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IELTS 16.
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Published by Cambridge University Press and Cambridge Assessment English 2021.
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This recording is copyright.
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Test 1.
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This is the IELTS Listening Test.
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You will hear a number of different recordings and you will have to answer questions on what you hear.
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There will be time for you to read the instructions and questions and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four parts.
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At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.
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Now turn to part one.
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Part one.
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You will hear a man phoning to find out about some children's engineering workshops.
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First, you have some time to look at questions 1 to 3.
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Now listen carefully and answer questions 1 to 3.
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Hello, Children's Engineering Workshops.
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Oh, hello.
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I wanted some information about the workshops in the school holidays.
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Sure.
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I have two daughters who are interested.
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The younger one's Lydia.
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She's four.
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Do you take children as young as that?
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Yes.
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Our tiny engineer's workshop is for four to five -year -olds.
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What sorts of activities do they do?
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All sorts.
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For example, they work together to design a special cover that goes round an egg, so that when it's inside,
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they can drop it from a height and it doesn't break.
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Well, sometimes it does break, but that's part of the fun.
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Right.
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And Lydia loves building things.
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Is there any opportunity for her to do that?
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Well, they have a competition to see who can make the highest tower.
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You'd be amazed how high they can go.
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Right.
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But they're learning all the time as well as having fun. For example, one thing they do is to design
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and build a car that's attached to a balloon
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and the force of the air in that actually powers the car and makes it move along.
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They go really fast too.
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OK, well, all this sounds perfect.
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Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.
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Now listen and answer questions 4 to 10.
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Now Carly, that's my older daughter, has just had her seventh birthday.
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So presumably she'd be in a different group.
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Yes, she'd be in the junior engineers.
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That's for children from six to eight.
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And do they do the same sorts of activities?
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Some are the same, but a bit more advanced.
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So they work out how to build model vehicles, things like cars and trucks,
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but also how to construct animals using the same sorts of material and technique.
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And then they learn how they can program them and make them move.
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So they learn a bit of coding?
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They do.
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They pick it up really quickly.
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We're there to help if they need it, but they learn from one another too.
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Right.
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And do they have competitions too?
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Yes.
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With the junior engineers, it's to use recycled materials like card and wood to build a bridge.
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And the longest one gets a prize.
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That sounds fun.
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I wouldn't mind doing that myself.
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Then they have something a bit different,
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which is to think up an idea for a five -minute movie and then film it using special animation software.
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You'd be amazed what they come up with.
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And of course, that's something they can put on their phone.
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and take home to show all their friends.
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Exactly.
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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.
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Perfect.
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So is it the same price as the tiny engineers?
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It's just a bit more.
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Fifty pounds for the five weeks.
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And are the classes on a Monday too?
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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.
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The classes are held in the morning from 10 to 11.
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OK.
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That's better for me, actually.
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And what about the location?
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Where exactly are the workshops held?
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They're in Building 10A.
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There's a big sign on the door.
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You can't miss it.
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And that's in Fradston Industrial Estate.
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Sorry.
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Fradston.
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That's F -R -A -D -S -T -O -N -E.
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And that's in Grassford, isn't it?
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Yes, up past the station.
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And will I have any parking problems there?
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No, there's always plenty available.
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So, would you like to enrol Lydia and Carly now?
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OK.
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So, can I have your full name and...
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That is the end of part one.
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You now have half a minute to check your answers to part one.
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Part 2 You will hear the managing director of a company called Stevenson's welcoming a group of work experience students.
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First you have some time to look at questions 11 to 14.
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Now listen carefully and answer questions 11 to 14.
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Good morning everyone and welcome to Stephenson's, one of the country's major manufacturers of metal goods.
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Thank you for choosing us for your two weeks of work experience.
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My name is Julia Simmons and since the beginning of this year I've been the Managing Director.
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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.
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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,
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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,
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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
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of each week to find out how the group were getting on, but your school isn't able to arrange that this year.
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Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
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OK.
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Now listen and answer questions 15 to 20.
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OK, now I'll briefly help you to orientate yourselves around the site.
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As you can see, we're in the reception area, which we try to make attractive and welcoming to visitors.
