to my mother's.

She's going to be looking after them while I'm at work.

What time would I finish?

1 .15.

That should work out all right.

I can pick the kids up on my way home, and then I'll have the afternoon with them.

Oh, one thing.

Is there parking available for staff at the centre?

Yes, there is.

And it's also on a bus route.

Right.

Well, I expect I'll have the car, but it's good to know that.

OK, so where do I go from here?

Well, if you're happy for me to do so, I'll forward your CV and references.

And then the best thing would probably be for you to phone them so they can arrange for an interview.

Great.

Well, thank you very much.

You're welcome.

Bye now.

Bye.

That is the end of part one.

You now have half a minute to check your answers.

Now turn to part two.

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

Now listen and answer questions 11 to 14.

Good morning, everyone, and welcome to the Museum of Farming Life.

i understand it's your first visit here

so i'd like to give you some background information about the museum

and then explain a little about what you can see during your visit

so where we're standing at the moment is the entrance to a large building

that was constructed in 1880 as the home of a local

businessman alfred palmer of the palmer biscuit factory It was later sold

and became a Hall of Residence for Students in 1911 and a museum in 1951.

In 2005, a modern extension was built to accommodate the museum's collections.

The museum's owned by the university, and apart from two rooms that are our offices,

100

the university uses the main part of the building.

101

you may see students going into the building for lessons

102

but it's not open to museum visitors i'm afraid it's a shame because the interior architectural features are outstanding

103

especially the room

104

that used to be the library luckily we've managed to keep

105

entry to the museum free this includes access to all the galleries outdoor areas and the rooms for special exhibitions

106

We run activities for children and students, such as the museum club, for which there's no charge.

107

We do have a donation box just over there, so feel free to give whatever amount you consider appropriate.

108

We do have a cloakroom, if you'd like to leave your coats and bags somewhere.

109

Unlike other museums, photography is allowed here, so you might like to keep your cameras with you.

110

You might be more comfortable not carrying around heavy rucksacks, though keep your coats and jackets on as it's quite cold in the museum garden today.

111

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

112

Now listen and answer questions 15 to 20.

113

i'd like to tell you about the different areas of the museum just inside

114

and outside the main gallery we have an area called four

115

seasons here you can watch a four minute animation of a

116

woodland scene it was designed especially for the museum by a group of young people on a film studies course

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and it's beautiful.

118

Children absolutely love it, but then so do adults.

119

The main gallery is called Town and Country.

120

It includes a photographic collection of prize -winning sheep and shepherds.

121

Leaving town and country, you enter farmhouse kitchen, which is, well, self -explanatory.

122

Here, we have the oldest collection of equipment for making butter and cheese in the country.

123

And this morning, a specialist cheesemaker will be giving demonstrations of how it's produced.

124

You may even get to try some.

125

After that, you can go in two directions.

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To the right is a staircase that takes you up to a landing from where you can look down on the galleries.

127

To the left is a room called A Year on the Farm.

128

There is lots of seating here as sometimes we use the room for school visits, so it's a good place to stop for a rest.

129

If you're feeling competitive, you can take our memory test in which you answer questions about things you've seen in the museum.

130

The next area is called Wagon Walk.

131

This contains farm carts from nearly every part of the country.

132

It's surprising how much regional variation there was.

133

Beside the carts are display boards with information about each one.

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The carts are old and fragile, so we ask you to keep your children close to you and ensure they don't climb on the carts.

135

From wagon walk, you can either make your way back to reception or go out into the garden,

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or even go back to take another look in the galleries.

137

In the far corner of the garden is Bees Are Magic, but we're redeveloping this area, so you can't visit that at the moment.

138

You can still buy our honey in the shop, though.

139

Finally, there's the pond, which contains all kinds of interesting wildlife.

140

There are baby ducks that are only a few days old, as well as tiny frogs.

141

The pond isn't deep, and there is a fence around it, so it's perfectly safe for children.

142

That is the end of part two.

143

You now have half a minute to check your answers.

144

Now turn to part three.

145

First, you have some time to look at questions 21 to 27.

146

Now listen and answer questions 21 to 27.

147

So now I want you to discuss the lesson we've just been watching on the video

148

and think about the ways in which origami can be a useful educational tool.

149

Can you all work with the person sitting next to you?

150

I had no idea

151

that such a simple thing like folding squares of paper to

152

make the shape of something like a bird could be such an amazing tool.

153

It's made me see origami in a whole new light.

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I know.

155

It was interesting to see the educational skills the children were developing by doing origami.

156

On the video, you could see them really listening hard to make sure they

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did all the steps in the right order to make the bird.

158

That's right.

159

In this lesson, they were working individually, but it would also be interesting to see

160

if the children could work out how to make something simple without being given any direction.

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That would help with building teamwork as well.

162

Yes, but much more of a challenge.

163

One thing that really stood out for me was that the children were all having fun while being taught something new.

164

Which is a key aim of any lesson with this age group.

165

And although these kids had no problems with folding the paper, with younger children you could do origami to help practice fine motor skills.

