Shadowing Practice: IELTS LISTENING PRACTICE TEST 2026 WITH ANSWERS | 02.09.2026 - Learn English Speaking with Video
Creating lesson...
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Now turns to part one.
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Part one.
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You will hear a woman talking on the telephone to a man about a car he is selling.
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First, you have some time to look at questions one to four.
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Now we shall begin.
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You should answer the questions as you listen, because you will not hear the recording a second time.
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Listen carefully and answer questions one to four.
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Hello, Brian Park speaking.
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Oh, hello.
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I'm calling about the advert in the paper.
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For the car?
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Uh, yes, the Mini you've got advertised for sale.
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Oh, yes.
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I just wanted to find out a bit more information. Of course.
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What would you like to know?
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It's my brother who's interested, actually but he's not in today so he asked me to call you.
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Fine.
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Great, thanks.
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So it's a mini?
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Yep.
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And how old is it?
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Just coming up to 13 years old.
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And I seem to remember from the ad that it's grey.
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That's it.
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Doesn't show the dirt.
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Absolutely.
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Anyway, the colour shouldn't be a problem for Jeff.
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You know, the important thing is the quality yes of course
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and what about mileage with it being pretty old it's probably
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over a hundred thousand actually it's forty thousand less than
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that sixty two thousand on the clock great i remember now
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i'm confusing it with another ad i was looking at right
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pleasant surprise then yeah have you been the only owner or was there a previous one i'm the second one Before,
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it was owned by a teacher who was a very careful driver.
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Didn't have any accidents.
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Very good.
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And what about you?
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What do you tend to use it for?
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I haven't used it all that much.
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Mostly for shopping.
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You know, this sort of thing.
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So, not much wear and tear.
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I'll make a note of that.
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I know Jeff wanted me to check that.
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Right.
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Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.
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you Thank you.
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10. Now, about the price, I see you've got it down as £1,250.
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I'm not sure Jeff will be able to come up with that amount.
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In the ad, I did say £1,250 or nearest offer.
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So, would you be prepared to go down to £1,000?
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That's really too low, I'm afraid.
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£1,100?
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I might be able to go to that.
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OK, I'll make a note of that.
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What about tax?
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Is it due soon?
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Got another five months before it's due.
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Oh, that's a real plus, yes.
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I'll make a note of that.
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OK.
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Now, you say it's in good condition.
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For its age, I'd say yes, definitely.
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It's just been serviced and there were no major problems.
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Major?
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I'd be able to show you the service report.
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The only thing is, you'd have to get a new tyre in the near future.
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Though it's still OK, you know.
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It's certainly absolutely safe at the moment.
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OK, fair enough.
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Yes, I understand.
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And the garage also mentioned that one headlight could probably do with replacing.
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They think there's a fault there.
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You know, intermittent...
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Well, we'd obviously look at all the documents, but that sounds very straightforward. Of course.
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I've got all the service documents up to date and you can look at those.
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Well, it all sounds pretty good.
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And I know my brother will be interested.
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So would it be possible for him to see the car?
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He's back from his trip tomorrow and away tonight.
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So how about tomorrow?
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Tomorrow?
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Wednesday?
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I'm afraid that's not possible.
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I'm out pretty much all day.
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Well, Thursday then?
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That'd be fine, yeah.
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In the morning?
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Yes, that would suit me perfectly.
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Great.
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Now, you'll need my address.
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Oh, yes, of course.
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What is it?
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It's number 238.
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238?
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London Road.
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Oh, that's easy enough.
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Yes, very straightforward.
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So, I'll pass on these notes to Jeff, and he'll see you in a couple...
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That is the end of Section 1.
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You now have half a minute to check your answers
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Now turns to part two.
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Part two.
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You will hear a speech given to new employees at a museum.
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You have 30 seconds to look at questions 11 to 13.
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Now listen carefully and answer questions 11 to 13.
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Allow me to introduce myself.
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My name is Peter Myers, and on behalf of everybody here at Stevens Bridge Dungeons, I would like to welcome you all to our entertainment team.
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This year, the hiring process was especially competitive, and it might interest you all to know that for every position, there are almost 30 applicants,
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so you really are the best of the best.
