Prática de Shadowing: [VOL 5] IELTS Listening Test 3 - Aprenda a falar inglês com vídeo
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A number of different recordings, and you will have to answer questions on what you hear.
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There will be time for you to read the instructions and questions, and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four sections.
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Write all your answers in the listening question booklet.
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At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
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Now turn to section one on page two of your question booklet.
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Section 1 You will hear a woman phoning to enquire about sailing courses.
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First, you have some time to look at questions 1 to 6 on page 2.
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You will see that there is an example that has been done for you.
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On this occasion only, the conversation relating to this will be played first.
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Hello?
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Oh, good morning.
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I'm calling on behalf of my thirteen -year -old son, Jacob.
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He's interested in learning to sail.
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Great.
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Well, we have what we call a taster day on the twenty -second of June.
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I'm not sure he can make it, but we'll see.
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The taster day is on the twenty -second of June.
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So, twenty -second June has been written in the space.
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Now we shall begin.
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You should answer the questions as you listen, because you will not hear the recording a second time.
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Listen carefully and answer questions one to six.
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Hello?
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Oh, good morning.
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I'm calling on behalf of my thirteen -year -old son, Jacob.
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He's interested in learning to sail.
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Great.
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Well, we have what we call a taster day on the 22nd of June.
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I'm not sure he can make it, but we'll see.
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Jacob's really interested, though.
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So, can you tell me about the courses?
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OK.
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We have two types of courses for children under 16, two -day and five -day.
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Could you explain the difference?
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Well, the two -day one just covers basic techniques in sailing.
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And on this course, the kids always sail with the instructor they've been allocated.
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Well, that's good to know.
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Yeah, and the cost is £65.
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Oh, I thought it was more than that.
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I heard it was £125.
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That's for the five -day course.
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OK.
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I presume that course goes into much more detail.
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Yes, and from the third day, the kids are given the choice to sail on their own if they want.
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We use the same types of boat, but we help them learn more techniques, in particular how to manage the boat in a variety of types of weather.
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Hmm, I think Jacob would enjoy that course.
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Do you give them a certificate if they complete the course?
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Absolutely.
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We give them out on the final day, which a lot of the kids really like.
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Great.
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Could you tell me a bit more about what the children have to bring and so forth?
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Well, the most important thing is the clothing.
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It goes without saying that whatever the time of year, they should have plenty of warm clothes, as it can be quite cool out on the water.
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What about footwear?
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Do they have to wear anything special?
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The only rule is that they've got to have shoes of some kind.
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They mustn't have bare feet.
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OK.
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And we suggest the kids pack an extra pair of trousers, you know, waterproof ones.
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They don't have to wear them unless it starts to rain.
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Fine.
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So, basically, it's just using your common sense.
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Yes.
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Oh, and one other thing we do say is
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that the children mustn't wear jeans because they get extremely heavy when they're wet.
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Oh, OK.
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Before you hear the rest of the conversation, you have some time to look at questions 7 to 10 on page 2.
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Now listen and answer questions 7 to 10.
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One thing I forgot to ask is whether it's possible to get a meal anywhere.
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I'm afraid not, but we do have a shop called the Marina Stores where he can get a snack.
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OK, and before I forget, when I drop Jacob off, where can I park?
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Good question.
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There's spaces near the entrance, but you have to pay for them but there's no charge for the car park just by the bridge.
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Do you know it?
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Oh yes, I know where you mean.
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Now, we do need you to fill in a registration form.
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You should send that in a couple of weeks before the course starts.
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The form is on the website but we ask you to print it off and add your signature.
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Yes, of course.
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What sort of information do you need?
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About your child's swimming ability, any special requirements and so on.
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Will you need to know who his doctor is?
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Yes.
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We've just recently changed surgery, so I'll make a note to get that.
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And one more thing.
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There's a separate form on the website, which is optional, that asks whether you're willing for photographs to be taken during the course.
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Yes, of course.
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No problem.
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Great.
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So I'll send you...
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answers.
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Now turn to section 2 on page 3.
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Part 2.
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You will hear part of a radio travel program about a tourist resort called Stanley Island.
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First you have some time to look at questions 11 to 15.
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Now listen carefully and answer questions 11 to 15.
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Welcome once again to the show where we give you travel tips on popular tourist destinations in the Pacific region.