166

Absolutely.

167

Shall we talk about the individual children we saw on the video?

168

I wrote all their names down and took some notes.

169

Yes, I did too.

170

OK, good.

171

Let's start with Sid.

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he was interesting

173

because before they started doing the origami he was being quite

174

disruptive yes he really benefited from having to use his hands it helped him to settle down

175

and start concentrating yes i noticed

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that too what about jack i noticed he seemed to want

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to work things out for himself you could see him trying

178

out different things rather than asking the teacher for help what

179

did you make of naomi she seemed to be losing interest at one point

180

but then she decided she wanted her mouse to be the best and

181

that motivated her to try harder she didn't seem satisfied with

182

hers in the end though no anya was such a star she listened so carefully

183

and then produced the perfect bird with very little effort hmm

184

i think the teacher could have increased the level of difficulty

185

for her maybe i think it was the first time zara had come across origami she looked as

186

if she didn't really get what was going on she seemed unsure about what she was supposed to do

187

but in the end hers didn't turn out too badly yeah

188

i'm sure it was a positive learning experience for her before

189

you hear the rest of the conversation you have some time to look at questions 28 to 30

190

I think one reason why the origami activity worked so well in this class was that the teacher was well prepared.

191

Right.

192

I think it would have taken me ages to prepare examples

193

showing each of the steps involved in making the bird but that was a really good idea.

194

The children could see what they were aiming for

195

and much better for them to be able to hold something rather than just looking at pictures.

196

Those physical examples supported her verbal explanations really well.

197

It's strange that origami isn't used more widely.

198

Why do you think that is?

199

Well, teachers may just feel it's not that appealing to children who are used to doing everything on computers, especially boys even

200

if they're aware of the benefits oh i don't know it's

201

no different to any other craft activity i bet it's because

202

so many teachers are clumsy like me that's true too much effort required

203

if you're not good with your hands well anyway i think

204

we should try it out in our maths teaching practice with

205

year three i can see using origami is a really engaging

206

way of reinforcing children's knowledge of geometric shapes like they were doing in the video,

207

but I think it would also work really well for presenting fractions, which is coming up soon.

208

Good idea.

209

That's something most of the kids in that class might struggle with.

210

Origami would also be good practice for using symmetry, but I think they did that last term.

211

Okay.

212

Well, let's try and get some ideas together and plan the lesson next week.

213

Now turn to part four.

214

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

215

Now listen and answer questions 31 to 40.

216

The person I've chosen to talk about is the French writer Victor Hugo.

217

Many people have heard of him because his novel Les Miserables, which he wrote in 1862, is famous around the world.

218

It became a stage musical in the 1980s, and a film version was also released in 2012.

219

So some of us, I'm sure, have a pretty general idea of the plot, but we know much less about the author.

220

Today I'm going to provide a little more insight into this talented man,

221

and I'm going to talk particularly about the home he had on the island of Guernsey in the British Channel Islands.

222

But first, his early career.

223

As I've said, he was a writer.

224

He was at the height of his career in Paris, and he was very highly regarded by his colleagues.

225

As far as literature was concerned, he was the leading figure of the Romantic movement.

226

However, as well as being a literary genius, he also gave many speeches about issues like the level of poverty in his society.

227

He felt very strongly about this and about other areas where change was needed, like education.

228

This kind of outspoken criticism was not well liked by the rulers of France, and eventually the emperor, Napoleon III,

229

told Victor Hugo to leave Paris and not return.

230

In other words, he sent him into exile.

231

So Victor Hugo was forced to reside in other parts of Europe.

232

Guernsey was actually his third place of exile and he landed there in 1855.

233

He produced a lot while on Guernsey, including Les Miserables,

234

and to do this he had to spend a great deal of time in the home that he had there.

235

This was a property

236

that he bought using the money he'd made in France from the publication of a collection of his poetry.

237

It was the only property he ever owned and he was very proud of it.

238

The property Victor Hugo bought on Guernsey was a large five -storey house in the capital town of St Peterport

239

and he lived there for 15 years, returning to France in 1870 when Napoleon's empire collapsed.

240

He decorated and furnished each level or floor of the house in unique

241

and wonderful ways and many people consider the inside of the house to be a work of art.

242

Today it's a museum that attracts 200 ,000 visitors a year.

243

He lived in the house with his family, and portraits of its members still hang in rooms on the ground floor,

244

along with drawings that he did during his travels that he felt were important to him.

245

In other ground floor rooms, there are huge tapestries that he would have designed and loved.

246

The walls are covered in dark wood panelling that Victor Hugo created himself using wooden furniture that he bought in the market.

247

The items were relatively inexpensive and he used them to create intricate carvings.

248

They gave an atmosphere on the lower level that was shadowy and rather solemn.

249

On the next level of the house, there are two impressive lounges where he entertained his guests.

250

One lounge has entirely red furnishings, such as sofas and wall coverings, and the other, blue.

251

There's a strong Chinese influence in these areas in things like the wallpaper pattern and the lamps,

252

which he would have made himself by copying original versions.

