Практика Shadowing: cam14 test 3 - Изучайте разговорный английский по видео

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Section 1.

You will hear a man phoning the customer services manager of a hotel to get information about holding a conference there.

First, you have some time to look at questions 1 to 5.

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

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

Hello, Flanders Conference Hotel.

Oh, hi.

I wanted to ask about conference facilities at the hotel.

Have I come through to the right person?

You have.

I'm the Customer Services Manager.

My name's Angela.

The name of the customer services manager is Angela.

So Angela has been written in the space.

Now we shall begin.

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

Listen carefully and answer questions 1 to 5.

Hello, Flanders Conference Hotel.

Oh, hi.

I wanted to ask about conference facilities at the hotel.

Have I come through to the right person?

Mm -hmm, you have.

I'm the customer services manager.

My name's Angela.

So, how can I help you?

Well, I'm calling from Barrett & Stansons.

We're a medical company based in Perth.

Oh, yes?

And we're organising a conference for our clients to be held in Sydney.

It'll be held over two days and we're expecting about 50 or 60 people.

When were you thinking of having it?

Sometime early next year, like the end of January.

It'd have to be a weekend.

Ah, let me see.

Our conference facilities are already booked for the weekend beginning January the 28th.

We could do the first weekend in February.

How about January the 21st?

Ah, I'm afraid that's book two.

Well, let's go for the February date then.

So, that's the weekend beginning the 4th.

OK.

Now, can you tell me a bit about what conference facilities you have?

Sure.

So, for talks and presentations, we have the Tesla Room.

Sorry?

Tesla.

That's spelled T -E -S -L -A.

It holds up to 100 people and it's fully equipped with a projector and so on.

How about a microphone?

Yes, that'll be all set up ready for you.

And there'll be one that members of the audience can use too, for questions if necessary.

Fine.

And we'll also need some sort of open area where people can sit and have a cup of coffee.

And we'd like to have an exhibition of our products and services there as well.

So that'll need to be quite a big space.

Mm -hmm.

That's fine.

There's a central atrium with all those facilities.

And you can come before the conference starts if you want to set everything up.

Great.

And I presume there's Wi -Fi?

Oh yes, that's free and available throughout the hotel.

Okay.

Would you also like us to provide a buffet lunch?

We can do a two -course meal with a number of different options.

What sort of price are we looking at for that?

Well, I can send you a copy of the standard menu.

That's $45 per person.

Or you can have the special for $25 more.

I think the standard should be OK, but yes, send me the menu.

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

Thank you.

Now listen and answer questions 6 to 10.

Now we're also going to need accommodation on the Saturday night for some of the participants.

I'm not sure how many, but probably about 25.

So what do you charge for a room?

Well, for conference attendees, we have a 25 % reduction.

So we can offer you rooms at $135.

Normally a standard room's $180.

And does that include breakfast?

Sure.

And of course, guests can also make use of all the other facilities at the hotel.

So we've got a spa where you can get massages and facials and so on.

And there's a pool up on the roof for the use of guests.

Oh, great.

Now, what about transport links?

The hotel's downtown, isn't it?

Yes.

It's about 12 kilometres from the airport, but there's a complimentary shuttle bus for guests,

and it's only about 10 minutes' walk from the central railway station.

OK.

Now, I don't know Sydney very well.

Can you just give me an idea of the location of the hotel?

Ah, well, it's downtown on Wilby Street.

That's quite a small street and it's not very far from the sea.

And of course, if the conference attendees want to go out on their Saturday evening, there's a huge choice of places to eat.

Then, if they want to make a night of it, they can go on to one of the clubs in the area.

There are a great many to choose from.

Okay, so if we go ahead with this, can you give me some information about how much we're looking at?

100

That is the end of section one.

101

You now have half a minute to check your answers.

102

Now turn to section 2.

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Section 2.

104

You will hear a woman talking to a group of college students about volunteering to help other people.

