Prática de Shadowing: Listening Practice Test OC7 | HOSTEL ACCOMMODATION IN DARWIN - Aprenda a falar inglês com vídeo
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This is the IELTS listening test.
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You will hear a number of different recordings and you will have to answer questions on what you hear.
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There will be time for you to read the instructions and questions and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four parts.
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At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.
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Now turn to part one.
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Part one.
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You will hear a telephone conversation between two friends called Julie and Nick about cheap accommodation in the city of Darwin, Australia.
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First you have some time to look at questions one to six.
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Hi Nick, it's Julie.
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Have you managed to find any information about accommodation in Darwin?
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Hi.
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I was just going to call you.
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I found some on the internet.
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There were quite a few hostels for backpackers there.
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The first possibility I found was a hostel called Top End Backpackers.
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OK.
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It's pretty cheap.
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You can get a bed in a dormitory for $19 per person.
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Private rooms cost a bit more.
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But we'll be okay in dormitories, won't we?
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Sure.
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So, that hostel has parking, though that doesn't really matter to us, as we'll be using public transport.
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Yeah.
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Are there any reviews on the website from people who have been there?
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Well, yes.
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They aren't all that good, though.
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Some people said they didn't like the staff.
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They had an unfriendly attitude.
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Hmm.
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That's quite unusual in a hostel.
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Usually all the staff are really welcoming.
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That's what I thought.
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People said they liked the pool and the fact that the rooms had air conditioning.
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But the problem with that was that it was very noisy, so they were kept awake.
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But it was too hot if they turned it off, so they had to put up with it.
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Someone told me there's another hostel called Gumtree something.
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Hmm, Gumtree Lodge.
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It costs a bit more.
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Forty-five dollars a person.
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What?
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Oh, no. That's for private rooms.
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It's twenty-three fifty for the dorms.
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That's more like it.
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It looks to be in quite a good location.
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A bit out of town and quiet, but with good transport and quite near a beach.
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Has it got a pool?
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Yes, and its own gardens.
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The reviews for that one are mostly okay.
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Except for one person who said they couldn't sleep because there were insects flying around in the dormitories.
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Not for me, then.
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And I'd rather be somewhere central, really.
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Right.
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There's a place called Kangaroo Lodge.
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They've got dorms at $22.
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And it's downtown, near all the restaurants and clubs and everything.
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So that should suit you.
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and it doesn't close at night.
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So there's always someone on reception?
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That sounds good.
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The only criticism I saw was that the rooms were a bit messy
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and untidy because people just left their clothes and stuff all over the beds and the floor.
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Don't hostels usually have lockers in the bedrooms where you can leave your stuff?
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Yeah, they do usually, but apparently they don't here.
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Still, hostels are never particularly tidy places, so that doesn't bother me.
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And the same person said that the standard of cleanliness was pretty good, and especially the bathrooms.
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They were excellent as far as that went.
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Right.
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Yeah, I reckon Kangaroo Lodge sounds the best.
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Me too.
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Quite a lot of people reviewing it said it was really fun there.
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Like, every night everyone staying there got together and ended up having a party.
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so it sounds like it's got a really good atmosphere.
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OK, let's go for that one.
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Before you hear the rest of the conversation, you will have some time to look at the questions 7 to 10.
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Now listen and answer questions 7 to 10.
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Did you get the address of Kangaroo Lodge?
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Yes, it's on Shadforth Lane.
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Can you spell that?
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S-H-A-D-F-O-R-T-H It's near the transit centre where the intercity buses and the airport buses drop you off Cool,
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I'm really looking forward to this I've never stayed in a hostel before Do they provide bed linen, sheets and things?
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Yeah, and you can usually either bring your own towel
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or hire one there But they don't usually provide those for free Okay And what happens about meals?
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Well, you don't have to pay extra for breakfast.
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It varies a lot in different places, but generally it's OK.
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And there's usually a cafe where you can buy a snack or a hot meal for lunch.
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But actually, if you're really travelling on the cheap, usually for every five or six rooms, there's a kitchen where you can knock up a snack,
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and that saves a lot of money.
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Great!
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Right, well, shall I go ahead and book that?
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Part 2 You will hear a guide at an outdoor sculpture park talking to a group of visitors.
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First you have some time to look at questions 11 to 16.
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Hello everyone and welcome to the Anglia Sculpture Park.
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Right, well, the idea behind the Sculpture Park is that it's a place where works of art, such as large sculptures and carvings,
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can be displayed out of doors in a natural setting.
