Практика Shadowing: Cambridge 13 Listening Test 1 With Answers1 - Изучайте разговорный английский по видео

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Test 1.

You will hear a number of different recordings and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four sections.

At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.

Now turn to Section 1.

Section 1

You will hear a telephone conversation between a woman who wants to attend a cookery class

and an official at a tourist information center.

First, you have some time to look at questions 1 to 6.

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, Tourist Information Centre.

Mike speaking.

How can I help you?

Oh, hi.

I wanted to find out about cookery classes.

I believe there are some one-day classes for tourists.

Well, they're open to everyone, but tourists are always welcome.

OK, let me give you some details of what's available.

There are several classes.

One very popular one is at the food studio.

The first cooking class is at the food studio.

So studio 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 6.

Hello, Tourist Information Centre.

Mike speaking.

How can I help you?

Oh, hi.

I wanted to find out about cookery classes.

I believe there are some one-day classes for tourists.

Well, they're open to everyone, but tourists are always welcome.

OK, let me give you some details of what's available.

There are several classes.

One very popular one is at the food studio.

OK.

They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.

Right, that sounds good.

How big are the classes?

I'm not sure exactly, but they'll be quite small.

And could I get a private lesson there?

I think so.

Let me check.

Yes, they do offer those.

Though in fact most of the people who attend the classes find it's a nice way of getting to know one another.

I suppose it must be, yes.

And this company has a special deal for clients where they offer a discount of 20%

if you return for a further class.

OK, but you said there were several classes.

That's right.

Another one you might be interested in is Bonds Cookery School.

They're quite new.

They just opened six months ago, but I've heard good things about them.

They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.

So, is that food for people on a diet and things like that?

I don't know if I'd be interested in that.

Well, I don't think they particularly focus on low-calorie diets or weight loss.

It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger, that sort of thing.

I see.

Well, I might be interested, I'm not sure.

Do they have a website I could check?

Yes, just key in the name of the school, it'll come up.

And if you want to know more about them, every Thursday evening they have a lecture at the school.

It's free, and you don't need a book or anything, just turn up at 7.30, and that might give you an idea of whether you want to go to an actual class.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

Now listen and answer questions 7 to 10.

OK, there's one more place you might be interested in.

That's got a rather strange name.

It's called the Arezza Centre.

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

OK.

They've got a very good reputation.

They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.

Right.

That's certainly an area I'd like to learn more about.

I've got lots of friends who don't eat meat.

In fact, I think I might have seen that school today.

Is it just by the market?

That's right.

So they don't have any problem getting their ingredients.

They're right next store.

And they also offer a special two-hour course in how to use a knife.

They cover all the different skills, buying them, sharpening, chopping techniques.

It gets booked up quickly though, so you'd need to check it was available.

Right, well, thank you very much.

I'll go and check that out.

That is the end of section one.

You now have half a minute to check your answers.

Thank you.

Section 2 Now turn to Section 2.

Section 2.

You will hear the Chairman of the Highways Committee of Granford

speaking to members of the public about proposed changes to traffic and parking in the area.

First, you have some time to look at questions 11 to 13.

Now listen carefully and answer questions 11 to 13.

Good evening everyone.

100

My name's Phil Sutton and I'm Chairman of the Highways Committee.

101

We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.

102

I'll start by summarising these changes before we open the meeting to questions.

103

So, why do we need to make these changes to traffic systems in Granford?

104

Well, we're very aware that traffic is becoming an increasing problem.

105

It's been especially noticeable with the increase in heavy traffic while they've been building the new hospital.

106

but it's the overall rise in the volume of traffic of all kinds that's concerning us.

107

To date, there's not been any increase in traffic accidents, but that's not something we want to see happen, obviously.

108

We recently carried out a survey of local residents, and their responses were interesting.

109

People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.

110

We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up, but this was on top of the list,

111

and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.

112

We think these new traffic regulations would make a lot of difference, but we still have a long way to go.

