Prática de Shadowing: IELTS LISTENING REAL TEST 1 3 - Aprenda a falar inglês com vídeo

Good morning, Riverdale Preschool.

Sally speaking.

Hello.

My name's Robert.

I've got a four -year -old daughter called Susie, and I'd like to get some information about your preschool, please.

Sure, Robert.

Well, Susie's the right age.

We take three - and four -year -olds in classes of 20 students.

Oh, great.

And how many teachers do you have?

We have two.

The first group is taught by Mrs Oliver, and the second group is taken by Mrs Keogh.

Just a moment.

I'll write that down.

Could you spell the last name, please?

It's an unusual one, isn't it?

Yes, it's K -E -O -G -H.

OK, I've got that.

Now, I know the children attend for two or three days a week.

That's right.

The older ones, like Susie, are here for three days, which means 15 hours a week.

The younger ones, the three -year -olds, attend two days a week.

That's a total of 10 hours.

And what do they do during that time?

Well, half the day is spent outside and the children can run around

and play games with their friends or do a calmer activity, like painting, for example.

We have a great outside play area that we're improving all the time.

Yes, we were walking past the other day and Susie noticed.

You've recently put in a new slide, haven't you?

Yes, we're really pleased with it.

It's a big one and the children love it.

And are you thinking of adding anything else outdoors?

Well, we were hoping to build a playhouse, but that was too expensive.

So we're now making plans for a garden where the children will be able to grow flowers and vegetables.

Lovely.

And what else do the children do?

Well, the other half of the day is spent indoors.

This year, the children seem to be very interested in music, so the teachers are doing a lot of activities related to that.

Last year, there seemed to be more of an interest in dancing.

Well, Susie would love either of those.

The teachers may sometimes play quiet games with the children, but we always make time for a story each day.

It's a very important part of the program here.

Yes, of course.

Before you hear the rest of the conversation, you have some time to look at questions 6 to 10 on page 2.

Now listen and answer questions 6 to 10.

now i'd like to ask you about the fees

if that's okay sure we actually had to put them up

this term i'm afraid yes i heard from a friend of mine

that it used to be four hundred and twenty dollars for the term

but it's just gone up to four hundred and seventy dollars is

that right yes we had to add the extra fifty dollars

to cover costs things got a lot more expensive last year i understand And I think the fees are still quite reasonable.

Another school I've spoken to charges $500 per term.

Oh, really?

My friend also told me that his daughter went on a trip to the local zoo

and that the cost of that was covered in the fees.

Is that right?

Yes, we did that last year, but we'll be going to a farm this year instead.

We vary it, so, for example, we may go to the theatre next year.

OK, it sounds like fun.

Also included in the price is membership of a special library.

Children can borrow a toy and keep it for a week and choose a different one the following week.

It's very popular.

What a great idea.

We would certainly make use of that system if we enrol.

Now, is there anything else I should know?

Well, the children have a rest here during the day

and we make up a little bed for them with sheets and blankets.

But we advise parents to pack a pillow in the child's bag as we don't provide one.

OK, I'll make a note of that.

So, what should I do if I want to come and look around the school during the day and meet the staff?

The best thing is to call the teacher on the classroom mobile and she'll tell you which time is best to visit.

Shall I give you the number?

Yes, please.

OK, it's 0914 638 520.

Thanks for all your help, Sally, and we hope to see you soon.

No problem.

Bye for now.

You now have half a minute to check your answers.

Now listen carefully.

and answer questions eleven to fifteen

hi thanks for coming along my name is Marissa

and I'm going to tell you a bit about finding part -time jobs

not everybody wants to work when they're studying

and as this is your first year you may feel that you've quite enough to do as it is

but you may change your mind or find that you need to earn some extra cash

however if you are a student from overseas there may be particular conditions attached to working in this country,

so you should check with the staff at the center before applying for a job.

Right.

Now, the university has its own job center on the campus.

Well, actually, it's not on this main, Hilston campus.

It's based in the Student Services Building on the campus called Woodside,

spelt W -O -O -D -S -I -D -E.

The center works on a drop -in basis, which means that you don't have to make an appointment.

It's open six days a week, Monday to Saturday, and nine hours a day from 10 in the morning until 8 at night.

The center is run by other students, but a professional employment lawyer is on hand every Tuesday if you want any advice about your job.

There may be a queue, in which case you will have to wait, so make sure you allow plenty of time.

part -time jobs become available almost every day

and they are advertised on the university website

100

which you can access through the library

101

if the computer center is closed you should check things daily

102

and if you see a job

103

which interests you call in at the center before you hear

104

the rest of the talk you have some time to look at questions 16 to 20 on page four

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Now listen and answer questions 16 to 20.

