Prática de Shadowing: Cambridge IELTS 18 | Listening Test 2 | With Answers | HD - Aprenda a falar inglês com vídeo
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285 frases
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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 an answer sheet.
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Now turn to part one.
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Part 1 You will hear a woman from a job agency
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giving information to a man about work in a chain of restaurants.
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First you have some time to look at questions 1 to 5.
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Now listen carefully and answer questions 1 to 5.
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So I understand you're interested in restaurant work.
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Yes, I've got a bit of experience and I can provide references.
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That's good.
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I can check all that later.
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Now, Milo's restaurants have some vacancies at the moment.
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They're a really good company to work for.
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Lots of benefits.
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Oh, right.
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Yes.
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They've got a very good reputation for looking after staff.
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For example, all employees get training, even temporary staff.
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Oh, really?
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That's quite unusual, isn't it?
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Certainly is.
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And do staff get free uniforms too?
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Um, you just need to wear a white t -shirt and black trousers, it says here, so I guess not.
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But another benefit of working for a big company like this is
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that you can get a discount at any of their restaurants.
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Even at weekends?
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No, but you'll be working then anyway.
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Oh yes, I suppose so.
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Um, most of their restaurants are in the city centre, aren't they?
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So easy to get to by bus?
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Yes, that's right.
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But if you have to do a late shift and finish work after midnight, the company will pay for you to get a taxi home.
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I probably won't need one.
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I think I'd use my bike.
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Okay.
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Now, they do have some quite specific requirements for the kind of person they're looking for.
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Milo's is a young, dynamic company, and they're really keen on creating a strong team.
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It's really important that you can fit in and get on well with everyone.
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Yeah, I've got no problem with that.
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It sounds good, actually.
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The last place I worked for was quite demanding too.
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We had to make sure we gave a really high level of service.
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That's good to hear, because that will be equally important at Milo's.
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I know they want people who have an eye for detail.
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That's fine.
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I'm very used to working in that kind of environment.
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Perfect.
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So the only other thing that's required is good communication skills, so you'll need to have a certificate in English.
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Sure.
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Before you hear the rest of the conversation, 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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OK, let's have a look at the current job vacancies at Milo's.
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The first one is in Wivenhoe Street.
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Sorry, where?
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Wivenhoe.
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W -I -V -E -N -H -O -E.
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It's quite central, just off Cork Street.
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Oh, right.
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They're looking for a breakfast supervisor.
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That would be OK.
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So, you're probably familiar with the kind of responsibilities involved.
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Obviously checking that all the portions are correct, etc. And then things like checking all the procedures for cleaning the equipment are being followed.
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Oh, OK.
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And what about the salary?
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In my last job I was getting £9 .50 per hour.
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I was hoping to get a bit more than that.
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Well, to begin with you'd be getting £9 .75.
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but that goes up to £11 .25 after three months.
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That's not too bad.
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And I suppose it's a very early start.
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That's the only unattractive thing about this job.
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But then you have the afternoons and evenings free.
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So the restaurant starts serving breakfast from 7am and you'd have to be there at 5 .30 to set everything up.
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But you'd be finished at 12 .30.
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Well, as you say, there are advantages to that.
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Now you might also be interested in the job at the City Road branch.
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That's for a junior chef, so again a position of responsibility.
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I might prefer that actually.
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Right.
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Well, obviously this role would involve supporting the sous chef and other senior staff,
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and you'd be responsible for making sure there's enough stock each week and sorting out all the deliveries.
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I've never done that before, but I imagine it's fairly straightforward once you get the hang of it.
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Yes, and you'd be working alongside more experienced staff to begin with, so I'm sure it wouldn't be a problem.
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The salary's slightly higher here.
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It's an annual salary of £23 ,000.
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Right.
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I know that if they like you, it's likely you'll be promoted quite quickly, so that's worth thinking about.
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Yes, it does sound interesting.
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What are the hours like?
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The usual, I think.
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There's a lot of evening and weekend work, but they're closed on Mondays.
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But you do get one Sunday off every four weeks.
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So would you like me to send off your CV?
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That is the end of part one.
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You now have one minute to check your answers to part one.
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Thank you.
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Part 2 You will hear a talk to members of the
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public about plans for a new housing development near a town called Nunston.
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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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Hello everyone.
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It's good to see that
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so many members of the public have shown up for our
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presentation on the new housing development planned on the outskirts of Nunston.