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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.
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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.
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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.
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OK, now, are there any questions before we move...
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Part 3.
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You will hear two students called Jess and Tom discussing their art projects.
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First you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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How are you getting on with your art project, Tom?
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OK.
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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.
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I've pretty well finished the introductory stage.
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So have I.
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When they gave us all those handouts with details of books and websites to look at, I was really put off.
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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.
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Colour, movement, texture.
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So I was looking forward to the bird park visit.
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What a letdown.
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It poured with rain and we hardly saw a single bird.
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Much less used than the trip to the Natural History Museum.
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Yeah.
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I liked all the stuff about evolution there.
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The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.
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Ah, I missed those because I was ill.
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I wish we could have seen the projects last year students did.
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Hmm, I suppose they want us to do our own thing, not copy.
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Have you drafted your proposal yet?
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Yes, but I haven't handed it in.
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I need to amend some parts.
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I've realised the notes from my research are almost all just descriptions.
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I haven't actually evaluated anything, so I'll have to fix that.
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Oh, I didn't know we had to do that.
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I'll have to look at that too.
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Did you do a timeline for the project?
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Yes, and a mind map.
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Yeah, so did I.
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I quite enjoyed that.
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But it was hard having to explain the basis for my decisions in my action plan.
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What?
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You know, give a rationale.
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I didn't realise we had to do that.
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OK, I can add it now.
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And I've done the video diary presentation.
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and worked out what I want my outcome to be in the project.
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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.
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So I'm going to go back to my proposal to make it a bit more vague.
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Really?
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OK, I'll change that too then.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Thank you.
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Now listen and answer questions 25 to 30.
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One part of the project I'm unsure about is where we choose some paintings of birds
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and say what they mean to us.
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Like, I chose a painting of a falcon by Landseer.
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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.
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But I can't just say it's a bit scary, can I?
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Hmm.
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You could talk about the possible danger suggested by the bird's look.
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Oh, OK.
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There's a picture of a fish hawk by Audubon I like.
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It's swooping over the water with a fish in its talons, and with great black wings which take up most of the picture.
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So you could discuss it in relation to predators and food chains?
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Well, actually, I think I'll concentrate on the impression of rapid motion it gives.
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Right.
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Do you know that picture of a kingfisher by Van Gogh?
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It's perching on a reed growing near a stream.
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Yes, it's got these beautiful blue and red and black shades.
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Mm -hmm.
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I've actually chosen it because I saw a real kingfisher once when I was little.
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I was out walking with my grandfather and I've never forgotten it.
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Oh, so we can use a personal link?
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Sure.
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OK.
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There's a portrait called William Wells.
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I can't remember the artist, but it's a middle -aged man who's just shot a bird.
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And his expression and the way he's holding the bird in his hand suggests he's not sure about what he's done.
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To me, it's about how ambiguous people are in the way they exploit the natural world.
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Interesting.
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There's Gauguin's picture, Vyramati.
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He did it in Tahiti.
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It's a woman with a white bird behind her that is eating a lizard.
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And what I'm interested in is what idea this bird refers to.
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Apparently, it's a reference to the never -ending cycle of existence.
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Wow.
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I chose a portrait of a little boy, Giovanni de' Medici.
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He's holding a tiny bird in one fist.
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I like the way he's holding it carefully so he doesn't hurt it.
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Oh, right.
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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Part 4.
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You will hear a professor of philosophy giving a talk on the ancient philosophy of Stoicism.
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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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Now listen carefully and answer questions 31 to 40.
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Ancient philosophy is not just about talking or lecturing, or even reading long, dense books.
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In fact, it is something people have used throughout history to solve their problems and to achieve their greatest triumphs.
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Specifically, I am referring to Stoicism,
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which in my opinion is the most practical of all philosophies and therefore the most appealing.
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Stoicism was founded in ancient Greece by Zeno of Citium in the early 3rd century BC, but was practiced by the likes of Epictetus,
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Cato, Seneca, and Marcus Aurelius.
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Amazingly, we still have access to these ideas, despite the fact that the most famous Stoics never wrote anything down for publication.
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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.