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In a moment, I will take you on a tour of the museum
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so you can get an idea of what the space is like
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but first of all i would like to show you around
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the staff room our staff room is located at the back of the building over here you will notice
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that there are two entrances to the staff room one leads to the room we're in now
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which is the main and oldest dungeon here at stevensbridge
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which we have turned into the museum this is where you will greet the new visitors
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and also where the tour throughout the dungeons will begin i should mention now
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that we only ever send visitors through as part of a group
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so even on the busy days you will still get roughly
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10 minutes of free time between each group make sure you use
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that time wisely because you'll need to get straight back into character as soon as it's over
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now look at questions 14 to 20.
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Now listen carefully and answer questions 14 to 20.
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Right, follow me and I'll show you the layout of the museum.
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From the museum we can pass through this door near the interactive display into the staff room.
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From here you can see the steps at the far side in the opposite corner that lead outside into Berwick Street.
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When you arrive for a shift it will be much easier
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for you all to come in the Berwick Street entrance directly down the steps to the staff room.
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If you come in through the main visitor entrance it will take you longer to get past security.
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As you can all see there are lockers on your right hand side.
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They should be big enough for you to put your bags and coats in.
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You'll get given keys later that work with any of the lockers in here.
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Over on the other side, past the lockers, is our most exciting area.
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This is where our wardrobe and makeup will take place.
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Every shift you will be transformed from normal people into grotesque medieval prisoners.
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If you're If you're lucky, you get to be the jailer, but even they rarely bathed in those days.
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Of course, some of you might consider yourselves method actors, but please do try to shower before your shift.
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We don't want to give visitors an experience that's too authentic.
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Now we do have a staff shower here if you really need it.
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It is located next to the staff toilets, which are unisex.
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I hope nobody has too much of a problem with that.
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Unfortunately, dungeons were not really designed with comfort in mind.
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You can find the bathroom at the other end of the room from the makeup area.
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There is also another toilet for the public concealed just to the right of the door into this room.
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Let's move back into the museum.
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We have three main sections down here.
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The first one you pass into when you leave the staff room is the museum.
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This is where all the useful information can be found such as dates, number of prisoners, and the kinds of torture that we used.
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I know it's a lot of information to take in on your first day, but try to learn as much of it as you can.
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Even though you'll mostly be in character, visitors might want to ask you some questions, and it would be great if you could tell them more about the dungeons.
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I think it would be more interesting if visitors could learn directly from you rather than having to read about it.
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As you can see, on the left we have an interactive display for children, and on the right we have a photo booth.
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This was the original dungeon, first built in 1435.
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Now, let's pass through into the main dungeon that was added during the Tudor period in around 1570.
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You might be able to feel that the air is a lot damper and cooler here.
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That is because we are now beneath the River Stevens.
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This is primarily the room in which most of you will be working.
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This is where many high profile religious figures were held, sometimes for years on end.
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Depending on the roles you will be playing, you can either be chained up, free to roam, or if you are a jailer, wandering between prisoners to keep an eye on them.
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Now we will pass into our third and final section, the prison cells.
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Over here you can see there are some wooden stocks and a fake gibbet.
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Don't worry, I can see a couple of you looking concerned.
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you don't need to reenact any of the torture scenes for visitors.
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One person each shift will play the jailer in here, where you'll give a speech to the group about some of the more notable prisoners to stay here in the past.
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This is usually the end of the tour, but some visitors will certainly want to ask you more questions at this point, so please try your best to make yourselves available.
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Help them by answering any questions they have.
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Also, feel free to guide the visitors through the museum if you see that they're going the wrong way.
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This concludes our introduction to your new workplace.
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If you'll please follow me, I will get you all issued with your keys
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and some information about the dungeons that you can take home with you to study.
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I will also introduce you to your shift supervisor, Alice Stiles, and you can ask her any questions you may have about your roles.
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That is the end of part two.
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You now have half a minute to check your answers.
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Now turns to part 3.
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Part 3.
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You will hear a woman called Phoebe, who is training to be a teacher, talking to her tutor called Tony about research she has done in a school.
