Prática de Shadowing: Cambridge IELTS 13 Listening Test 2 Full Test with Answers | Academic & GT - Aprenda a falar inglês com vídeo

You will hear a number of different recordings and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four sections.

At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.

Now turn to Section 1.

Section 1 You will hear a woman phoning the secretary of a cycling club to find out about becoming a member.

First, you have some time to look at questions 1 to 6.

You will see that there is an example that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello, South City Cycling Club.

Oh, hi.

I want to find out about joining the club.

Right, I can help you there.

I'm the club secretary and my name's Jim Hunter.

Oh, hi, Jim.

The club secretary's name is Jim Hunter, so Hunter has been written in the space.

Now we shall begin.

You should answer the questions as you listen because you will not hear the recording a second time.

Listen carefully and answer questions one to six.

Hello, South City Cycling Club.

Oh, hi.

Um, I want to find out about joining the club.

Right, I can help you there.

I'm the club secretary and my name's Jim Hunter.

Oh, hi, Jim.

So, are you interested in membership for yourself?

That's right.

OK, well there are basically two types of adult membership.

If you're pretty serious about cycling, there's the full membership.

That costs $260 and that covers you not just for ordinary cycling,

but also for races both here in the city and also in other parts of Australia.

Right.

Well I'm not really up to that standard.

I was more interested in just joining a group to do some cycling in my free time.

Sure.

That's why most people join.

So in that case, you'd be better with the recreational membership.

That's $108 if you're over 19 and $95 if you're under.

I'm 25.

OK.

It's paid quarterly and you can upgrade it later to the full membership if you want to, of course.

Now, both types of membership include the club fee of $20.

They also provide insurance in case you have an accident, though we hope you won't need that, of course.

No. Okay.

Well, I'll go with the recreational membership, I think.

And that allows me to join in the club activities and so on?

That's right.

And once you're a member of the club, you're also permitted to wear our kit when you're out cycling.

It's green and white.

Yes, I've seen cyclists wearing it.

So can I buy that at the club?

No, it's made to order by a company in Brisbane.

You can find them online.

They're called Jerry's.

That's J-E-R-R-I-Z.

You can use your membership number to put in an order on their website.

OK.

Now can you tell me a bit about the rides I can do?

Sure.

So we have training rides pretty well every morning, and they're a really good way of improving your cycling skills as well as your general level of fitness.

But they're different levels.

Level A is pretty fast.

You're looking at about 30 or 35 kilometres an hour.

If you can do about 25 kilometres an hour, you'd probably be level B.

And then level C are the novices who stay at about 15 kilometres per hour.

Right.

Well, I reckon I'd be level B.

So when are the sessions for that level?

There are a couple each week.

They're both early morning sessions.

There's one on Tuesdays and for that one you meet at 5.30am and the meeting point's the stadium.

Do you know where that is?

Yes, it's quite near my home in fact.

OK, and how about the other one?

That's on Thursdays.

It starts at the same time but they meet at the main gate to the park.

Is that the one just past the shopping mall?

That's it.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

Now listen and answer questions 7 to 10.

So how long are the rides?

They're about an hour and a half, so if you have a job it's easy to fit in before you go to work.

And the members often go somewhere for coffee afterwards, so it's quite a social event.

OK, that sounds good.

I've only just moved to the city so I don't actually know many people yet.

Well, it's a great way to meet people.

And does each ride have a leader?

Sometimes, but not always.

But you don't really need one.

The group members on the ride support one another anyway.

How would we know where to go?

If you check the club website, you'll see that the route for each ride is clearly marked.

So you can just print that out and take it along with you.

It's similar from one week to another, but it's not always exactly the same.

And what do I need to bring?

Hmm, well, bring a bottle of water and your phone.

You shouldn't use it while you're cycling, but have it with you.

Right.

100

And in winter, it's well before sunrise when we set out, so you need to make sure your bike's got lights.

101

That's OK.

102

Well, thanks, Jim.

103

I'd definitely like to join.

104

So what's the best way of going about it?

105

Ah, you can...

106

That is the end of section one.

107

You now have half a minute it.

108

Now turn to Section 2.

109

Section 2.

110

You will hear a manager in a company talking to employees about volunteering for charity work.

111

First, you have some time to look at questions 11 to 16.

112

Now listen carefully and answer questions 11 to 16.

113

Thanks for coming, everyone.

114

Okay, so this meeting is for new staff and staff who haven't been involved with our volunteering projects yet.

115

So, basically, the idea is

116

that we allow staff to give up some of their work

117

time to help on various charity projects to benefit the local community.

118

We've been doing this for the last five years, and it's been very successful.

119

Participating doesn't necessarily involve a huge time commitment.

120

The company will pay for eight hours of your time.

121

That can be used over one or two days all at once, or spread over several months throughout the year.

122

There are some staff who enjoy volunteering so much, they also give up their own free time for a couple of hours every week.

123

It's completely up to you.

124

Obviously, many people will have family commitments and aren't as available as other members of staff.

125

Feedback from staff has been overwhelmingly positive.