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And today, our focus is on beautiful Stanley Island.
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Now, before we get started, a word of warning.
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The seaplane service to the island was discontinued last week, so for the next month at least, the sole link to the island is provided by the Old
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Ferry Service since plans to run a hovercraft service to the island have been delayed.
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So what is there to see and do on Stanley Island?
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Well, the main tourist areas are on the north, south and east coasts of the island.
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As far as recreation goes, in the south you'll find several leisure park lands such as Waterworld and Fantasy Island,
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which seem well -equipped and reasonably priced.
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If it's golf you're after, the 18 -hole course in the south of the island is currently being turned into a conference centre.
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But don't despair, there are two excellent courses just 30 minutes away on the east coast.
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The south of the island has many large resorts and hotels, with plenty of children's activities and clubs.
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This part of the island caters mainly for those seeking luxury to medium -class accommodation
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but the East Coast has basic apartment complexes with fully equipped kitchens so that at least you can cook for yourself.
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For those who like to get back to nature, you'll probably find the South Coast rather overdeveloped.
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The rainforest areas on the West Coast are largely inaccessible because of the surrounding mountains.
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But those on the north coast are within easy reach, and a local agency runs guided treks through the jungle.
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If you're into water sports, all of the areas have something to offer.
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Before you hear the rest of the program, you have some time to look at questions 16 to 20.
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Now listen and answer questions 16 to 20.
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Now, here are a few bits of advice for those visiting
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the island for the first time to make your stay safer and more enjoyable.
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The island is generally safe, but it's as well to take a few precautions.
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If you're on any medication, bring this with you.
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It may not be available on the island.
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And it's also a good idea for everyone to pack some insect spray in their luggage.
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If you're thinking of going into the more mountainous region in the west of the island, let someone know where you're going.
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And remember, the reception for your mobile phone may be unreliable, so don't depend on that.
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Take your own water.
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Don't drink out of rivers.
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You're likely to come across lots of monkeys.
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They're cute, but watch out as they can bite.
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Finally, when you're back in the more inhabited areas, take a break from steak and do try the local seafood.
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It's fresh and very good value.
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that is the end of part two you now have 45 seconds to check your answers to part two
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part three you will hear a business student called Laura talking
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to her tutor about some research she is planning to do
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on employee absence first you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Hello, Laura.
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Have a seat.
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So, I understand you're planning to investigate absence from work for your research project.
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That's right.
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I'm going to base it on a local company called Burcock Engineering.
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Is there any particular reason why you've chosen Burcock?
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Well, I'd originally thought of asking another company, FG Engineering, because I did my placement there and I knew the staff there,
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but the CEO wasn't very keen.
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But she knows the managing director at Burcock and she spoke to him and then he got in touch with me.
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Apparently absence is a major problem there, so he's quite interested in having it investigated.
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OK.
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So, my central theme is absence, but I'm thinking of concentrating on long -term absence.
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I thought that might allow me to give more helpful feedback to the company.
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If I were you, I wouldn't be that specific.
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I'd look at absence as a whole.
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You might get more interesting results.
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Oh, OK.
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So, what's the main thing you expect to find?
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Rises in absence rates over time?
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Not really.
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Initially, I wondered if workers often take time off without real justification, but I think that'll be hard to determine. So, well.
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I think I may find that it's something to do with what sort of job the employee is doing.
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OK.
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Now, have you thought how you'll get your information?
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Well, first of all, I need access to the company records.
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Yes.
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Obviously, you'll need overall absence figures, though it's unlikely they'll let you have them for individual workers.
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And you probably won't have access to personal information like when they were born, but you should be able to use anonymous details like the type of work they do
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or how long they've been with the company.
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Okay.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
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So, let's think a bit more about your questionnaire.
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I know that it shouldn't be too long or people get bored.
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No, but if it's too short, you don't get enough information.
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The trick is to get the balance right.
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I think the questions should be closed questions too.
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I mean, where people choose an answer from a list.
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But then you miss the chance of getting unexpected information, so I'd include one or two open -ended questions too.
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OK.
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And I won't ask for names or addresses or anything.
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No, it needs to be anonymous.
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And after you've drafted it, you need to give it to at least one person to check there aren't any problems.