106

There's a good variety of jobs on offer in the university itself just now. For example,

107

they're looking for people to check that all the vehicles using the university car parks have got up -to -date permits.

108

Office jobs rarely come up, but in future the university is hoping to be able to offer jobs in the IT center.

109

There are also recruitment open days, which are held regularly during the year,

110

when local employers come into the university to recruit students for part -time work within their company.

111

These two -day events are scheduled well in advance each term and are advertised in the usual places.

112

Of course, part -time work is useful to supplement your income, but it's also a valuable way of building up an employment record that reflects your skills and capabilities.

113

One of most common complaints of graduates leaving university is

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that many jobs require proven experience

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so those applicants who have evidence of part -time work on

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their cv often have an advantage the job center advertises jobs

117

which will give you skills such as using word processing packages spreadsheets

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or supervisory skills so if you have to work use the opportunity to develop skills

119

which will help you secure a job in the future.

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Now, what about the financial side of things?

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Well, students who work part -time can no longer expect to be paid cash.

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An employer will deduct tax from what you earn, but depending on your own individual circumstances and how much you earn in a year,

123

you should be able to reclaim some of this.

124

You may also have to contribute towards an insurance scheme, but you must ask your employer about these deductions.

125

You should also check whether you will be paid weekly or monthly, and if you work extra hours, what your overtime rate will be.

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It's also necessary to make sure that your employer knows that you may only be able to work during term time.

127

Communication between you and your employer is very important, but don't expect all employers to use email.

128

If you are ill

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or cannot get into work for whatever reason make sure your employer knows in good time

130

that shouldn't be a problem now that everyone has a mobile phone and

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if you decide to leave the job you should make sure

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you put this in writing some employers require a month's notice even for a part -time job

133

so what sort of work can you expect to find well as i said earlier there is

134

That is the end of Section 2.

135

You now have half a minute to check your answers.

136

Now listen carefully and answer questions 21 to 26.

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Hello, John.

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Come in and sit down.

139

You're here to discuss your research project, are you?

140

Yes, I've more or less decided what to do, but I'd like your opinion.

141

Fine.

142

You've chosen a topic?

143

Yes.

144

I want to look at how people use public services in their local area.

145

Things like parks and swimming pools.

146

Right.

147

Well, the kind of information you'll get is very useful for town planning, of course.

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Do you have a special interest in public services?

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Not really.

150

It's just that I found a report in the college library about an investigation

151

that was done ten years ago and I thought it'd be interesting to do a parallel one.

152

Ten years is a relatively short space of time.

153

What do you expect to find?

154

Do you think things will be more or less the same as before?

155

I think there'll be some differences.

156

For example, I think the number of people going to the library will have decreased.

157

And I'd guess that older people are using the sports centre more often than they're used to.

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Fine.

159

So those are your hypotheses.

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Now, what sort of data are you going to use?

161

I was thinking of using official records from the management or the local council and analysing them.

162

They should be easy to obtain.

163

I don't think that sort of information would be confidential.

164

Yes, you're probably right.

165

There might not be as much information as you'd like, but it'd certainly be the easiest kind of data to work with.

166

But have you considered using a questionnaire as well?

167

It's OK to get data from more than one source.

168

Absolutely.

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It's a bonus.

170

You've already done the module on questionnaire design, haven't you?

171

And it'll be good to get experience because next year you'll have to do something similar for your final dissertation

172

on a bigger scale okay

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and what are the variables you'll be looking at are you

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going to look at people's level of education whether they have

175

a degree for example i hadn't planned to do you think

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i should well you might see some interesting patterns okay

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and that'll tie in nicely with my plans to analyse the

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kind of work people do what about the size of your

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sample have you got any thoughts on the number of questionnaires you might send out the previous study surveyed 120 people

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i don't think i can really analyse more than 50 working by myself

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so i should probably distribute about 80 questionnaires altogether to allow

182

for wastage do you think that's enough definitely I know that your project guidelines recommend a minimum of a hundred, but that's an ideal number,

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and you're working by yourself.

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And anyway, this assignment is mainly about giving you practice in research methods.

185

Right.

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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 6.

187

Now listen and answer questions 27 to 30.

188

And think of ways you can encourage people to actually complete the questionnaire.

189

For example, to make sure that your questions make sense, you should try them out beforehand.

190

OK, that's no problem.

191

My friends will help.

192

Good.

193

Sometimes you get unpredicted responses and you have to rephrase a question.

194

And I know that you usually get a better return if you deliver questionnaires in person,

195

but there'll be too many but I could enclose a stamped envelope for the return post.

196

It's a bit expensive, but I think it'd be worth it.

197

Yes, good.