113

We've managed to keep our proposals within budget, just so they can be covered by the Council.

114

But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them,

115

and that's an area we're still working on with the help of representatives from the police force.

116

Before you hear the rest of the talk, you have some time to look at questions 14 to 20.

117

Thank you.

118

Now listen and answer questions 14 to 20.

119

OK, so this slide shows a map of the central area of Granford with the High Street in the middle

120

and School Road on the right.

121

Now, we already have a set of traffic lights in the High Street at the junction with Station Road, but we're planning to have another set at the other end

122

at the school road junction to regulate the flow of traffic along the high street.

123

We've decided we definitely need a pedestrian crossing.

124

We considered putting this on school road just outside the school

125

but in the end we decided that could lead to a lot of traffic congestion

126

so we decided to locate it on the high street crossing the road in front of the supermarket it.

127

That's a very busy area, so it should help things there.

128

We're proposing some changes to parking.

129

At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,

130

but not at the other end of the High Street near School Road.

131

There'll be a new No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.

132

This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.

133

As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,

134

so we've got two new disabled parking spaces on the side road up towards the bank.

135

It's not ideal, but probably better than the present arrangement.

136

We also plan to widen the pavement on School Road.

137

We think we can manage to get an extra half metre on the bend just before you get to the school, on the same side of the road.

138

Finally, we've introduced new restrictions on loading and unloading for the supermarket, so lorries will only be allowed to stop there before 8am.

139

That's the supermarket on School Road.

140

We kept to the existing arrangements with the High Street supermarket.

141

Okay, so that's about it.

142

That is the end of Section 2.

143

You now have half a minute to check your answers.

144

Now turn to Section 3.

145

Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.

146

First, you have some time to look at questions 21 to 25.

147

Now listen carefully and answer questions 21 to 25.

148

We've got to choose a topic for our experiment, haven't we, Jack?

149

Were you thinking of something to do with seeds?

150

That's right.

151

I thought we could look at seed germination, how a seed begins to grow.

152

OK.

153

Any particular reason?

154

I know you're hoping to work in plant science eventually.

155

Yeah, but practically everything we do is going to feed into that.

156

No, there's an optional module on seed structure and function in the third year that I might do,

157

so I thought it might be useful for that.

158

If I choose that option, I don't have to do a dissertation module.

159

Good idea.

160

Well, I thought for this experiment we could look at the relationship between seed size and the way the seeds are planted,

161

so we could plant different sized seeds in different ways and see which grow best.

162

OK.

163

Would need to allow time for the seeds to come up.

164

That should be fine if we start now.

165

A lot of the other possible experiments need quite a bit longer.

166

So that'd make it a good one to choose.

167

And I don't suppose it'd need much equipment.

168

We're not doing chemical analysis or anything.

169

Though that's not really an issue.

170

We've got plenty of equipment in the laboratory.

171

Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.

172

I'm sure our aim's OK.

173

It's not very ambitious, but the assignment's only 10% of our final mark, isn't it?

174

But we need to be sure we're the only ones doing it.

175

Yeah, it's only 5% actually, but it'd be a bit boring if everyone was doing it.

176

Did you read that book on seed germination on our reading list?

177

The one by Graves?

178

Hmm.

179

I looked through it for my last experiment, though it wasn't all that relevant there.

180

It would be for this experiment, though.

181

I found it quite hard to follow.

182

Lots about the theory, which I hadn't expected.

183

Yes, I'd been hoping for something more practical.

184

It does include references to the recent findings on genetically modified seeds, though.

185

Yes, that was interesting.

186

I read an article about seed germination by Lee Hall.

187

About seeds that lie in the ground for ages and only germinate after a fire.

188

That's the one.

189

I knew a bit about it already, but not about this research.

190

His analysis of figures, comparing the times of the fires and the proportion of seeds that germinated, was done in a lot of detail.

191

Very impressive.

192

Was that the article with the illustrations of early stages of plant development?

193

They were very clear.

194

I think those diagrams were in another article.