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I'm Mark Reynolds and I'm communications manager at the development.
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I'll start by giving you a brief overview of our plans for the development.
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So one thing I'm sure you'll want to know is why we've selected this particular site for a housing development.
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At present it's being used for farming, like much of the land around Nunston.
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But because of the new industrial centre in Nunston, there's a lot of demand for housing for employees in the region,
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as many employees are having to commute long distances at present.
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Of course, there's also the fact that we have an international airport just 20 minutes drive away.
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But although that's certainly convenient, it wasn't one of our major criteria for choosing the site.
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We were more interested in the fact that there's an excellent hospital, just 15 kilometres away.
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And a large secondary school even closer than that.
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One drawback to the site is that it's on quite a steep slope,
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but we've taken account of that in our planning, so it shouldn't be a major problem.
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We've had a lot of positive feedback about the plans.
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People like the wide variety of accommodation types and prices,
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and the fact that it's only a short drive to get out into the countryside from the development.
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We were particularly pleased that so many people liked the designs for the layout of the development,
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with the majority of people saying it generally made a good impression
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and blended in well with the natural features of the landscape, with provision made for protecting trees and wildlife on the site.
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Some people have mentioned that they'd like to see more facilities for cyclists.
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And we'll look at that, but the overall feedback has been that the design
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and facilities of the development make it seem a place where people of all ages can live together happily.
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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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Thank you.
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Now listen and answer questions 15 to 20.
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OK, so I'll put a map of the proposed development up on the screen.
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You'll see it's bounded on the south side by the main road, which then goes on to Nunston.
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Another boundary is formed by London Road on the western side of the development.
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Inside the development there'll be about 400 houses and three apartment blocks.
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There'll also be a school for children up to 11 years old.
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If you look at the south entrance at the bottom of the map, there's a road from there that
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It goes right up through the development.
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The school will be on that road, at the corner of the second turning to the left.
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A large sports centre is planned with facilities for indoor and outdoor activities.
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This will be on the western side of the development, just below the road that branches off from London Road.
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There will be a clinic where residents can go if they have any health problems.
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Can you see the lake towards the top of the map?
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The clinic will be just below this, to the right of a street of houses.
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There will also be a community centre for people of all ages.
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On the north -east side of the development, there will be a row of specially designed houses specifically for residents over 65,
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and the community centre will be adjoining this.
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We haven't forgotten about shopping.
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There'll be a supermarket between the two entrances to the development.
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We're planning to leave the three large trees near London Road, and it'll be just to the south of these.
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It's planned to have a playground for younger children.
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If you look at the road that goes up from the south entrance, you'll see it curves round to the left at the top
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and the playground will be in that curve with nice views of the lake.
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Okay, so now does anyone have any questions?
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That is the end of part 2.
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You now have 30 seconds to check your answers to part 2.
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Thank you.
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Part 3 You will hear two geography students,
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Adam and Michelle, talking about a volcanic eruption which took place in Iceland in 1783.
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First, you have some time to look at questions 21 to 26.
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Thank you.
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Now listen carefully and answer questions 21 to 26.
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So, Michelle, shall we make a start on our presentation?
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We haven't got that much time left.
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No, Adam, but at least we've done all the background reading.
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I found it really interesting.
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I'd never even heard of the Larky eruption before this.
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Me neither.
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I suppose 1783 is a long time ago.
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But it was a huge eruption and it had such devastating consequences.
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I know.
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It was great there were so many primary sources to look at.
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It really gives you a sense of how catastrophic the volcano was.
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People were really trying to make sense of the science for the first time.
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That's right.
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But what I found more significant was how it impacted directly and indirectly on political events,
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as well as having massive social and economic consequences.
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I know.
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That should be the main focus of our presentation.
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The observations made by people at the time were interesting, weren't they?
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I mean, they all gave a pretty consistent account of what happened, even if they didn't always use the same terminology.
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Yeah.
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I was surprised there were so many weather stations established by that time.
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So you know, you can see how the weather changed often by the hour.
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Right.
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Writers at the time talked about the larky haze to describe the volcanic fog that spread across Europe.
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They all realised that this wasn't the sort of fog they were used to.
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And, of course, this was in pre -industrial times, so they hadn't experienced sulphur -smelling fog before.
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No, that's true.