198

Some people say that another way of increasing returns is to make the questionnaires anonymous, but usually people put their names on anyway,

199

so I don't think that would make much difference.

200

OK.

201

And can you give me a bit more advice about the questionnaire?

202

Would it be a good idea to have a short paragraph at the top explaining what i'm doing

203

and why definitely

204

and don't forget you'll need to get a bit of information about your subjects what age group they're in

205

and perhaps how long they've lived in the area, so you'll need questions for that.

206

Ah, yes.

207

I suppose that'll mean it takes a bit longer to complete, but, er...

208

Should I give them my phone number in case there's anything they're not sure about?

209

I wouldn't if I were you, no. OK.

210

And do I have to use open -ended questions as well as closed questions?

211

I know the books say it's better to have a mixture.

212

Well, it depends.

213

In this case, I'd stick to closed questions.

214

The results will be much more manageable like that.

215

If I draft some questions tomorrow, would it be OK to bring them...

216

That is the end of Section 3.

217

You now have half a minute to check your answers.

218

Now listen carefully and answer questions 31 to 40.

219

Hello, everyone.

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I have an exciting announcement to make.

221

The university has decided to enter an international competition next year,

222

and we are going to need some enthusiastic undergraduates to help us with the project.

223

The competition is to make an automated vehicle,

224

a kind of robot that will be able to move quickly and accurately on its own.

225

All the vehicles will then enter a race, which will take place here in the U .S.

226

So the engineering school will be collaborating with the computer science department and possibly the automotive design department, although that's yet to be confirmed.

227

What they have to do is try to design an automated vehicle which will be able to complete the course.

228

To give you an idea of how tough this race is,

229

one vehicle last year only managed 12 kilometers of the 280 -kilometer stretch of California desert that forms the racetrack.

230

The vehicles in the race must cover the whole distance without a human driver and,

231

quite autonomously, identify and steer around corners and avoid unexpected hazards,

232

things like rocks for example it's a challenging task

233

because there are lots of obstacles of this kind along the

234

route as i said in last year's event the most successful vehicle only drove 12 kilometers

235

then its team decided to deactivate it because it had gotten too near a cliff

236

in the race held earlier this year there still wasn't a winner

237

but they did much better and there was one design which we will be analyzing carefully in seminars.

238

Its strength was in its onboard technology.

239

That particular vehicle built a three -dimensional picture of its surroundings using video cameras and lasers.

240

It was equipped with seven laptop computers, which analyzed the incoming information ten times a second

241

and it drove along at a comfortable 55 kilometers per hour the design details have been published

242

so we hope to learn from them

243

and go on to make ours even better for next year's competition the competition is open to all universities

244

and there's a prize of two million dollars for the winner but it's really about more than that

245

The sponsors are hoping to see innovative design ideas that they can transfer into commercial production.

246

You'll get a lot out of this project as well in terms of working as a team

247

and broadening your knowledge of the subject.

248

The key to winning is unlikely to be anything to do with what the vehicle looks like.

249

Programming skills will decide who eventually wins first prize.

250

the design will need technological expertise in this area above all

251

and that's what the team who work on the project will

252

need to focus on i'll be handing out some scientific reports about this year's vehicle shortly it's interesting to read

253

that even after months and months of planning building

254

and trials many of the teams were amazed

255

that the vehicles did what they wanted them to do at all

256

because so many things can go wrong on the day

257

so even though no vehicle actually completed the course they were pleased they got as far as they did right

258

if any of you are interested this is the plan of

259

action keep an eye on the main notice board for details

260

firstly at the beginning of may we'll be scheduling a seminar to introduce the project to anyone who might be interested

261

later in the month we'll be asking you to submit a

262

short essay letting us know why you feel you should be

263

chosen to take part in the project You'll need to tell us about any particular skills

264

that you have and can bring to the team and any experience you may have had in the field.

265

Then, in June, we're organizing a trip to a factory to chat over some

266

design considerations with specialists there who have kindly agreed to act as consultants throughout the project.

267

Then, at the beginning of the next semester in September, we thought we'd hold a weekend workshop to share ideas and see computer -aided design demonstrations.

268

We have a brand new package, which sponsors have kindly financed.

269

You'll need to be able to use it with confidence before we start.

270

In December, we'll be asking you to submit your outline designs, and the following month, we'll choose the team and start work in earnest.

271

Okay, it sounds like a lot of fun, but it will also require serious commitment.

272

So please think this through carefully.

273

Some handouts are coming around now.

274

Any questions?

275

That is the end of Section 4.

276

You now have half a minute to check your answers.