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First, you have some time to look at questions 21 to 25.
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Thank you.
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Now listen and answer questions 21 to 25.
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So, how did you get on with your school-based research, Phoebe?
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Well, it was exhausting, but really valuable.
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Good.
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What was the specific focus you chose?
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My title is Attitudes Towards Study Among 11 to 12-year-old Pupils.
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Right, and what made you choose that focus?
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Well, that's a bit difficult.
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Lots of my classmates decided on their focus really early on, mainly on the basis of what they thought would help in their future career,
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you know, in their first year's teaching.
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So that's what helped you decide?
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Actually, it was that I came across a book written by experienced teachers on student attitudes, and that motivated me to go for the topic.
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OK.
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So what were your research questions or issues?
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Well, I wanted to look at the ways students responded to different teachers, particularly focusing on whether very strict teachers made teenagers less motivated.
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And from your research, did you find that was true?
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No, not from what I saw, you know, from my five days observation, talking to people and so forth.
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Okay, we'll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are?
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Well, what really amazed me was the significant gender differences.
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I didn't set out to focus on that, but I found that boys were much more positive about being at school.
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Girls were more impatient.
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They talked a lot about wanting to grow up and leave school.
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Very interesting.
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Yeah, it is.
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From doing the research, it was clear to me that you might start out to focus on one thing, but you pick up lots of unexpected insights.
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Right.
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Did you get any insights into teaching?
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Yes, certainly.
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I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other.
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And I began to realise that the lessons were developing in really unexpected ways.
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So what conclusion do you draw from that?
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Well, I know it's necessary for teachers to prepare lessons carefully, but it's great if they also allow lessons to go their own ways.
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Good point.
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Now, I'm really pleased to see you doing this.
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analysing and drawing conclusions based on data.
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But surely this isn't proper data.
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Because it's derived from such small-scale research.
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Well, as long as you don't make grand claims for your findings, this data is entirely valid.
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I like the way you're already stepping back from the experience and thinking about what you've learned about research.
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Well done.
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But I know I could have done it better.
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As you become more experienced, you'll find ways to reduce the risk of difficulties.
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Okay.
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Now you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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So, let's look in more detail at how you gathered your data.
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Let's start with lesson observation.
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Well, it generally went quite smoothly.
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I chose my focus and designed my checklist.
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Then teachers allowed me into their classes without any problems, which surprised me.
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It was afterwards that the grueling work started.
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Yeah, it's very time-consuming, isn't it?
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Making sense of analysing your observation notes.
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Absolutely.
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Much more so than interview data, for example.
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That was relatively easy to process, though I wanted to make sure I used a high-quality recorder to make transcription easier
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and I had to wait until one became available.
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Right.
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And did you interview some kids as well?
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In the end, yes.
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I talked to ten and they were great.
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I'd imagined I'd be bored listening to them, but...
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So it was easy to concentrate?
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Sure.
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One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils.
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And it took a
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while for him to agree to let me talk to three of the kids in his class
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but he relented in the end.
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Good.
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What other methods did you use?
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I experimented with questionnaires, but I really regret that now.
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I decided to share the work with another student, but we had such different agendas it ended up taking twice as long.
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That's a shame.
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It might be worth you reflecting on ways you might improve on that for future projects.
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You're right, yeah.
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OK.
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And the other thing I did was stills photography.
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I didn't take as many pictures as I'd hoped to.
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Lack of time?
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It's pretty easy just snapping away, but I wanted each snap to have a purpose, you know, that would contribute to my research aims,
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and I found that difficult.
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Well, that's understandable, but remember...
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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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Now, turns to part four.
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Part four.
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You are going to listen to a lecture on language learning.
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First, look at questions 31 to 35.
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As you listen to the first part of the talk, answer questions 31 to 35 this is the first in our
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series of lectures on language learning the topic I'd like to
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deal with today is what makes a successful language learner there's
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been a lot of research into what makes some people learn
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a language faster than others in this lecture I'll summarize the main findings of the research into the subject.
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There are many factors that influence how quickly one learns a foreign language,
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of which exposure to the target language seems to be one of the most important factors to consider.