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As you'll have noticed when you drove here, most of the land around the park is farmland.
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The park itself belonged to a family called the De Quince's, who had made a lot of money from manufacturing farm machinery
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and who also owned substantial stretches of forest land to the north of the park.
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They built a house in the centre of the park, not far from where we're standing now,
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but this burnt down in 1980 and the De Quince's then sold the land.
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The Anglia Sculpture Park isn't the only one in the country.
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Several of the London parks sometimes display contemporary sculptures,
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and there are a couple of other permanent sculpture parks in England.
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But we're unique in that some of our sculptures were actually created for the sites they occupy here,
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and we also show sculptures by a wider range of artists than anywhere else in the country.
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For example, at present we have an exhibition by Joe Tremaine of what he calls burnt sculptures.
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These are wood and stone sculptures that he's carved
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and marked with fire to illustrate the ferocity and intensity of the forces that have shaped our planet over millions of years.
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They look really dramatic in this rural setting.
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To see some of the sculptures, you'll need to follow the path alongside the lower lake.
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We had to renovate this after the lake overflowed its banks a couple of months ago and flooded the area.
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The water level's back to normal now and you shouldn't have any trouble, the path's very level underfoot.
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You should be back at the visitor centre at about four o'clock.
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If you have time, it's worth taking a look at the centre itself.
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It's not possible to go upstairs at present, as builders are working there adding another floor, but the rest's well worth seeing.
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The architect was Guy King.
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He was actually born in this part of England, but he recently designed a museum in Canada that won a prize for innovation in public buildings.
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If you want to get something to eat when you get back, like a snack or a sandwich, the terrace room is currently closed,
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but you can go to the kiosk and buy something,
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then sit on one of the chairs overlooking the lower lake and enjoy the view as you're eating.
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Before you hear the rest of the conversation, you will have some time to look at the questions 17 to 20.
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Now listen and answer questions 17 to 20.
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Now, let me just tell you a bit about what you can see in the sculpture park.
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If you look at your map, you'll see the visitor centre where we are now at the bottom, just by the entrance.
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Since we only have an hour, you might not be able to get right around the park, but you can choose to visit some of the highlights.
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You might like to take a look at the Joe Tremaine sculptures, which are displayed on this side of the upper lake,
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just behind the education centre and near the bridge.
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They're really impressive, but please remember not to let your children climb on them.
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One of our most popular exhibitions is the Giorgio Catalucci bird sculptures.
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They're just across the bridge on the north side of the lower lake.
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I love the way they're scattered around in the long grass beside the lake, looking as if they're just about to take to their wings.
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You could also go to the Garden Gallery.
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It's on this side of the upper lake.
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From the Visitor Centre, you go to the Education Centre, then keep on along the path and you'll see it on your right.
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There's an exhibition of animal carvings there which is well worth a look.
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We also have the Longhouse.
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That's quite a walk.
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From here you go to the bridge and then turn left on the other side.
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Soon you'll see a winding pathway going up towards the northern boundary of the park.
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Go up there and you'll find it at the top.
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They have some abstract metal sculptures that are well worth seeing if you have time.
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OK, well, now if you...
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That is the end of part two.
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You now have half a minute to check your answers to part two.
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Part 3 You will hear a first-year marketing student called Leo talking to a second-year student called Anna about his marketing report.
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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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Anna, I wanted to ask you about my marketing report.
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I'm not sure about it.
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That's OK, Leo.
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So what do you have to do?
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Choose a product or service, then compare two organisations that produce it.
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I'm doing instant coffee.
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But haven't you got a weekend job in a clothing store?
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Why didn't you choose clothing?
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That was my first thought, because I thought it'd give me some practical examples.
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But when I searched for men's clothing on the internet, there were hardly any articles.
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So then I looked for coffee, and I found there were tons.
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Yeah, there are so many brands on the market now.
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OK, so how much have you actually written?
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I've done part one on economic and technological factors.
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I found some good data on technological changes, how in Australia fewer people are buying instant coffee
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because of cheap coffee percolators that they can use to make real coffee at home.
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But there's also a movement away from drinking coffee.
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Switching to things like herbal teas instead because they think it's healthier.
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But that's not really to do with technology.
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It's more cultural.
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Anyway, for part two, I'm comparing two instant coffee companies, Coffee Now and Shaffers, and I've made this table of products.
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Right.
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Let's see.
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So you've got the brand names and prices and selling size and descriptions.
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OK, the table looks good.
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You'll get marks for research there.
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Where will it go?
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In the section on the marketing mix, under product.