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Vocabulário e dicas de fala para esta lição

Este vídeo tem 276 frases e 3077 palavras para praticar shadowing. A fala dura 21:26. O falante mantém um ritmo estável de cerca de 144 palavras por minuto, confortável para o shadowing. 88% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar.

Vocabulário principal deste vídeo

15 palavras menos comuns do vídeo, com pronúncia e significado:

employer /ɪmˈplɔɪə/ (substantivo) — empregador, empregadora. A person, firm or other entity which pays for or hires the services of another person.
carefully /ˈkɛɹf(ə)li/ (advérbio) — cuidadosamente, cautelosamente. With care; attentively, circumspectly.
earn /ɝn/ (verbo) — receber. To gain (success, reward, recognition) through applied effort or work.
advertise /ˈædvɚˌtaɪ̯z/ (verbo) — anunciar, promulgar. To give (especially public) notice of (something); to announce publicly.
package /ˈpæk.ɪd͡ʒ/ (substantivo) — pacote. Something which is packed, a parcel, a box, an envelope.
spell /spɛl/ (substantivo) — encantamento, feitiço. Words or a formula supposed to have magical powers.
submit /səbˈmɪt/ (verbo) — ceder, entregar-se. To yield or give way to another.
sponsor /ˈspɒn.səː/ (substantivo) — patrocinador. A person or organization with some sort of responsibility for another person or organization, especially where the responsibility has a religious, legal, or…
kindly /ˈkaɪn(d)li/ (advérbio) — gentilmente. In a kind manner, out of kindness.
analyze /ˈæn.əˌlaɪz/ (verbo) — analisar. To subject to analysis.
seminar /ˈsɛmɪnɑɹ/ (substantivo) — seminário. A class held for advanced studies in which students meet regularly to discuss original research, under the guidance of a professor.
preschool /ˈpɹiːskuːl/ (adjetivo) — pré-escolar. Of or relating to the years of early childhood before attendance at primary school.
topic /ˈtɑpɪk/ (substantivo) — tópico, assunto. A subject; a theme; a category or general area of interest.
membership (substantivo) — membro, corpo do membro. The state of being a member of a group or organization.
shortly /ˈʃɔɹtli/ (advérbio) — rapidamente. In a short or brief time or manner; quickly.

Phrasal verbs que você vai ouvir

look at (verbo) — observar, ver. To observe or watch.
come around /kʌ.məˈɹaʊnd/ (verbo) — mudar de ideia. To change one's mind, especially to begin to agree or appreciate what one was reluctant to accept at first.
drop in (verbo) — aparecer. To arrive casually and unannounced, with little or no warning; also, to visit without an appointment.
get into (verbo) — entrar em. To move into (an object), such that one ends up inside it.
hand out (verbo) — distribuir. To distribute; to give out, either by hand or as if so (figuratively).
look for (verbo) — procurar, buscar. To seek.
make up /ˌmeɪk ˈʌp/ (verbo) — compensar. To constitute, to compose.
sit down (verbo) — sentar-se. To assume a sitting position from a standing position.

Pronúncia para ficar de olho

O falante usa 70 contrações e formas reduzidas, como you'll, don't, I'd. Diga-as na forma curta, do jeito que você ouve.

Os sons de “th”: altogether /ɔl.tuˈɡɛð.ɚ/, hypothesis /haɪˈpɒθɪsɪs/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/
Os sons de “sh” e “zh”: shortly /ˈʃɔɹtli/, unusual /ʌnˈjuːʒ(u)əl/, sheet /ʃit/, consideration /kənˌsɪd.əˈɹeɪ.ʃən/, specialist /ˈspɛʃəlɪst/
Palavras longas — acerte a sílaba tônica: unusual /ʌnˈjuːʒ(u)əl/, consideration /kənˌsɪd.əˈɹeɪ.ʃən/, unexpected /ʌnɪkˈspɛktɪd/, anonymous /əˈnɒn.ə.məs/, innovative /ˈɪn.əˌveɪtɪv/

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 employer, carefully, earn.

Gramática neste vídeo

As estruturas que o falante mais usa, com as palavras exatas do vídeo:

Estrutura	No vídeo
Frases condicionais if + oração, will/would + verbo — uma condição e seu resultado	If I draft some questions tomorrow, would it
Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz	is taught · is spent · was covered
Present perfect have/has + particípio passado — uma ação passada que ainda importa agora	I've spoken · You've chosen · have decreased
Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa	days, which means · basis, which means · days, which are

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.

Técnica de shadowing: leia o guia completo passo a passo →

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Vocabulário e dicas de fala para esta lição

Vocabulário principal deste vídeo

Phrasal verbs que você vai ouvir

Pronúncia para ficar de olho

Como praticar com este vídeo

Gramática neste vídeo

O que é a Técnica de Shadowing?