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So you need to leave enough time for that and any revisions necessary.
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What about the covering letter that I'll send out with the questionnaire?
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I'll need to introduce myself and explain what the questionnaire is for, but what else should I include?
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I'd reassure people that the survey isn't going to be used to assess them personally, Otherwise, they might choose not to take part.
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Yes, I'll make that clear.
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And what about when they do it?
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Will they be allowed to use work time?
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That's really up to their manager, but you should say roughly how much time it'll take.
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OK.
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So, now you need to produce a schedule with dates.
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For example, when you'll send out the questionnaire.
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Yes, OK.
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Okay.
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Once I can arrange that date with the manager, I'll be able to fix the deadline for getting the completed questionnaires back.
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And I want to use the time in between to analyse the figures
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that HR is going to give me from their database, though they haven't said exactly when I'll get them.
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And you have to submit your assignment by the end of June?
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Actually, I have to get it finished by the second because I've arranged a work placement after that.
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Okay so our next meeting is two weeks today is
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that still okay yes and in the meantime i'll send you
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that is the end of part three you now have 30 seconds to check your answers to part three
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Now turn to Section 4.
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Section 4.
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You will hear a lecturer in Development Studies talking about transhumans.
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That is the way groups of people move from place to place with their animals.
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First, you have some time to look at questions 31 to 40.
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You Now
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listen carefully and answer questions 31 to 40.
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Good afternoon, everyone.
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Today I'm going to talk about what may be a new concept to you, the movement of people with their herds of animals from place to place.
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This is known as transhumans.
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These peoples are pastoralists, and their animals include cows, sheep, goats, horses, camels, and reindeer.
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Now, researchers sometimes make a distinction between two types of transhumans,
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fixed and nomadic, and talk about various factors which differentiate between them.
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The first and most important distinction they make is to do with the climate.
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Fixed transhumance occurs in countries such as Switzerland, where seasons are predictable in terms of weather and timing.
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Nomadic transhumance, on the other hand, is generally practiced in areas where climatic conditions are difficult to predict.
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An example of such a location is Somalia, as the anticipated rains often just don't appear.
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Secondly, researchers sometimes look at the type of journey that pastoralists make, their movement.
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For fixed transhumans, the pattern is sometimes known as vertical
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because it typically consists of a journey from lower ground in the winter season to higher ground in the summer
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and vice versa.
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In the wild, of course, animals frequently follow these kinds of migration patterns themselves.
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Nomadic transhumans generally takes place over a longer distance, and it's far more complex.
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The actual pattern varies from year to year, and it's determined primarily by the animal's needs for grass and also for water.
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Another distinction is sometimes made in terms of homes.
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In the case of fixed transhumans, the group will typically have permanent homes in the valley and a shelter which is semi -permanent in the mountains,
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such as a cabin, to offer some protection from the weather.
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In nomadic transhumans, however, the pastoralists always live in temporary shelters, which are transported by their livestock from place to place,
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and are usually light and portable.
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In northern Kenya, for example, the Gabra pastoralist carries the frame of his home on his camel,
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and then covers it with branches when he stops for the night.
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A fourth factor often mentioned is the number of people taking part.
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In the case of fixed transhumans, only the people who actually look after the herds travel.
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These are normally the young ones because they can withstand adverse physical conditions more easily.
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By contrast, in nomadic transhumans, the whole group moves with their livestock.
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The last points of comparison often made by researchers are diet and goods.
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In fixed transhumans, those who do not move from the valleys often start working as farmers, cultivating the land.
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They build up contacts with other communities, and in some cases, they may also trade animals for grain.
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In nomadic transhumans, there are fewer contacts.
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The group are generally regarded as providers of all their own needs,
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and they obtain food such as cheese and meat and also their clothing from their herds.
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Another example is found in Algeria in North Africa.
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To see how far this model applies to transhumans there.
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Fixed transhumans from valley to mountain pastures is common in the area
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but some recent pastoralists also take their herds on longer journeys at the end of spring,
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from the Sahara in the south to the plains in the north, where there is more abundant rainfall.
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They have traditionally assisted local farmers with the harvest, which takes place while they are temporarily a resident there.
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We have to decide whether their move would fall within the category of fixed or nomadic transhumans.