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Not in the appendix?
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No. OK, but it's too factual on its own.
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You need to add some comment in that section about the implications of the figures.
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Right.
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I'll do that.
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Now, I want to say that I think that Shaffers is more of a follower than a leader in the coffee industry.
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Now, I'm putting that in the section on market share.
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Does that seem OK?
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Let's see.
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So, you've begun by explaining what market share is.
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That's important but you've got to be careful how you give
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that opinion do you think it should go in another section well it's fine where it is
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but you've got to back it up with some data
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or they'll say your report lacks weight okay one thing I'm worried about is finding anything original to say
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Well, since this is your first marketing report, you're not expected to go out and do interviews and things to collect your own data.
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You're just using published data.
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So the analysis you do might not throw up anything that people didn't know before.
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But the focus is more on how you handle the data.
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I mean, you might take something like a graph of sales directly from a website,
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but what makes your work original is the perspective you provide by your interpretation of it.
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Oh.
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You know, it's all so different from business studies assignments at school.
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It's really surprised me.
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What?
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How much research you have to do?
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I expected that.
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It's more, I knew exactly what I had to do to get a good grade at school, And I knew I'd be expected to go more deeply into things here.
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But I haven't got information on how the lecturer is going to grade my work, what he's looking for.
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Now listen and answer questions 27 to 30.
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Well, one thing you have to remember is that in a marketing report,
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you've got to have what they call an executive summary at the beginning.
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I forgot that and I got marked down.
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Yeah, I've drafted it.
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I've got an overview.
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Have you got something about the background there?
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Yeah.
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Good.
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So, I've just made a summary of the main points.
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I wasn't sure whether or not I should have my aims there.
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No, that's too personal.
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The executive summary is just, like, what a manager would read to get a general idea of your report if he was in a hurry.
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Right.
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Then I'm OK for the first main part, all of the macro-environment stuff.
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But it's when I get onto the problems section, I've listed all the problems that Coffey Now and Schaffers are facing. But then what?
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Well, you have to prioritise.
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So indicate the main problems, and then you analyse each one by connecting it with a theory.
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That's where your reading comes in.
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OK.
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Have you done your implementation section yet?
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I've thought about it.
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So that's where I write about what could be done about the problems.
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Yes.
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And it's got to be practical, so don't forget to specify things like who would be involved
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and the cost and the order that things would be done in.
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Right.
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Well, that shouldn't take long.
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You'd be surprised.
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Actually, that's the bit that tends to get badly done because people run out of time.
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That and the conclusion.
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Oh, any hints for that?
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Well, it's got to draw out the main points from your report.
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So it's got to be quite general.
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You need to avoid introducing new stuff here.
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It's got to sum up what you've said earlier.
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OK.
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Thanks, Anna.
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That's been a big help.
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That is the end of Part 3.
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You now have half a minute to check your answers to Part 3.
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Part 4 You will hear part of a lecture about the history of fireworks in Europe.
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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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An interesting aspect of fireworks is
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that their history tells us a lot about the changing roles of scientists and technicians in Europe.
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Fireworks were introduced from China in the 13th century.
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Up to the 16th century, they were generally used for military purposes, with rockets and fire tubes being thrown at the enemy.
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But they were also sometimes a feature of plays and festivals, where their chief purpose was related to religion.
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By the 17th century, the rulers of Europe had started using fireworks as a way of marking royal occasions.
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technicians were employed to stage spectacular shows which displayed aspects of nature with representations of the sun,
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snow and rain.
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These shows were designed for the enjoyment of the nobility and to impress ordinary people.
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But fireworks also aroused the interest of scientists who started to think of new uses for them.
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After seeing one firework display where a model of a dragon was propelled along a rope by rockets,
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scientists thought that in a similar way humans might be able to achieve flight, a dream of many scientists at the time.
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Other scientists, such as the chemist Robert Boyle, noticed how in displays one firework might actually light another,
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and it occurred to him that fireworks might provide an effective way of demonstrating how stars were formed.
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Scientists at the time often depended on the royal courts for patronage,
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but there was considerable variation in the relationships between the courts and scientists in different countries.
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This was reflected in attitudes towards fireworks and the purposes for which they were used.
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In London, in the middle of the 17th century, there was general distrust of fireworks among scientists.
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However, later in the century, scientists and technicians started to look at the practical purposes for which fireworks might be employed,
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such as using rockets to help sailors establish their position at sea.
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It was a different story in Russia, where the St. Petersburg Academy of Science played a key role in creating fireworks displays for the court.