253

his library where he left many of his favorite books forms the hallway to the third floor

254

and was a comfortable area where he could relax

255

and enjoy his afternoons

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and then at the very top of the house there's a room called the lookout called

257

that because it looks out over the harbor In contrast to the rather dark lower levels,

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it's full of light and was like a glass office where he would write until lunchtime, often at his desk.

259

So, Victor Hugo was a man of many talents, but he was also true to his values.

260

While living in his house on Guernsey, he entertained many other famous writers,

261

but he also invited a large group of local children from the deprived areas of the island to dinner once a week.

262

What's more, he served them their food, which was an extraordinary gesture for the time period.

263

In 1927, the house was owned by his relatives, and they decided to donate it to the city of Paris.

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It has since been restored using photographs from the period, and, as I mentioned earlier,

265

is now a museum that is open to the public.

266

that is the end of part four you now have 10 minutes to transfer your answers to the answer sheet

267

Thank you.

268

Thank you.

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이 레슨의 어휘와 말하기 포인트

이 말하기 레슨은 영상 “Cambridge 18 Listening Test 4 with answer”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: questions, museum, answer. 이 영상에는 섀도잉할 문장 267개와 단어 2977개가 있습니다. 말하는 구간의 길이는 26:23입니다. 화자는 분당 약 113단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 단어의 87%가 영어에서 가장 많이 쓰이는 3,000단어에 속해 어휘가 쉬운 편입니다.

이 영상의 핵심 어휘

영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.

단어	발음	뜻
lesson 명사	/ˈlɛs.ən/	수업, 과
cart 명사	/kɑɹt/	수레, 카트
carefully 부사	/ˈkɛɹf(ə)li/	주의하여, 조심스럽게
sheet 명사	/ʃit/	장, 시트
coat 명사	/ˈkoʊ̯t/	코트, 외투
fold 동사	/ˈfəʊld/	개다, 접다
visitor 명사	/ˈvɪzɪtɚ/	방문객, 손님
pond 명사	/pɑnd/	못, 연못
exile 명사	/ˈɛɡˌzaɪl/	망명, 추방
relative 명사	/ˈɹɛl.ə.tɪv/	친척
temporary 형용사	/ˈtɛmp(əˌɹ)ɛɹi/	일시적인
impressive 형용사	/ɪmˈpɹɛsɪv/	인상적
atmosphere 명사	/ˈætməsˌfɪɹ/	대기, 대기권
poverty 명사	/ˈpɑːvɚti/	가난, 빈곤
photography 명사	/fəˈtɑ.ɡɹə.fi/	사진술

영상에 나오는 구동사

단어	뜻
come up 동사	올라오다
look down on 동사	얕보다, 내려다보다

따라 말해 볼 만한 문장

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

I believe you've done that sort of work before.
Is there anything else they're looking for?
So you'd be interested in following this up?
What time would I finish?
Why do you think that is?

이 영상의 문법

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

문형	영상 속 표현
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점	will be played · be involved · was constructed
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때	we've just had · you've done · we've managed
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보	someone who can · kitchen, which is · children who are

주의할 발음

화자는 I'm, they're, you're 같은 축약형과 약화된 형태를 44번 사용합니다. 들리는 대로 짧게 발음하세요.

“sh”와 “zh” 소리: sheet /ʃit/, contrast /kənˈt(ʃ)ɹæst/, extension /ɪkˈstɛnʃən/, publication /ˌpʌblɪˈkeɪʃ(ə)n/, explanation /ˌɛkspləˈneɪʃən/
긴 단어 — 강세 위치에 주의: temporary /ˈtɛmp(əˌɹ)ɛɹi/, administrative /ədˈmɪn.ɪ.stɹə.tɪv/, photography /fəˈtɑ.ɡɹə.fi/, publication /ˌpʌblɪˈkeɪʃ(ə)n/, explanation /ˌɛkspləˈneɪʃən/

한국어 화자가 어려워하는 소리:

/f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: carefully /ˈkɛɹf(ə)li/, fold /ˈfəʊld/, atmosphere /ˈætməsˌfɪɹ/, photography /fəˈtɑ.ɡɹə.fi/, difficulty /ˈdɪfɪkəlti/
/v/ — ㅂ(/b/)과 구별하기: visitor /ˈvɪzɪtɚ/, relative /ˈɹɛl.ə.tɪv/, impressive /ɪmˈpɹɛsɪv/, poverty /ˈpɑːvɚti/, administrative /ədˈmɪn.ɪ.stɹə.tɪv/
/z/ — ㅈ이 아니라 성대를 울리는 /s/: visitor /ˈvɪzɪtɚ/, exile /ˈɛɡˌzaɪl/, collections /kəˈlɛkʃənz/, businessman /ˈbɪznəsmæn/, reside /ɹɪˈzaɪd/

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, lesson, cart, carefully 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 18 Listening Test 4 with answer | Listening Test From Cambridge Book | - 영상으로 영어 말하기 배우기

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