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Reports from the period blamed the haze for an increase in headaches, respiratory issues and asthma attacks.
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And they all describe how it covered the sun and made it look a strange red colour.
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Hmm, must have been very weird.
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It's interesting that
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Benjamin Franklin wrote about the haze.
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Did you read that?
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He was the American ambassador in Paris at the time.
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Yeah.
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At first no one realised that the haze was caused by the volcanic eruption in Iceland.
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It was Benjamin Franklin who realised that before anyone else.
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He's often credited with that apparently.
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But a French naturalist beat him to it.
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I can't remember his name.
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I'd have to look it up.
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Then other naturalists had the same idea.
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All independently of each other.
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Oh, right.
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We should talk about the immediate impact of the eruption, which was obviously enormous, especially in Iceland where so many people died.
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Hmm.
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You'd expect that.
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And the fact that the volcanic ash drifted so swiftly, but not that the effects would go on for so long.
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Or that two years after the eruption, strange weather events were being reported as far away as North America and North Africa.
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No, I found all that hard to believe, too.
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It must have been terrible, and there was nothing anyone could do about it, even if they knew the ash cloud was coming in their direction.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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We should run through some of the terrible consequences of the eruption experienced in different countries.
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There's quite a varied range.
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Starting with Iceland, where the impact on farming was devastating.
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One of the most dramatic things there was the effect on livestock as they grazed in the fields.
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They were poisoned because they ate vegetation that had been contaminated with fluorine as a result of the volcanic fallout.
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That was horrible.
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In Egypt, the bizarre weather patterns led to a severe drought, and as a result the Nile didn't flood, which meant the crops all failed.
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It's so far from where the eruption happened, and yet the famine there led to more people dying than any other country.
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It was worse than the plague.
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OK.
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Then in the UK the mortality rate went up a lot, presumably from respiratory illnesses.
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According to one report, it was about double the usual number and included an unusually high percentage of people under the age of 25.
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Hmm, I think people will be surprised to hear that the weather in the USA was badly affected too.
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George Washington even makes a note in his diary that they were snowbound until March in Virginia.
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That was before he became president.
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Yes, and there was ice floating down the Mississippi, which was unprecedented.
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Oh, astonishing really.
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Anyway, what do you think we should include next?
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That is the end of part 3.
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You now have 30 seconds to check your answers to part 3.
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Part 4.
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You will hear a student on a fashion design course giving a talk about the history of pockets.
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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.
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Now, we've been asked to choose an aspect of European clothing or fashion and to talk about its development over time.
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I decided to focus on a rather small area of clothing, and that's pockets.
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I chose pockets for two reasons, really.
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We all have them in jeans, jackets, coats, for example.
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And even though we often carry bags or briefcases as well, nothing is quite as convenient as being able to pop your phone
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or credit card into your pocket pocket yet i suspect
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that other than that people don't really think about pockets too much
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and they're rather overlooked as a fashion item it's certainly very interesting to go back in time
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and see how pockets developed for men
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and women in the 18th century fashions were quite different from the way they are now, and pockets were too.
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If we think about male fashion first, that was the time when suits became popular.
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Trousers were knee -length only, and referred to as breeches.
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The waistcoats were short, and the jackets were long.
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But all three garments were lined with material and pockets were sewn into this cloth by whichever tailor the customer used.
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The wearer could then carry small objects such as pencils or coins on their person, and reach them through a gap in the lining.
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Coat pockets became increasingly decorative on the outside for men who wanted to look stylish.
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But they were often larger but plainer if the wearer was someone with a profession who needed to carry medical instruments,
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a doctor or physician for example.
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The development of women's pockets was a little different.
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For one thing, they weren't nearly as visible or as easy to reach as men's.
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In the eighteenth and nineteenth centuries, women carried numerous possessions on their person, and some of these could be worth a lot of money.
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Women were more vulnerable to theft, and wealthy women, in particular, worried constantly about pickpockets.
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So, what they did was to have a pair of pockets made that were tied together with string.
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The pockets were made of fabric, which might be recycled cloth if the wearer had little money, or something more expensive, such as linen,
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sometimes featuring very delicate embroidery.
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Women tied the pockets around their waist, so that they hung beneath their clothes.
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Remember, skirts were long then, and there was plenty of room to hide a whole range of small possessions between the layers of petticoats
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that were commonly worn.
