Prática de Shadowing: cambridge 9 test 2 - Aprenda a falar inglês com vídeo
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Test 2.
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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 sections.
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At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
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Now turn to section one.
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Section one.
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You will hear a student talking to the student accommodation officer at a college.
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First, you have some time to look at questions 1 to 5.
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You will see that there is an example that has been done for you.
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On this occasion only, the conversation relating to this will be played first.
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Good morning.
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Can I help you?
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Yes.
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I've just been accepted on a course at the university, and I'd like to try and arrange accommodation in the Hall of Residence.
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Yes, certainly.
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Please sit down.
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What I'll do is fill in a form with you to find out a little more about your preferences and so forth.
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Thank you.
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The student wishes to arrange accommodation in a hall of residence, so hall has been written in the space.
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Now we shall begin.
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you should answer the questions as you listen
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because you will not hear the recording a second time listen carefully
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and answer questions one to five good morning can i help
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you yes i've just been accepted on a course at the university
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and i'd like to try
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and arrange accommodation in the hall of residence yes certainly please
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sit down what i'll do is fill in a form with
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you to find out a little more about your preferences and
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so forth thank you
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so first of all um can i take your name it's
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anu bat could you spell your name please yes a n u b h a double t thanks
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and could ask your date of birth the 31st of march 1972 thank you
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and where are you from india oh right
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and um what will you be studying i'm doing a course in nursing right thank you
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and how long would you want to stay in hall do you think well it'll take three years
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but i'd only like to stay in hall for two i'd
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like to think about living outside for the third year fine
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and what did you have in mind for catering do you want to cook for yourself
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or have all your meals provided that's full board is there
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something in between yes you can just have evening meal provided
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which is half board that's what i'd prefer yes a lot of students opt for
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that now with
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that in mind do you have any special diet anything we
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should know about yes i don't take red meat no red meat Before you hear the rest of the conversation,
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you have some time to look at questions 6 to 10.
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Now listen and answer questions 6 to 10.
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Now, thinking about the room itself, we have a number of options.
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You can have a single study bedroom or you can have a shared one.
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These are both what we call simple rooms.
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The other alternative is to opt for a single bedsit, which actually has more space and better facilities.
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There's about £20 a week difference between them.
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Well, actually, my grant is quite generous, and I think the bedsit sounds the best option.
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Lovely.
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I'll put you down for that, and we'll see what availability is like.
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Now, can I ask some other personal details which we like to have on record?
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Yes, of course.
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I wonder if you could let us know what your interests are.
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This might help us get a closer match for placing you in a particular hall.
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Um, well, I love the theatre.
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Right.
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And I enjoy sports, particularly badminton.
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Ah, that's worth knowing.
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Now, what we finish with on the form is really a
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list from you of what your priorities are in choosing a hall.
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And we'll do our best to take these into account.
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Well, the first thing is I'd prefer a hall where there are other mature students, if possible.
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Yes, we do have halls which tend to cater for slightly older students.
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And I'd prefer to be out of town
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That's actually very good for you Because we tend to have more vacancies in out -of -town halls Lucky Yes Anything else?
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Well, I would like somewhere with a shared area A TV room, for example, or something like that It's a good way to socialise It certainly is That's it?
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Now, we just need a contact telephone number for you Oh, sure I'll just find it.
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Um, it's, uh, double six, seven five, four nine.
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Great.
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So we'll be in contact with you as soon as possible.
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That is the end of section one.
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You now have half a minute to check your answers.
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Now turn to Section 2.
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Section 2 You will hear a man giving a talk to new members of a wildlife club in the south of England.
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First, you have some time to look at questions 11 to 13.
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Now listen carefully and answer questions 11 to 13.
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Hello.
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I'm delighted to welcome you to our wildlife club and very pleased
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that you're interested in the countryside and the plants and creatures of this area.
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I think you'll be surprised at the variety we have here, even though we're not far from London.
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I'll start by telling you about some of the parks and open spaces nearby.
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One very pleasant place is Halland Common.
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This has been public land for hundreds of years, and what you'll find interesting is that the River Ouse, which flows into the sea 80 kilometres away,
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has its source in the common.
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There's an information board about the plants and animals you can see here, And, by the way, the common is accessible 24 hours a day.
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Then there's Holt Island, which is noted for its great range of trees.
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In the past, willows were grown here commercially for basket -making, and this ancient craft has recently been reintroduced.
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The island is only open to the public from Friday to Sunday, because it's quite small, and if there were people around every day,
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much of the wildlife would keep away.
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From there, it's just a short walk across the bridge to Longfield Country Park.
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Longfield has a modern replica of a farm from over 2 ,000 years ago.
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Children's activities are often arranged there, like bread -making and face -painting.
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The park is only open during daylight hours, so bear that in mind if you decide to go there.
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Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
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Now listen and answer questions 14 to 20.
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Longfield Park has a programme of activities throughout the year, and to give you a sample, this is what's happening in the next few days.
