Shadowing Practice: Cambridge 15 listening (Test-2) (Part-4) with Answers - Learn English Speaking with Video

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Part 4.
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You will hear part of a presentation about an agricultural program in the country of Mozambique.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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I am going to report on a case study of a programme
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which has been set up to help rural populations in Mozambique, a largely agricultural country in South East Africa.
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The programme worked with three communities in Chiqualacuala district, near the Limpopo River.
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This is a dry and arid region with unpredictable rainfall.
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Because of this, people in the area were unable to support themselves through agriculture,
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and instead they used the forest as a means of providing themselves with an income, mainly by selling charcoal.
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However, this was not a sustainable way of living in the long term, as they were rapidly using up this resource.
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To support agriculture in this dry region,
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the programme focused primarily on making use of existing water resources
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from the Limpopo River by setting up systems of irrigation which would provide a dependable water supply for crops and animals.
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The programme worked closely with the district government in order to find the best way of implementing this.
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The region already had one farmers' association, and it was decided to set up two more of these.
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These associations planned and carried out activities including water management,
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livestock breeding and agriculture, and it was notable that in general women formed the majority of the workforce.
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It was decided that in order to keep the crops safe from animals,
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both wild and domestic, special areas should be fenced off where the crops could be grown.
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The community was responsible for creating these fences,
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but the program provided the necessary wire for making them.
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Once the area had been fenced off, it could be cultivated.
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The land was dug so that vegetables and cereals appropriate to the climate could be grown,
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and the programme provided the necessary seeds for this.
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The programme also provided pumps so that water could be brought from the river in pipes to the fields.
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However, the labour was all provided by local people,
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and they also provided and put up the posts that supported the fences around the fields.
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Once the programme had been set up, its development was monitored carefully.
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The farmers were able to grow enough produce not just for their own needs, but also to sell.
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However, getting the produce to places where it could be marketed was sometimes a problem,
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as the farmers did not have access to transport,
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and this resulted in large amounts of produce, especially vegetables, being spoiled.
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This problem was discussed with the farmers' associations,
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and it was decided that in order to prevent food from being spoiled,
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the farmers needed to learn techniques for its preservation.
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There was also an additional initiative that had not been originally planned,
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but which became a central feature of the program.
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This was when farmers started to dig holes for tanks in the fenced -off areas
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and to fill these with water and use them for breeding fish, an important source of protein.
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After a time, another suggestion was made by local people which hadn't been part of the programme's original proposal,
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but which was also adopted later on.
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They decided to try setting up colonies of bees,
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which would provide honey both for their own consumption and to sell.
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So what lessons can be learned from this programme?
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First of all, it tells us that in dry,
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arid regions, if there is access to a reliable source of water,
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there is great potential for the development of agriculture.
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In Chiqualacuala, there was a marked improvement in agricultural production,
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which improved food security, and benefited local people by providing them with both food and income.
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However, it's important to set realistic timelines for each phase of the programme,
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especially for its design, as mistakes made at this stage may be hard to correct later on.
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The program demonstrates that sustainable development is possible in areas where there is...
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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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Vocabulary and speaking notes for this lesson

This speaking lesson is built on the video “Cambridge 15 listening (Test-2) (Part-4) with Answers”. The speaker keeps coming back to these words: programme, farmers, provided, agriculture, region. This video has 56 sentences and 692 words to shadow. The speech runs for 7:42. The speaker talks slowly, about 90 words per minute, so there is time to copy every sound. 86% of the words are among the 3,000 most common in English; the rest is worth studying before you start.

Key vocabulary in this video

15 words from the video worth learning, with pronunciation and meaning:

WordPronunciationMeaning
farmer noun/ˈfɑɹ.mɚ/A person who works the land and/or who keeps livestock; anyone engaged in agriculture on a farm.
fence noun/fɛns/A thin artificial barrier that separates two pieces of land or forms a perimeter enclosing the lands of a house, building, etc.
agriculture noun/ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/The art or science of cultivating the ground, including the growing and harvesting of crops, and the rearing and management of livestock.
crop noun/kɹɑp/A plant, grown for it, or its fruits or seeds, to be harvested as food, livestock fodder, or fuel or for any other economic purpose.
resource noun/ɹɪˈzɔːs/Something that one uses to achieve an objective, e.g. raw materials or personnel.
sustainable adjective/səˈsteɪnəbəl/Able to be sustained.
breed verb/ˈbɹiːd/To give birth to; to be the native place of.
vegetable noun/ˈvɛd͡ʒ.tə.bəl/A plant raised for some edible part of it, such as the leaves, roots, fruit or flowers, but excluding any plant considered to be a fruit, grain, herb, or spice…
spoil noun/spɔɪl/Plunder taken from an enemy or victim.
primarily adverb/ˈpɹaɪ.mə.ɹə.li/Of a primary or central nature, first and foremost.
lesson noun/ˈlɛs.ən/A section of learning or teaching into which a wider learning content is divided.
proposal noun/pɹəˈpoʊzəl/A scheme or design.
technique noun/tɛkˈniːk/The practical aspects of a given art, occupation etc.; formal requirements.
carefully adverb/ˈkɛɹf(ə)li/With care; attentively, circumspectly.
wire noun/ˈwaɪɚ/Metal formed into a thin, even thread, now usually by being drawn through a hole in a steel die.

Phrasal verbs you will hear

WordPronunciationMeaning
set up verb/ˌsɛt ˈʌp/To make ready for use.
carry out verb/ˈkæ.ɹi aʊt/To hold while moving it out.
put up verbTo place in a high location.
use up verbTo consume, deplete, expend, or exhaust.

Pronunciation to watch

  • The “sh” and “zh” sounds: initiative /ɪˈnɪʃ.ə.tɪv/, consumption /kənˈsʌmp.ʃən/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, suggestion /səˈd͡ʒɛst.ʃən/, preservation /ˌpɹɛz.əˈveɪ.ʃən/
  • Long words — get the stress right: agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/, sustainable /səˈsteɪnəbəl/, primarily /ˈpɹaɪ.mə.ɹə.li/, initiative /ɪˈnɪʃ.ə.tɪv/, preservation /ˌpɹɛz.əˈveɪ.ʃən/

How to practise with this video

  1. Listen to the whole video once without speaking and note the words you do not know.
  2. Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
  3. Record yourself and compare with the original, paying attention to words like farmer, fence, agriculture.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

Shadowing technique: read the full step-by-step guide →