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They would have an opening in the folds of their skirts, through which they could reach whatever they needed, like their perfume home.
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Working women, of course, also needed to carry around items that they might use for whatever job or trade they were involved in,
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but their pairs of pockets still remained on the inside of their clothing.
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They just got bigger or longer, sometimes reaching down to their knees.
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So, the tie -on pockets went well into the 19th century
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and only changed when fashion altered towards the end of that period.
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That's when dresses became tighter and less bulky and the pairs of pockets became very noticeable.
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They stood out too much and detracted from the woman's image.
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Women who had been used to carrying around a range of personal possessions and still wanted to,
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needed somewhere to carry these items about their person.
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That was when small bags, or pouches as they were known, came into fashion, and of course,
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they inevitably led onto the handbag of more modern times, particularly when fashion removed pockets altogether.
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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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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “Cambridge IELTS 18”. As palavras que mais se repetem: pocket, questions, answer. Este vídeo tem 285 frases e 3061 palavras para praticar shadowing. A fala dura 28:35. O falante fala devagar, cerca de 107 palavras por minuto, o que dá tempo para imitar cada som. 85% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| pocket substantivo | /ˈpɑ.kɪt/ | bolso, algibeira |
| eruption substantivo | /ɪˈɹʌpʃən/ | erupção |
| volcanic adjetivo | /vɔlˈkænɪk/ | vulcânico |
| carefully advérbio | /ˈkɛɹf(ə)li/ | cuidadosamente, cautelosamente |
| clothing substantivo | /ˈkloʊðɪŋ/ | roupa, veste |
| entrance substantivo | /ˈɛn.tɹəns/ | entrada |
| possession substantivo | /pəˈzɛʃn̩/ | possessão |
| consequence substantivo | /ˈkɑn.sɪ.kwəns/ | consequência, resultado |
| coat substantivo | /ˈkoʊ̯t/ | casaco, agasalho |
| salary substantivo | /ˈsæləɹi/ | salário |
| knee substantivo | /ni/ | joelho |
| feedback substantivo | /ˈfiːdˌbæk/ | comentário, avaliação |
| jacket substantivo | /ˈd͡ʒæk.ɪt/ | jaqueta |
| chef substantivo | /ʃɛf/ | chef |
| clinic substantivo | /ˈklɪn.ɪk/ | clínica |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| go up verbo | subir |
| sort out verbo | resolver, esclarecer |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- That's quite unusual, isn't it?
- No, but you'll be working then anyway.
- I probably won't need one.
- I think I'd use my bike.
- Anyway, what do you think we should include next?
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 | I've never done · have shown · we've selected |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | will be played · will be given · being followed |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | people who have · eruption, which was · Mississippi, which was |
Pronúncia para ficar de olho
O falante usa 62 contrações e formas reduzidas, como they're, you'd, you'll. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “th”: clothing /ˈkloʊðɪŋ/, cloth /klɒθ/, beneath /bɪˈniːθ/, wealthy /ˈwɛl.θi/, theft /θɛft/
- Os sons de “sh” e “zh”: eruption /ɪˈɹʌpʃən/, possession /pəˈzɛʃn̩/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, chef /ʃɛf/, reputation /ˌɹɛpjʊˈteɪʃən/
- Palavras longas — acerte a sílaba tônica: respiratory /ɹɪˈspɪ.ɹət.ə.ɹi/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, reputation /ˌɹɛpjʊˈteɪʃən/, unusual /ʌnˈjuːʒ(u)əl/, ambassador /æmˈbæs.ə.dɚ/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: pocket /ˈpɑ.kɪt/, volcanic /vɔlˈkænɪk/, coat /ˈkoʊ̯t/, feedback /ˈfiːdˌbæk/, jacket /ˈd͡ʒæk.ɪt/
- /l/ final — a língua toca o céu da boca, não vira “u”: unusual /ʌnˈjuːʒ(u)əl/, horrible /ˈhɔɹ.ɪ.bəl/, visible /ˈvɪzɪb(ə)l/, recycle /ɹəˈsaɪkəl/
- /h/ — um sopro suave, diferente do “r”: horrible /ˈhɔɹ.ɪ.bəl/, happily /ˈhæp.ə.li/, headache /ˈhɛdeɪk/, haze /heɪz/, handbag /ˈhændˌbæɡ/
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 pocket, eruption, volcanic.
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.