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On Monday, you can learn about herbs and how they've been used over the centuries.
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You'll start with a tour of our herb garden, practise the technique of using them as colour dyes for cloth,
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and listen to an illustrated talk about their use in cooking and medicine.
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Then on Wednesday you can join local experts to discover the variety of insects and birds that appear in the evening.
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We keep to a small number of people in the group, so if you want to go, you'll need to phone the park ranger a few days ahead.
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There's a small charge which you should pay when you turn up.
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I'm sure you're all keen to help with the practical task of looking after the park, so on Saturday you can join a working party.
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You'll have a choice of all sorts of activities, from planting hedges to picking up litter, so you'll be able to change from one to another when you feel like it.
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The rangers will be hard at work all day, but do come and join in, even for just a short while.
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One thing, though, is to make sure you're wearing something that you don't mind getting dirty or torn.
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And finally, I'd like to tell you about our new wildlife area, Hinchingbrook Park, which will be opened to the public next month.
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This slide doesn't really indicate how big it is, but anyway, you can see the two gates into the park and the main paths.
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As you can see, there's a lake in the north -west of the park with
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a bird hide to the west of it at the end of a path, so it'll be a nice quiet place for watching the birds on the lake.
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Fairly close to where refreshments are available, there's a dog walking area in the southern part of the park, leading off from the path.
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And if you just want to sit and relax, you can go to the flower garden.
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That's the circular area on the map, surrounded by paths.
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And finally, there's a wooded area in the western section of the park between two paths.
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OK, that's enough from me, so let's get on and have a look.
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That is the end of section two.
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You now have half a minute to check your answers.
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Now turn to section 3.
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Section 3
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You will hear the Director of Studies in an English Language Centre and a student representative talking about their self -access centre.
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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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Hi, Yun.
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As you know, I've asked you here today to discuss the future of our self -access centre.
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We have to decide what we want to do about this very important resource for our English language students.
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Can you tell me what the students think about this?
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Well, from the students' point of view, we would like to keep it.
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The majority of students say that they enjoy using it
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because it provides a variation on the classroom routine and they see it as a pretty major component of their course.
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But we would like to see some improvements to the equipment, particularly the computers.
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There aren't enough for one each at the moment
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and we always have to share well yes the teachers agree
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that it is a very valuable resource but one thing we have noticed is
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that a lot of the students are using it to check
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their personal emails we don't want to stop you students using it
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but we think the computer should be used as a learning resource not for emails some of us also think
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that we could benefit a lot more by relocating the self
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-access center to the main university library building how do you think the students would feel about that, Yun?
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Well, the library is big enough to incorporate the self -access centre, but it wouldn't be like a class activity anymore.
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Our main worry would be not being able to go to a teacher for advice.
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I'm sure there would be plenty of things to do, but we really need teachers to help us choose the best activities.
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Well, there would still be a teacher present and he or she would guide the activities of the students.
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We wouldn't just leave them to get on with it.
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Yes, Yes, but I think the students would be much happier keeping the existing set up.
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They really like going to the self -access centre with their teacher and staying together as a group to do activities.
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If we could just improve the resources and facilities, I think it would be fine.
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Is the cost going to be a problem?
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It's not so much the expense that I'm worried about, and we've certainly got room to do it,
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but it's the problem of timetabling a teacher to be in there outside class hours.
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If we're going to spend a lot of money on equipment and resources, we really need to make sure that everything is looked after properly.
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Anyway, let's make some notes to see just what needs doing to improve the centre.
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Before you hear the rest of the conversation, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
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Now, what about the computers?
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I think it might be a good idea to install some new models.
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They would take up a lot less room, and so that would increase the workspace for textbooks and so on.
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That would be great.
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It is a bit cramped in there at times.
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What about other resources?
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Do you have a list of things that the students would like to see improved?
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Yes.
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One of the comments that students frequently make is
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that they find it difficult to find materials
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that are appropriate for their level especially reading resources
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so I think we need to label them more clearly well that's easy enough we can get
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that organized very quickly in fact I think we should review
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all of the study resources as some of them are looking
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a bit out of date definitely the CD section especially needs
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to be more current I think we should get some of the ones
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that go with our latest course books
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and also make multiple copies good now I was also thinking about some different materials
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that we haven't got in there at all what do you think of the idea of introducing some workbooks if
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we break them up into separate pages
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and laminate them they'd be a great resource the students could study the main course book in class
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and then do follow up practice in the self -access center
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that sounds good okay now finally we need to think about
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how the room is used I'll have to talk to the teachers
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and make sure we can all reach some agreement on a timetable to supervise the center after class
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but we also need to think about security too especially
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if we're going to invest in some new equipment um what
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about putting in an alarm good idea the other thing I'd like to do is talk to our technicians
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and see whether we could somehow limit the access to email I really don't want to see
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that resource misused what about if we agree to only use it before
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and after class yes that would be fine okay anyway that's great for now we'll discuss it further when we've managed
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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 turn to section 4.