105

First, you have some time to look at questions 11 to 14.

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Now listen carefully and answer questions 11 to 14.

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Good morning, my name's

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Lucy Crittenden and I'm the Director of Operations for an organisation that arranges volunteering in this part of the country.

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I'm hoping I can persuade one or two of you to become volunteers yourselves.

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Let me start by briefly explaining what we mean by volunteering.

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Volunteers are teenagers and adults who choose to spend some time unpaid helping other people in some way.

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Most volunteers devote two or three hours to this every week, while a few do much more.

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The people they help may have physical or behavioural difficulties, for example.

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volunteers can do all sorts of things depending on their own abilities and interests

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if they're supporting a family that's struggling for example they may be able to give them tips on cooking

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or recommend how to plan their budget

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or how to shop sensibly on their income they might even do some painting

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or wallpapering perhaps alongside any members of the family who were able to do it

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or even do some babysitting so the parents can go out for a while.

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The benefit from volunteering isn't only for the people being helped.

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Volunteers also gain from it.

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They're using their skills to cope with somebody's mental or physical ill health.

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And volunteering may be a valuable element of their CV when they're applying for jobs.

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employers usually look favourably on someone who's given up time to help others.

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Significantly, most volunteers feel that what they're doing gives them a purpose in their lives, and in my opinion, they're lucky in that respect,

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as many people don't have that feeling.

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Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

128

Thank you.

129

Now listen and answer questions 15 to 20.

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Now I'd like to tell you what some of our volunteers

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have said about what they do to give you an idea of the range of ways in which they can help people.

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Habib supports an elderly lady who's beginning to show signs of dementia.

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Once a week they, along with other elderly people, go to the local community centre where a group of people come in and sing.

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The songs take the listeners back to their youth

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and for a little while they can forget the difficulties that they face now.

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Our volunteer Consuela is an amazing woman.

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She has difficulty walking herself but she doesn't let that stop her.

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She helps a couple of people with similar difficulties who had almost stopped walking altogether.

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By using herself as an example, Consuela encourages them to walk more and more.

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Min visits a young man who lives alone and can't leave his home on his own, so he hardly ever saw anyone.

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But together they go out to the cinema

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or to see friends the young man hadn't been able to visit for a long time.

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Tanya visits an elderly woman once a week.

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When the woman found out that Tanya is a professional dressmaker, she got interested.

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Tanya showed her some soft toys she'd made and the woman decided to try it herself.

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And now she really enjoys it and spends hours making toys.

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They're not perhaps up to Tanya's standard yet, but she gains a lot of pleasure from doing it.

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Alexi is a volunteer with a family that faces a number of difficulties.

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By calmly talking over possible solutions with family members,

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he's helping them to realise that they aren't helpless and that they can do something themselves to improve their situation.

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This has been great for their self -esteem.

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And the last volunteer I'll mention, though there are plenty more, is Juba.

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She volunteers with a teenage girl with learning difficulties who wasn't very good at talking to other people.

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Juba's worked very patiently with her, and now the girl is far better at expressing herself and at understanding other people.

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OK, I hope that's given you an idea of what volunteering is all about.

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Now I'd like to talk to you about...

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That is the end of Section 2.

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You now have half a minute to check your answers.

159

Now turn to section 3.

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Section 3 You will hear a trainee music teacher called Joe talking to his supervisor about the school marching band

161

that he has been given responsibility for.

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First, you have some time to look at questions 21 to 26.

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Thank you.

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Now listen carefully and answer questions 21 to 26.

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So, how are you getting on with your teaching practice at the high school, Joe?

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Well, I've been put in charge of the school marching band, and it's quite a responsibility.

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I'd like to talk it over with you.

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Go ahead.

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You better start by giving me a bit of background.

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Okay.

171

Well, the band has students in it from all years, so they're aged 11 to 18, and there are about 50 of them altogether.

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It's quite a popular activity within the school.

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I've never worked with a band of more than 20 before, and this is very different.