126

Because they felt they were doing something really useful, nearly everyone agreed that volunteering made them feel more motivated at work.

127

They also liked building relationships with the people in the local community and felt valued by them.

128

One or two people also said it was a good thing to have on their CVs.

129

One particularly successful project last year was the Get Working project.

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This was aimed at helping unemployed people in the area get back to work.

131

Our staff were able to help them improve their telephone skills, such as writing down messages and speaking with confidence to potential customers,

132

which they had found quite difficult.

133

This is something many employers look for in job applicants, and something we all do without even thinking about every day at work.

134

We've got an exciting new project starting this year.

135

Up until now, we've mainly focused on projects to do with education and training,

136

and we'll continue with our reading project in schools and our work with local charities.

137

But we've also agreed to help out on a conservation project in Redfern Park,

138

so if any of you fancy being outside and getting your hands dirty, this is the project for you.

139

I also wanted to mention the annual Digital Inclusion Day, which is coming up next month.

140

The aim of this is to help older people keep up with technology, and this year, instead of hosting the event in our own training facility,

141

we're using the ICT suite at Hill College, as it can hold far more people.

142

We've invited over 60 people from the Silver Age Community Center to take part, so we'll need a lot of volunteers to help with this event.

143

If you're interested in taking part, please go to the volunteering section of our website and complete the relevant form.

144

We won't be providing any training for this, but you'll be paired with an experienced volunteer if you've never done it before.

145

By the way, don't forget to tell your manager about any volunteering activities you decide to do.

146

Now listen and answer questions 17 to 20.

147

The participants on the Digital Inclusion Day really benefited.

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The majority were in their 70s, though some were younger, and a few were even in their 90s.

149

Quite a few owned both a computer and a mobile phone, but these tended to be outdated models.

150

They generally knew how to do simple things like send texts, but weren't aware of recent developments in mobile phone technology.

151

A few were keen to learn, but most were quite dismissive at first.

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They couldn't see the point of updating their skills.

153

But that soon changed.

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The feedback was very positive.

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The really encouraging thing was

156

that participants all said they felt much more confident about using social media to keep in touch with their grandchildren,

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who prefer this form of communication to phoning or sending emails.

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A lot of them also said playing online games would help them make new friends and keep their brains active.

159

They weren't that impressed with being able to order their groceries online, as they liked going out to the shops,

160

but some said it would come in handy if they were ill or the weather was really bad.

161

One thing they asked about was using tablets for things like reading newspapers.

162

Some people had been given tablets as presents, but had never used them.

163

So that's something we'll make sure we include this time.

164

That is the end of Section 2.

165

You now have half a minute to check your answers.

166

Now turn to section 3.

167

Section 3.

168

You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,

169

the study of materials on an extremely small scale.

170

First, you have some time to look at questions 21 to 25.

171

Now listen carefully and answer questions 21 to 25.

172

Come in, Russ.

173

Thank you.

174

Now, you wanted to consult me about your class presentation on nanotechnology.

175

You're due to give it next week, aren't you?

176

That's right, and I'm really struggling.

177

I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it, in a way there's too much to say.

178

I could talk for much longer than the 20 minutes I've been allocated.

179

Should I assume the other students don't know much and give them a kind of general introduction,

180

or should I try and make them share my fascination with a particular aspect?

181

You could do either, but you'll need to have it clear in your own mind.

182

Then I think I'll give an overview.

183

Okay.

184

Now one way of approaching this is to work through developments in chronological order.

185

Uh-huh.

186

On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

187

You mean things like thin films on camera displays to make them water-repellent, and additives to make motorcycle helmets stronger and lighter.

188

Exactly.

189

Or another way would be to focus on its impact in one particular area, say medicine or space exploration.

190

That would make it easier to focus.

191

Perhaps I should do that.

192

I think that would be a good idea.

193

Right.

194

How important is it to include slides in the presentation?

195

They aren't essential by any means.

196

and there's a danger of tailoring what you say to fit whatever slides you can find.

197

While it can be good to include slides, you could end up spending too long looking for suitable ones.

198

You might find it better to leave them out.

199

I see.

200

Another thing I was wondering about was how to start.

201

I know presentations often begin with, first I'm going to talk about this and then I'll talk about that.

202

but I thought about asking the audience what they know about nanotechnology.

203

That would be fine if you had an hour or two for the presentation

204

but you might find that you can't do anything with the answers you get

205

and it simply eats into the short time that's available.

206

So maybe I should mention a particular way that nanotechnology is used to focus people's attention.

207

That sounds sensible.

208

What do you think I should do next?

209

I really have to plan the presentation today and tomorrow.

210

Well, initially I think you should ignore all the notes you've made,

211

take a small piece of paper and write a single short sentence that ties together the whole presentation.

212

It can be something as simple as, nanotechnology is already improving our lives.

213

Then start planning the content around that.

214

You can always modify that sentence later if you need to.

215

Before you hear the rest of the discussion, you have some time to look at questions 26-30.

216

Now listen and answer questions 26 to 30.

217

OK, now let's think about actually giving the presentation.