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Stoic principles were based on the idea that its followers could have an unshakable happiness in this life,
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and the key to achieving this was virtue.
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The road to virtue, in turn,
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lay in understanding that destructive emotions like anger and jealousy are under our conscious control.
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They don't have to control us, because we can learn to control them.
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In the words of Epictetus, external events I cannot control, but the choices I make with regard to them I do control.
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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.
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Using this definition as a model, we can see that throughout the centuries,
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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,
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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,
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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.
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Stoicism had a profound influence on Albert Ellis,
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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,
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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.
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In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível C1 usa o vídeo “Cambridge 16, Test 1 Listening audios with an answer key”. Este vídeo tem 305 frases e 3111 palavras para praticar shadowing. A fala dura 29:02. O falante fala devagar, cerca de 107 palavras por minuto, o que dá tempo para imitar cada som. 83% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| stoicism substantivo | /ˈstoʊɪsɪzəm/ | estoicismo |
| corridor substantivo | /ˈkɒɹɪdɔː/ | corredor |
| courtyard substantivo | /ˈkɔɹt.jɑɹd/ | pátio |
| amaze verbo | /əˈmeɪz/ | espantar, surpreender |
| kingfisher substantivo | /ˈkɪŋˌfɪʃə/ | martim-pescador, guarda-rios |
| virtue substantivo | /ˈvɝt͡ʃu/ | virtude |
| entrepreneur substantivo | /ˌɑn.tɹə.pɹəˈnɝ/ | empreendedor, empreendedora |
| warehouse substantivo | /ˈwɛə(ɹ)haʊs/ | armazém |
| apprenticeship substantivo | /əˈpɹɛn.tɪs.ʃɪp/ | aprendizado |
| ardent adjetivo | /ˈɑɹdənt/ | ardente |
| brainstorming substantivo | tempestade cerebral, tempestade de ideias | |
| canteen substantivo | /kænˈtin/ | cantil |
| confidently advérbio | /ˈkɑnfɪdəntli/ | confiantemente, com confiança |
| recycle verbo | /ɹəˈsaɪkəl/ | reciclar |
| introductory adjetivo | /ˌɪntɹəˈdʌktəɹi/ | introdutório |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| work out verbo | /ˌwɝk ˈaʊt/ | calcular |
| carry out verbo | /ˈkæ.ɹi aʊt/ | carregar |
| come up with verbo | pensar (em), alcançar | |
| find out verbo | descobrir | |
| get on with verbo | andar logo com | |
| go up verbo | subir | |
| look forward to verbo | ansiar por, estar ansioso para | |
| put off verbo | adiar |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- 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?
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has just had · I've been · we've expanded |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | will be played · will be given · be amazed |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | someone who has · teacher who had · behaviour which is |
Pronúncia para ficar de olho
O falante usa 56 contrações e formas reduzidas, como you'll, I'm, I've. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: kingfisher /ˈkɪŋˌfɪʃə/, meditation /mɛdɪˈteɪʃn̩/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, initiation /ɪˌnɪʃ.iˈeɪ.ʃən/, rationale /ˌɹæʃ.əˈnæl/
- Palavras longas — acerte a sílaba tônica: entrepreneur /ˌɑn.tɹə.pɹəˈnɝ/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, confidently /ˈkɑnfɪdəntli/, introductory /ˌɪntɹəˈdʌktəɹi/, initiation /ɪˌnɪʃ.iˈeɪ.ʃən/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: courtyard /ˈkɔɹt.jɑɹd/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, ardent /ˈɑɹdənt/, amend /əˈmɛnd/, invent /ɪnˈvɛnt/
- /l/ final — a língua toca o céu da boca, não vira “u”: recycle /ɹəˈsaɪkəl/, rationale /ˌɹæʃ.əˈnæl/, irrational /ɪˈɹæʃ.(ə.)nəl/, obstacle /ˈɑbstəkəl/
- /h/ — um sopro suave, diferente do “r”: warehouse /ˈwɛə(ɹ)haʊs/, hawk /ˈhɔːk/, wholly /ˈhoʊ.li/, behave /bɪˈheɪv/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como stoicism, corridor, courtyard.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.