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Section 4.
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You will hear the beginning of a lecture about business cultures.
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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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Good morning, everyone.
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Now, whether you are going to university to study business or some other subject, many of you will eventually end up working for a company of some kind.
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Now, when you first start working somewhere, you will realize that the organization you've joined has certain characteristics.
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And we often refer to these social characteristics as the culture of the organization.
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This includes its unwritten ideas, beliefs, values, and things like that.
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One well -known writer has classified company cultures by identifying four major types.
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The first type is called the power culture, and it's usually found in small organizations.
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It's the type of culture that needs a central source of power to be effective.
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And because control is in the hands of just one or two people, there aren't many rules or procedures.
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Another characteristic is that communication usually takes the form of conversations rather than, say, formal meetings or written memos.
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Now, one of the benefits of this culture is that the organization has the ability to act quickly,
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so it responds well to threat or danger on the one hand and opportunity on the other.
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But on the negative side, this type of organization doesn't always act effectively, because it depends too much on one or two people at the top.
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And when these people make poor decisions, there's no one else who can influence them.
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And the kind of person who does well in this type of business culture is one who is happy to take risks, and for whom job security is a low priority.
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The next type is known as role culture.
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That's R -O -L -E, not R -O -L -L, by the way.
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And this type is usually found in large companies, which have lots of different levels in them.
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These organizations usually have separate departments that specialize in things like finance or sales or maintenance or whatever.
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Each one is coordinated at the top by a small group of senior managers.
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And typically, everyone's job is controlled by sets of rules and procedures.
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For example, there are specific job descriptions, rules for discipline, and so on.
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What are the benefits of this kind of culture?
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Well, firstly, because it's found in large organizations, its fixed costs, or overheads as they're known,
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are low in relation to its output or what it produces.
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In other words, it can achieve economies of scale.
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And secondly, it is particularly successful in business markets where technical expertise is important.
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On the other hand, this culture is often very slow to recognize the need for change, and even slower to react.
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What kind of person does this type of culture suit?
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Well, it suits employees who value security and who don't particularly want to have responsibility.
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You Moving on now to task cultures, this type is found in organizations that are project -oriented.
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You usually find it where the market for the company's product is extremely competitive, or where the products themselves have a short lifespan.
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Usually, top management delegates the projects, the people, and other resources, and once these have been allocated,
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little day -to -day control is exercised from the top, because this would seem like breaking the rules.
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Now, one of the major benefits of this culture is that it's flexible, but it does have some major disadvantages too.
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For instance, it can't produce economies of scale or great depth of expertise.
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People who like working in groups or teams prefer this type of culture.
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And finally, the fourth category is called the person culture.
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That is the end of section 4.
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You now have half a minute to check your answers.
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That is the end of the listening test.
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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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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Para quem é esse vídeo?
Esse vídeo é ideal para alunos de inglês intermediários que querem praticar conversação em inglês e se preparar para testes como o Cambridge. Ele é perfeito para quem busca melhorar a compreensão auditiva e a capacidade de responder a perguntas em tempo real, além de treinar a shadow speech (técnica de repetir frases imediatamente após ouvi-las). Se seu objetivo é dominar situações cotidianas, como arrumar acomodação, esse diálogo é um recurso valioso.
Palavras e expressões para usar no dia a dia
O diálogo traz termos práticos para situações reais. Veja os destaques:
- Hall of Residence: Refere-se a residências universitárias. Útil para quem vai estudar no exterior.
- Full board / Half board: "Full board" significa refeições completas (café, almoço e jantar), enquanto "half board" é apenas jantar. Importante para negociações de acomodação.
- Special diet: Dieta especial. Essencial para comunicar restrições alimentares, como "I don't take red meat" (não como carne vermelha).
Dicas para melhorar a pronúncia
Para dominar a pronúncia do falante, concentre-se em:
- Intonação suave: O funcionário da residência fala de forma clara, com pausas entre frases. Use a shadow speech para imitar o ritmo — repita cada frase imediatamente após ouvi-la, tentando igualar a velocidade e as pausas.
- Palavras com "th": No termo "third year", a pronúncia de "third" (término) requer o som de "th" (como em "think"). Pratique mantendo a língua levemente entre os dentes.
- Enfatização em palavras-chave: O aluno destaca "only" em "I'd only like to stay in hall for two" para enfatizar a duração. Repita essas frases, dando ênfase nas mesmas palavras para transmitir a intenção correta.
Essas dicas ajudarão a melhorar a pronúncia em inglês e a se sentir mais confiante em conversas reais. Lembre-se: aprender inglês com vídeos é uma forma eficaz de treinar a escuta e a fala ao mesmo tempo!
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 been done · I've just been accepted · has been written |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | will be played · will be given · has been done |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | Island, which is · Park, which will · person who does |
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.