195

Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.

196

Now listen and answer questions 26 to 30.

197

Anyway, shall we have a look at the procedure for our experiment?

198

We'll need to get going with it quite soon.

199

Right.

200

So the first thing we have to do is find our seeds.

201

I think vegetable seeds would be best, and obviously they mustn't all be the same size.

202

So how many sorts do we need?

203

About four different ones?

204

I think that would be enough.

205

There'll be quite a large number of seeds for each one.

206

Then for each seed, we need to find out how much it weighs, and also measure its dimensions.

207

And we need to keep a careful record of all that.

208

That'll be quite time-consuming.

209

And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down, or several centimetres.

210

OK, so then we get planting.

211

Do you think we can plant several seeds together in the same plant pot?

212

No, I think we need a different one for each seed.

213

Right.

214

And we'll need to label them.

215

We can use different coloured labels.

216

Then we wait for the seeds to germinate.

217

I reckon that'll be about three weeks, depending on what the weather's like.

218

Then we see if our plants have come up and write down how tall they've grown.

219

Then all we have to do is look at our numbers and see if there's any relation between them.

220

That's right.

221

That is the end of section 3.

222

You now have half a minute to check your answers.

223

Now turn to Section 4.

224

Section 4

225

You will hear part of a lecture on an environmental studies

226

course about recent research on how animals are adapting to urban environments.

227

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

228

Thank you.

229

Now listen carefully and answer questions 31 to 40.

230

Hi.

231

Today we're going to be looking at animals in urban environments,

232

and I'm going to be telling you about some research on how they're affected by these environments.

233

Now, in evolutionary terms, urban environments represent huge upheavals,

234

the sorts of massive changes that usually happen over millions of years.

235

And we used to think that only a few species could adapt to this new environment.

236

One species which is well known as being highly adaptable is the crow,

237

and there have been various studies about how they manage to learn new skills.

238

Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,

239

just like they once perched on cliffs by the sea.

240

But, in fact, we're now finding

241

that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.

242

And one thing that researchers are finding especially interesting is the speed with which they're doing this.

243

We're not talking about gradual evolution here.

244

These animals are changing fast.

245

Let me tell you about some of the studies that have been carried out in this area.

246

So, in the University of Minnesota,

247

a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,

248

such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.

249

And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.

250

And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.

251

Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,

252

it does suggest that something cognitive was going on.

253

And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life, having to look in different places to find food,

254

for example, and coping with a whole new set of dangers.

255

Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,

256

who's done some experiments with blackbirds living in urban and rural areas.

257

And she's been looking not at their anatomy, but at their behavior.

258

So, as you might expect, she's found that the urban blackbirds tend to be quite bold.

259

They're prepared to face up to a lot of threats that would frighten away their country counterparts.

260

But there's one type of situation that does seem to frighten the urban blackbirds,

261

And that's anything new, anything they haven't experienced before.

262

And if you think about it, that's quite sensible for a bird living in the city.

263

Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.

264

He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.

265

It's a sensible-seeming adaptation.

266

A rat that gets scared every time a subway train rolls past won't be very successful.

267

There's just one more study I'd like to mention, which is by Sarah Parton and her team.

268

And they've been looking at how squirrels communicate in an urban environment,

269

and they've found that a routine part of their communication is carried out by waving their tails.

270

You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.

271

So, what are the long-term implications of this?

272

One possibility is that we may see completely new species developing in cities.

273

But on the other hand, it's possible that not all of these adaptations will be permanent.

274

Once the animals got accustomed to its new environment, it may no longer need the features it's developed.

275

So now we've had a look at adaptation...

276

That is the end of Section 4.

277

You now have half a minute to check your answers.

278

That is the end of the listening test.