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I can imagine.

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They aren't really good enough to enter national band competitions, but they're in a regional one later in the term.

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Even if they don't win, and I don't expect them to, hopefully it'll be an incentive for them to try and improve.

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Yes, hopefully.

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Well, now the town council's organizing a carnival in the summer, and the band has been asked to perform.

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If you ask me, they aren't really up to it yet,

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and I need to get them functioning better as a band and in a very short time.

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Have you been doing anything with them?

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Apart from practicing the music, I mean.

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I played a recording I came across of a drummer talking about how playing in a band had changed his life.

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I think it was an after -dinner speech.

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I thought it was pretty inspiring, because being in the band had stopped him from getting involved in crime.

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The students seem to find it interesting, too.

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That's good.

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I'm planning to show them that old film from the 1940s, Strike Up the Band, and talk about it with the students.

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What do you think?

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Good idea.

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As it's about a school band, it might make the students realize how much they can achieve if they work together.

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That's what I've got in mind.

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I'm hoping I can take some of the band to a parade that's going to take place next month.

194

A couple of marching bands will be performing, and the atmosphere should be quite exciting.

195

It depends on whether I can persuade the school to hire a coach or two to take us there.

196

Hmm.

197

They sound like good ideas to me.

198

Thanks.

199

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

200

Now listen and answer questions 27 to 30.

201

Can I tell you about a few people in the band who I'm finding it quite difficult to cope with?

202

I'm sure you'll have some ideas about what I can do.

203

Go ahead.

204

There's a flautist who says she loves playing in the band.

205

We rehearse twice a week after school, but she's hardly ever there.

206

Then she looks for me the next day and gives me a very plausible reason.

207

She says she had to help her mother or she's been ill, but to be honest, I don't believe her.

208

Oh dear.

209

Any more students with difficulties?

210

Plenty.

211

Uh, there's a trumpeter who thinks she's the best musician in the band, though she certainly isn't.

212

She's always saying what she thinks other people should do, which makes my job pretty difficult.

213

She sounds a bit of a nightmare.

214

You can say that again.

215

One of the trombonists has got an impressive sense of rhythm and could be an excellent musician,

216

except that he has breathing difficulties and he doesn't really have enough breath for the trombone.

217

He'd be much better off playing percussion, for instance, but he refuses to give up, so he ends up only playing half the notes.

218

I suppose you have to admire his determination.

219

Maybe.

220

One of the percussionists isn't too bad, but he never seems to interact with other people,

221

and he always rushes off as soon as the rehearsal ends.

222

I don't know if there are family reasons or what, but it isn't good in a band,

223

where people really need to feel they're part of a group.

224

Hmm.

225

There are others, too, but at least that gives you an idea of what I'm up against.

226

Do you have any thoughts about what I can do, Lizzie?

227

That is the end of Section 3.

228

You now have half a minute to check your answers.

229

Now turn to section 4.

230

Section 4.

231

You will hear a British University lecturer in music talking about concerts in an arts festival.

232

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

233

Thank you.

234

Now listen carefully and answer questions 31 to 40.

235

As you all know, the university is planning an arts festival for later this year,

236

and here in the music department we've planned three concerts.

237

These will be public performances, and the programme has just been finalised.

238

The theme of the festival is links between the UK and Australia, and this is reflected in the music.

239

Each concert will feature both British and Australian composers.

240

I'll tell you briefly about the Australian music, as you probably won't be familiar with that.

241

The first concert will include music by Liza Lim, who was born in Perth, Western Australia, in 1966.

242

As a child, Lim originally learned to play the piano, like so many children, and also the violin.

243

But when she was eleven, her teachers encouraged her to start composing.

244

She found this was her real strength, and she studied and later taught composition,

245

both in Australia and in other countries.

246

As a composer, she has received commissions from numerous orchestras, other performers, and festivals in several countries.