218

You've only given one before, if I remember correctly, about an experiment you'd been involved in.

219

That's right.

220

It was pretty rubbish.

221

Let's say it was better in some respects than in others.

222

With regard to the structure, I felt that you ended rather abruptly, without rounding it off.

223

Be careful not to do that in next week's presentation.

224

OK.

225

And you made very little eye contact with the audience, because you were looking down at your notes most of the time.

226

You need to be looking at the audience and only occasionally glancing at your notes.

227

Your body language was a little odd.

228

every time you showed a slide you turned your back on the audience

229

so you could look at it you should have been looking at your laptop

230

and you kept scratching your head so I found myself wondering

231

when you were next going to do

232

that instead of listening to what you were saying oh dear what did you think of the language I knew

233

that not everyone was familiar with the subject

234

so I tried to make it as simple as I could yes

235

that came across you used a few words

236

that are specific to the field but you always explained what they meant so the audience wouldn't have had any difficulty understanding.

237

Uh-huh.

238

I must say the handouts you prepared were well thought out.

239

They were a good summary of your presentation

240

which people would have been able to refer to later on so well done on that.

241

Thank you.

242

Well I hope that helps you with next week's presentation.

243

Yes it will.

244

Thanks a lot.

245

I'll look forward to seeing a big improvement then.

246

That is the end of section 3.

247

You now have half a minute to check your answers.

248

Now turn to section 4.

249

Section 4.

250

You will hear a lecturer in psychology talking about a type of memory.

251

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

252

Thank you.

253

Now listen carefully and answer questions 31 to 40.

254

Today we'll be continuing the series of lectures on memory by focusing on what is called episodic memory

255

and what can happen if this is not working properly.

256

Episodic memory refers to the memory of an event or episode.

257

Episodic memories allow us to mentally travel back in time to an event from the past.

258

Episodic memories include various details about these events, for example, when an event happened,

259

and other information, such as the location.

260

To help understand this concept, try to remember the last time you ate dinner at a restaurant.

261

The ability to remember where you ate,

262

who you were with and the items you ordered are all features of an episodic memory.

263

Episodic memory is distinct from another type of memory called semantic memory.

264

This is the type of factual memory that we have in common with everyone else.

265

That is your general knowledge of the world.

266

To build upon a previous example, remembering where you parked your car is an example of episodic memory.

267

But your understanding of what a car is and how an engine works are examples of semantic memory.

268

Unlike episodic memory, semantic memory isn't dependent on recalling personal experiences.

269

Episodic memory can be thought of as a process with several different steps of memory processing,

270

encoding, consolidation and retrieval.

271

The initial step is called encoding.

272

This involves the process of receiving and registering information which is necessary for creating memories of information or events that you experience.

273

The degree to

274

which you can successfully encode information depends on the level of attention you give to an event while it's actually happening.

275

Being distracted can make effective encoding very difficult.

276

Encoding of episodic memories is also influenced by how you process the event.

277

For example, if you were introduced to someone called Charlie,

278

you might make the connection that your uncle has the same name.

279

Future recollection of Charlie's name is much easier if you have a strategy to help you encode it.

280

Memory consolidation, the next step in forming an episodic memory is the process by which memories of encoded information are strengthened,

281

stabilised and stored to facilitate later retrieval.

282

Consolidation is most effective when the information being stored can be linked to an existing network of information.

283

makes it possible for you to store memories for later retrieval indefinitely.

284

Forming strong memories depends on the frequency with which you try to retrieve them.

285

Memories can fade or become harder to retrieve if they aren't used very often.

286

The last step in forming episodic memories is called retrieval,

287

which is the conscious recollection of encoded information.

288

Retrieving information from episodic memory depends upon semantic,

289

olfactory, auditory and visual factors.

290

These help episodic memory retrieval by acting as a prompt.

291

For example, when recalling where you parked your car,

292

you may use the colour of a sign close to where you parked.

293

You actually have to mentally travel back to the moment you parked.

294

There are a wide range of neurological diseases and conditions that can affect episodic memory.

295

These range from Alzheimer's to schizophrenia to autism.

296

An impairment of episodic memory can have a profound effect on individuals' lives.

297

For example, the symptoms of schizophrenia can be reasonably well controlled by medication.

298

However, patients' episodic memory may still be impaired and so they are often unable to return to university or work.

299

Recent studies have shown that computer-assisted games designed to keep the brain active can help improve their episodic memory.

300

Episodic memories can help people connect with others, for instance by sharing intimate details about their past,

301

something individuals with autism often have problems with.

302

This may be caused by an absence of a sense of self.

303

This is essential for the storage of episodic memory and has been found to be impaired in children with autism.

304

Research has shown that treatments that improve memory may also have a positive impact on children's social development.

305

One study looked at a...

306

That is the end of Section 4.

307

You now have half a minute to check your answers.

308

Thank you.

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.

Prática de Shadowing: Cambridge IELTS 13 Listening Test 2 Full Test with Answers | Academic & GT - Aprenda a falar inglês com vídeo

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O que é a Técnica de Shadowing?