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Here, those in power regarded fireworks as being an important element in the education of the masses,
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and the displays often included a scientific message.
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Members of the Academy hoped that this might encourage the royal family to keep the Academy open,
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at a time when many in the government were considering closing it.
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In Paris, the situation was different again.
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The Paris Academy of Sciences played no role in staging fireworks displays.
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Instead, the task fell to members of the Royal Academy of Painting and Sculpture.
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As in Russia, the work of the technicians who created the fireworks was given little attention.
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Instead, the fireworks
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and the spectacle they created were all designed to encourage the public to believe in the supreme authority of the king.
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However, science was also enormously popular among the French nobility,
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and fashionable society flocked to demonstrations such as Nicolas Lemery's display representing an erupting volcano.
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The purpose of scientists was basically to offer entertainment to fashionable society,
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and academicians delighted in amazing audiences with demonstrations of the universal laws of nature.
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In the course of the 18th century, the circulation of skills and technical exchange led to further developments.
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Fireworks specialists from Italy began to travel around Europe, staging displays for many of the European courts.
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The architect and stage designer Giovanni Servandoni composed grand displays in Paris,
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featuring colourfully painted temples and triumphal arches.
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A fireworks display staged by Servandoni would be structured in the same way as an opera
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and was even divided into separate acts.
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Italian fireworks specialists were also invited to perform in London, St. Petersburg and Moscow.
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As these specialists circulated around Europe, they sought to exploit the appeal of fireworks for a wider audience,
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including the growing middle classes.
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As in the previous century, fireworks provided resources for demonstrating scientific laws and theories,
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as well as new discoveries and displays now showed a fascinated public the curious phenomenon of electricity
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by the mid-eighteenth century fireworks were being sold for private consumption
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so the history of fireworks shows us the diverse relationships which existed between scientists technicians and the rest of society
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That is the end of Part 4.
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You now have one minute to check your answers to Part 4.
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That is the end of the listening test.
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In the IELTS test, you would now have ten minutes to transfer your answers to the answer sheet.
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Por que praticar com este vídeo?
Este vídeo é uma excelente ferramenta para quem quer melhorar a conversação em inglês, especialmente no contexto de reservas de acomodação. A diálogo entre Julie e Nick simula uma situação real de busca por hostel, o que ajuda a treinar habilidades práticas, como perguntar sobre preços, avaliações e comodidades. Além disso, a linguagem informal e coloquial usada nos ajuda a se adaptar a conversas cotidianas, essencial para quem quer se comunicar de forma natural. Praticar com esse material também é ótimo para o shadowing em inglês: ao repetir as frases em tempo real, você melhora a fluência e a pronúncia sem perceber!
Gramática e expressões no contexto
Vamos analisar três expressões chave do vídeo que podem ser usadas em diversas situações:
- "Have you managed to find...": Essa estrutura é usada para perguntar se alguém conseguiu fazer algo. É mais formal que "Did you find?" e muito útil em conversas profissionais ou até cotidianas. Exemplo: "Have you managed to book the hotel?"
- "That's more like it": Expressão coloquial usada para mostrar que algo está de acordo com o que se esperava. No vídeo, Julie usa quando descobre o preço correto do dormitório. Exemplo: "Quanto custa o café? R$5? That's more like it!"
- "Put up with": Significa "tolerar" ou "suportar". No contexto, os hóspedes tiveram que suportar o barulho do ar-condicionado. Exemplo: "I can't put up with the noise in this hostel."
Traps comuns de pronúncia
O vídeo apresenta alguns desafios de pronúncia que valem a pena praticar:
- "Darwin": A cidade australiana é pronunciada /ˈdɑːrwɪn/ (DÁR-win), não "DAR-win" com o "a" fechado. Note que o "w" é suave, quase como um "u".
- "Backpackers": A palavra tem acento no primeiro sílaba: /ˈbæk.pæk.ərz/ (BÁK-pak-ers). Muitos aprendizes colocam o acento no final, o que muda o som.
- "Air conditioning": A pronúncia correta é /ˈeər kənˈdɪʃ.ən.ɪŋ/ (ÉR kən-DI-shən-ing). Cuidado com o "sh" no meio, que deve ser suave, não "ch".
Para dominar essas trapas, use o shadowing em inglês: reproduza o vídeo, pause e repita cada frase, tentando imitar a intonação e a articulação. Isso ajuda a melhorar a pronúncia em inglês de forma eficaz. Aprender inglês com vídeos reais, como esse, é uma das melhores formas de se preparar para conversas reais!
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.