247

Liza Lim's compositions are vibrant and full of energy,

248

and she often explores Asian and Australian Aboriginal cultural sources, including the native instrument the didgeridoo.

249

This is featured in a work called The Compass.

250

Her music is very expressive, so although it is complex,

251

it has the power of connecting with audiences and performers alike.

252

In the festival, we're going to give a semi -staged performance of the Oresteia.

253

This is an opera in seven parts, based on the trilogy of ancient

254

Greek tragedies by Aeschylus.

255

Lim composed this when she was in her mid -twenties, and she also wrote the text, along with Barry Kosky.

256

It's performed by six singers, a dancer, and an orchestra that, as well as standard orchestral instruments,

257

includes electric guitar and a traditional

258

Turkish stringed instrument.

259

Lim wrote that because the stories in the tragedies are not easy to tell.

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The sounds she creates are also disturbing, and they include breathing, sobbing, laughing, and whistling.

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The work lasts around 75 minutes,

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and the rest of the concert will consist of orchestral works by the British composers Rafe Vaughan Williams and Frederick Delius.

263

Moving on now to our second concert.

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This will begin with instrumental music by British composers, Benjamin Britton and Judith Weir.

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After the interval, we'll go to Australia for a piece by Ross Edwards, The Tower of Remoteness.

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According to Edwards, the inspiration for this piece came from nature, when he was sitting alone in the dry bed of a creek,

267

overshadowed by the leaves of palm trees, listening to the birds and insects.

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The Tower of Remoteness is scored for piano and clarinet.

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Edwards says he realised years after writing the piece that he had subconsciously modelled its opening phrase on a bird call.

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Ross Edwards was born in 1943 in Sydney,

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Australia, and studied at the Sydney Conservatorium of Music and the Universities of Adelaide and Sydney.

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He's well known in Australia, and in fact he's one of the country's most performed composers.

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He's written a wide range of music, from symphonies and concertos to some composed specifically for children.

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Edwards' music has been described as being deeply connected to Australia,

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and it can be regarded as a celebration of the diversity of cultures that Australia can be proud of.

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The last of the three Australian composers to be represented in our festival is Carl Vine.

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Born in 1954, Vine, like Liza Lim, comes from Perth, Western Australia.

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He took up the cornet at the age of five, switching to the piano five years later.

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However, he went to university to study physics before changing to composition.

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After graduating, he moved to Sydney and worked as a freelance pianist and composer.

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Before long, he had become prominent in Australia as a composer for dance,

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and in fact has written 25 scores of that type.

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In our third concert, Vine will be represented by his music for the flag handover ceremony of the Olympics held in 1996.

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This seven -minute orchestral piece was of course heard by millions of people worldwide,

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and we'll hear it alongside works written by British composers Edward Elgar and, more recently, Thomas Ades.

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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.

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Thank you.

289

In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.

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Thank you.

291

Thank you.

292

Thank you.

293

Thank you.

294

Thank you.

295

Thank you.

296

Thank you.

297

Thank you.

298

Thank you.

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Thank you.

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Thank you.

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Thank you.

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FOR YOU

Лексика и советы по произношению к этому уроку

Этот урок разговорной практики построен на видео «cam14 test 3». Чаще всего повторяются слова: band, questions, answer. В этом видео 301 предложений и 3095 слов для шедоуинга. Речь длится 34:28. Говорящий говорит медленно, около 90 слов в минуту, поэтому есть время повторить каждый звук. 84% слов входят в 3000 самых частых слов английского языка; остальные стоит разобрать перед занятием.