279

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

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Лексика и советы по произношению к этому уроку

Этот урок разговорной практики уровня B2 построен на видео «Cambridge 13 Listening Test 1 With Answers1». Чаще всего повторяются слова: seed, questions, answer, section, road. В этом видео 279 предложений и 3057 слов для шедоуинга. Речь длится 27:56. Говорящий говорит медленно, около 109 слов в минуту, поэтому есть время повторить каждый звук. 86% слов входят в 3000 самых частых слов английского языка; остальные стоит разобрать перед занятием.

Ключевая лексика этого видео

Самые сложные слова из видео (15), с произношением и значением:

Слово	Произношение	Значение
kukri существительное	/ˈkʊkɹi/	кукри
supermarket существительное	/ˌsupɚˈmɑɹkət/	суперма́ркет, универса́м
germinate глагол	/ˈd͡ʒɜː(ɹ)mɪneɪt/	прорастать, прорасти́
mammal существительное	/ˈmæməl/	млекопита́ющее, зверь
biologist существительное	/baɪˈɒləd͡ʒɪst/	био́лог
frighten глагол	/ˈfɹaɪ.tən/	пуга́ть, испуга́ть
perch существительное	/pɝt͡ʃ/	о́кунь
disable глагол	/dɪsˈeɪbəl/	де́лать неспосо́бным
congestion существительное	/kənˈd͡ʒɛs.t͡ʃən/	скопле́ние
pedestrian существительное	/pəˈdɛstɹiən/	пешехо́д, пешехо́дка
specimen существительное	/ˈspɛsɪmɪn/	образе́ц, экземпля́р
ingredient существительное	/ɪnˈɡɹiːdi.ənt/	составна́я часть, ингредие́нт
metre существительное	/ˈmiːtəɹ/	метр
visibility существительное	/ˌvɪz.əˈbɪl.ɪ.ti/	ви́димость
evolutionary прилагательное	/ˌiː.vəˈluː.ʃən.ɛɹ.i/	эволюцио́нный

Фразовые глаголы, которые вы услышите

Слово	Произношение	Значение
come up глагол		поднима́ться, подня́ться
carry out глагол	/ˈkæ.ɹi aʊt/	выноси́ть, вы́нести
build up глагол		накапливаться, скапливаться
drop off глагол		па́дать, упа́сть
find out глагол		узнава́ть, узна́ть
write down глагол		запи́сывать, записа́ть

Фразы, которые стоит повторять

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

How can I help you?
I'm not sure exactly, but they'll be quite small.
I don't know if I'd be interested in that.
Do they have a website I could check?
Were you thinking of something to do with seeds?

Грамматика в этом видео

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

Конструкция	В видео
Present Perfect Continuous have/has been + -ing — действие началось раньше и продолжается	she's been looking · they've been looking
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	has been done · has been written · I've heard
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	will be played · will be given · has been done
Придаточные определительные who / which + предложение — уточнение о человеке или предмете	woman who wants · people who attend · friends who don

Произношение, на которое стоит обратить внимание

Говорящий использует 81 сокращённых и редуцированных форм, например we're, they're, don't. Произносите их коротко, так, как слышите.

Звуки «sh» и «zh»: adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, junction /ˈd͡ʒʌŋkʃən/, sharpen /ˈʃɑɹpən/
Длинные слова — следите за ударением: supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, biologist /baɪˈɒləd͡ʒɪst/, ingredient /ɪnˈɡɹiːdi.ənt/

Звуки, трудные для русскоязычных:

/w/ — губы округлены, это не /v/: squirrel /ˈskwɪ.ɹ(ə)l/, weigh /weɪ/, subway /ˈsʌbˌweɪ/
/h/ — лёгкий выдох, а не русское «х»: upheaval /ʌpˈhiːvəl/, hormone /ˈhoɹmoʊn/
Звонкие согласные в конце слова — не оглушайте их: propose /pɹəˈpəʊz/, cognitive /ˈkɑɡ.nɪ.tɪv/, bend /bɛnd/, specialize /ˈspɛʃəˌlaɪz/, unload /ʌnˈloʊd/

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 kukri, supermarket, germinate.

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.

Техника шедоуинга: читать полное пошаговое руководство →

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