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It is true they live in tents and these are movable and temporary right through the year, whether they are in the Sahara or in the north of Algeria.
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So, in considering their homes, they appear nomadic.
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On the other hand, in relation to their patterns of movement, they do not.
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They drive their livestock through the same passes in mountains each year, which suggests fixed transhumans.
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Here, in fact, we have a case showing some features of both types of transhumans, which we might more precisely refer to as intermediate.
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This all goes to show that you should treat every theory with great care, and not force your case history into a model if it doesn't fit.
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That is the end of Section 4.
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You now have half a minute to check your answers.
📺 Mesmo canal
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “[VOL 5] IELTS Listening Test 3”. As palavras que mais se repetem: answer, transhumans, island. Este vídeo tem 256 frases e 2864 palavras para praticar shadowing. A fala dura 25:08. O falante mantém um ritmo estável de cerca de 114 palavras por minuto, confortável para o shadowing. 86% 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 |
|---|---|---|
| absence substantivo | /ˈæb.s(ə)n̩s/ | ausência |
| sail substantivo | /seɪl/ | vela |
| carefully advérbio | /ˈkɛɹf(ə)li/ | cuidadosamente, cautelosamente |
| distinction substantivo | /dɪˈstɪŋkʃən/ | distinção |
| researcher substantivo | /ˈɹiˌsɝ.t͡ʃɚ/ | pesquisador, pesquisadora |
| livestock substantivo | /ˈlaɪvstɑk/ | gado, pecuária |
| temporary adjetivo | /ˈtɛmp(əˌɹ)ɛɹi/ | temporário |
| clothing substantivo | /ˈkloʊðɪŋ/ | roupa, veste |
| resort substantivo | /ɹɪˈzɔɹt/ | resort, estância |
| investigate verbo | /ɪnˈvɛs.tə.ɡeɪt/ | investigar |
| shelter substantivo | /ˈʃɛltə/ | refúgio, abrigo |
| anonymous adjetivo | /əˈnɒn.ə.məs/ | anónimo, anônimo |
| farmer substantivo | /ˈfɑɹ.mɚ/ | agricultor, fazendeiro |
| placement substantivo | /ˈpleɪ̯smənt/ | colocação, posicionamento |
| arrange verbo | /əˈɹeɪnd͡ʒ/ | arranjar, organizar |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| watch out | cuidado! |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- Could you explain the difference?
- Do you give them a certificate if they complete the course?
- What sort of information do you need?
- Will you need to know who his doctor is?
- What about the covering letter that I'll send out with the questionnaire?
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | will be played · will be given · has been done |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has been done · has been written · they've been allocated |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | website, which is · those who like · shelter which is |
Pronúncia para ficar de olho
O falante usa 65 contrações e formas reduzidas, como you're, I'll, I'm. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “th”: clothing /ˈkloʊðɪŋ/, thirteen /ˌθɝtˈtin/, withstand /wɪðˈstænd/
- Os sons de “sh” e “zh”: distinction /dɪˈstɪŋkʃən/, shelter /ˈʃɛltə/, contrast /kənˈt(ʃ)ɹæst/, sheet /ʃit/, occasion /əˈkeɪ̯ʒən/
- Palavras longas — acerte a sílaba tônica: temporary /ˈtɛmp(əˌɹ)ɛɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, anonymous /əˈnɒn.ə.məs/, primarily /ˈpɹaɪ.mə.ɹə.li/, registration /ˌɹɛd͡ʒ.ɪˈstɹeɪ.ʃən/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: livestock /ˈlaɪvstɑk/, resort /ɹɪˈzɔɹt/, investigate /ɪnˈvɛs.tə.ɡeɪt/, placement /ˈpleɪ̯smənt/, booklet /ˈbʊk.lət/
- /l/ final — a língua toca o céu da boca, não vira “u”: sail /seɪl/, camel /ˈkæm(ə)l/, meal /ˈmiːl/, sole /səʊl/, vertical /ˈvɝ.tɪ.kəl/
- /h/ — um sopro suave, diferente do “r”: behalf /bɪˈhæf/, helpful /ˈhɛlp.fl̩/, harvest /ˈhɑɹ.vəst/, inhabited /ɪnˈhæbɪtɪd/, transhumance /tɹænzˈhjuːməns/
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 absence, sail, carefully.
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.