Ключевая лексика этого видео

15 слов из видео, которые стоит выучить, с произношением и значением:

Слово	Произношение	Значение
volunteer существительное	/ˌvɑlənˈtɪɹ/	доброво́лец, доброво́лица
composer существительное	/kəmˈpoʊzəɹ/	состави́тель
difficulty существительное	/ˈdɪfɪkəlti/	тру́дность, сло́жность
carefully наречие	/ˈkɛɹf(ə)li/	осторо́жно, аккура́тно
composition существительное	/ˌkɑm.pəˈzɪʃ.ən/	сплав, смесь
piano существительное	/piˈænɪː/	пиани́но, фортепиа́но
instrument существительное	/ˈɪnstɹəmənt/	прибо́р, устро́йство
elderly прилагательное	/ˈɛldɚli/	ста́рый, пожило́й
alongside	/əˌlɔŋˈsaɪd/	вместе с
encourage глагол	/ɪnˈkʌɹ.ɪd͡ʒ/	ободря́ть, обо́дрить
downtown существительное	/ˈdaʊ̯nˌtaʊ̯n/	центр, центр го́рода
toy существительное	/tɔɪ/	игру́шка, безделу́шка
breathe глагол	/bɹiːð/	дыша́ть
menu существительное	/ˈmɛn.juː/	меню́
briefly наречие	/ˈbɹiːfli/	кра́тко, ко́ротко

Фразовые глаголы, которые вы услышите

Слово	Произношение	Значение
give up глагол		сдава́ться, сда́ться
go ahead глагол	/ˌɡoʊ əˈhɛd/	дава́й, приступа́йте
end up глагол		зака́нчиваться, зако́нчиться
find out глагол		узнава́ть, узна́ть
get on with глагол		приступа́ть, продолжа́ть
set up глагол	/ˌsɛt ˈʌp/	устана́вливать, установи́ть
take up глагол		поднимать

Фразы, которые стоит повторять

Короткие законченные фразы из видео, которые пригодятся в повседневном разговоре:

Have I come through to the right person?
I'm the customer services manager.
When were you thinking of having it?
Ah, I'm afraid that's book two.
Have you been doing anything with them?

Грамматика в этом видео

Конструкции, которые говорящий использует чаще всего, с точными словами из видео:

Конструкция	В видео
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	has been done · Have I come · has been written
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	has been done · will be played · has been written

Произношение, на которое стоит обратить внимание

Говорящий использует 70 сокращённых и редуцированных форм, например I'm, they're, don't. Произносите их коротко, так, как слышите.

Звуки «th»: breathe /bɹiːð/, altogether /ɔl.tuˈɡɛð.ɚ/, rhythm /ˈɹɪð.əm/
Звуки «sh» и «zh»: composition /ˌkɑm.pəˈzɪʃ.ən/, musician /mjuˈzɪʃən/, rush /ɹʌʃ/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/, sheet /ʃit/
Длинные слова — следите за ударением: difficulty /ˈdɪfɪkəlti/, composition /ˌkɑm.pəˈzɪʃ.ən/, altogether /ɔl.tuˈɡɛð.ɚ/, ceremony /ˈsɛɹ.əˌmoʊ.ni/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/

Звуки, трудные для русскоязычных:

/w/ — губы округлены, это не /v/: persuade /pə(ɹ)ˈsweɪd/, railway /ˈɹeɪlˌweɪ/, whistle /ˈwɪs(ə)l/, wallpaper /ˈwɔːlˌpeɪpə/, equip /ɪˈkwɪp/
/h/ — лёгкий выдох, а не русское «х»: hire /ˈhaɪɹ/, helpless /ˈhɛlplɪs/, rehearsal /ɹɪˈhɝsl̩/, behavioural /bɪˈheɪvjɚəl/, handover /ˈhændˌoʊvɚ/
Звонкие согласные в конце слова — не оглушайте их: alongside /əˌlɔŋˈsaɪd/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, persuade /pə(ɹ)ˈsweɪd/, impressive /ɪmˈpɹɛsɪv/, refuse /ɹɪˈfjuːz/

Как заниматься с этим видео

Прослушайте всё видео один раз молча и выпишите незнакомые слова.
Повторяйте предложение за предложением на обычной скорости, пока ваш ритм не совпадёт с ритмом говорящего.
Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как volunteer, composer, difficulty.

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

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