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It's this factor which determines the speed of learning a language, especially among those people who learn a foreign language outside the classroom.
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There are more people who did not learn a second language or a third language in the classroom, and I think
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that understanding how learners successfully learn languages without the help of
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a teacher can provide us with the key to how to become a successful language learner.
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Let's look then at the characteristics of a successful language learner.
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Motivation seems to be one of the key factors.
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into motivation has identified two main types, instrumental motivation and integrative motivation.
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Instrumental motivation is the kind of motivation that encourages people to learn a language for practical reasons,
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such as getting a job or passing an examination.
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Learners with this This kind of motivation intend to use the target language as a tool
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or instrument to help them achieve a goal.
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Integrative motivation is what encourages learners to learn a language in order to communicate and socialize with others who speak the language.
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The primary aim for learners with integrative motivation is to use the language to integrate
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and identify with the community that uses the language.
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Immigrants, or people who are married to speakers of another language, are motivated in this way.
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Although most people have mixed motivation,
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research into language learning and acquisition suggests that integrative motivation produces much better results,
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and is an important characteristic of successful language learners.
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Before the speaker continues the talk, look at questions 36 to 40.
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As you listen to the second part of the talk, answer the questions.
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36 to 40.
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One does not need to be an extrovert to learn a foreign language, but willingness to experiment and take risks is essential.
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Introverted or anxious learners who are afraid of making mistakes find it harder to learn a language.
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Good language learners will try to experiment with different ways of learning vocabulary or grammar
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until they find the way that suits them best.
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Language is a complex system.
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Successful language learners often design complex learning systems to master a language.
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They think about how they learn and organize their learning accordingly.
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They develop their own learning style and use a range of learning skills, such as efficient revision techniques,
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systems for learning and organizing vocabulary, the ability to monitor their own speech, and the ability to plan their learning.
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Finally, age is another major factor to be borne in mind.
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seem to be in the best position to learn a foreign language rapidly and with the best results.
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Older learners can also be very successful and become proficient at using a language.
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Adult learners who make decisions about their learning and are independent of the teacher,
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who are analytical and aware of how they learn and who take responsibility for their learning,
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stand a very good chance of learning a foreign language successfully.
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That's the end of section four.
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You now have half a minute to check your answers.
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The End
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People go mad
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I want
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to get back Don't get me mad Don't get me mad Don't get me mad Don't get me mad Oh
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Context & Background
The video features a realistic telephone conversation between a woman and a man discussing a used car for sale, mirroring everyday interactions. This type of dialogue is ideal for learn english with videos because it reflects natural speech patterns, casual tone, and practical vocabulary—key elements for IELTS speaking practice. The conversation covers common topics like vehicle details, price negotiations, and ownership history, making it a valuable resource for building real-world communication skills.
Top 5 Phrases for Daily Communication
- "nearest offer": Used when negotiating price, meaning "closest reasonable bid."
- "wear and tear": Refers to normal damage from regular use (e.g., "not much wear and tear" indicates a well-maintained item).
- "come up with that amount": Means to find or afford a specific sum of money.
- "on the clock": Describes a vehicle's mileage (e.g., "62,000 on the clock").
- "confusing it with another ad": A common phrase to explain a mix-up between similar items.
Step-by-Step Shadowing Guide
To master the shadowing technique with this video, follow these steps: First, listen to the dialogue once to grasp the main idea. Next, pause after each 5-10 second segment and repeat it aloud, mimicking the speaker's tone, pace, and intonation—this is shadowspeak in action. Focus on phrases like "nearest offer" to practice natural stress. Then, record yourself and compare it to the original to identify gaps in pronunciation. Finally, practice the entire conversation without pausing to build fluency. This method works because it trains your brain to process and reproduce speech in real time, a critical skill for english speaking practice and IELTS success.
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Passive voice be + past participle — the focus is on what happens, not who does it | was owned · be prepared · been serviced |
| Present perfect have/has + past participle — a past action that still matters now | have turned · has done · you've learned |
| Relative clauses who / which + clause — extra information about a person or thing | teacher who was · toilets, which are · people who learn |
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.