Практика Shadowing: Cambridge IELTS 11 Listening Test 3 Full Test with Answers | Academic & GT - Изучайте разговорный английский по видео
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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 sections.
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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.
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Section one.
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You will hear a woman telephoning a tourist office to ask about free activities.
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First, you have some time to look at questions 1 to 6.
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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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Good morning, this is Burnham Tourist Office, Martin speaking.
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Oh, hello.
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I saw a poster about three things to do in the area, and it said people should phone you for information.
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I'm coming to Burnham with my husband and two children for a few days on June the 27th,
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or possibly the 28th, and I'd like some ideas for things to do on the 29th.
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Yes, of course.
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The date that the woman wants information about is the 29th of June.
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so the letter C has been circled.
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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 1 to 6.
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Good morning, this is Burnham Tourist Office, Martin speaking.
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Oh hello.
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I saw a poster about free things to do in the area and it said people should phone you for information.
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I'm coming to Burnham with my husband
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and two children for a few days on June the 27th
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or possibly the 28th and I'd like some ideas for things to do on the 29th.
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Yes of course.
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Okay.
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Then let's start with a couple of events especially for children.
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The Art Gallery is holding an event called Family Welcome that day, when there are activities and trails to use throughout the gallery.
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That sounds interesting.
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What time does it start?
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The gallery opens at 10 and the Family Welcome event runs from 10.30 until 2 o'clock.
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The gallery stays open until 5, and several times during the day they're going to show a short film that the gallery has produced.
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It demonstrates how ceramics are made, and there'll be equipment and materials for children to have a go themselves.
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Last time they ran the event there was a film about painting, which went down very well with the children, and they're now working on one about sculpture.
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I like the sound of that.
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And what other events happen in Burnham?
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Well, do you all enjoy listening to music?
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Oh, yes.
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Well, there are several free concerts taking place at different times, one or two in the morning, the majority at lunchtime and a couple in the evening.
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And they range from pop music to Latin American.
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The Latin American could be fun.
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What time is that?
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It's being repeated several times in different places.
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They're performing in the Central Library at one o'clock, then at four it's in the City Museum, and in the evening at seven-thirty there's a longer concert in the theatre.
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Right.
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I'll suggest that to the rest of the family.
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Something else you might be interested in is the boat race along the river.
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Oh yes.
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Do tell me about that.
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The race starts at Offord Marina to the north of Burnham and goes as far as Summer Pool.
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The best place to watch it from is Charlesworth Bridge, though that does get rather crowded.
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And who's taking part?
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Well, local boat clubs, but the standard is very high.
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One of them came first in the West of England Regional Championship in May this year.
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It was the first time a team from Burnham has won.
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It means that next year they'll be representing the region in the National Championship.
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Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
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Now listen and answer questions 7 to 10 Now,
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I've heard something about Paxton Nature Reserve.
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It's a good place for spotting unusual birds, isn't it?
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That's right, throughout the year.
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There is a lake there as well as a river, and they provide a very attractive habitat.
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So it's a good idea to bring binoculars if you have them.
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And just at the moment, you can see various flowers that are pretty unusual.
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The soil at Paxton isn't very common.
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They're looking good right now.
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Right.
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My husband will be particularly interested in that.
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And there's going to be a talk and slideshow about mushrooms, and you'll be able to go out and pick some afterwards and study the different varieties.
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Uh-huh.
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And is it possible for children to swim in the river?
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Yes.
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Part of it has been fenced off to make it safe for children to swim in.
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It's very shallow, and there's a lifeguard on duty whenever it's open.
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The lake is too deep, so swimming isn't allowed there.
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OK.
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We must remember to bring their swimming things in case we go to Paxton.
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How long does it take to get there by car from Burnham?
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About 20 minutes, but parking is very limited so it's usually much easier to go by bus, and it takes about the same time.
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Right.
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Well, I'll discuss the options with the rest of the family.
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Thanks very much for all your help.
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You're welcome.
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Goodbye.
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Bye.
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Bye.
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That is the end of section one.
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You now have half a minute to check your answers.
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Thank you.
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Now turn to section two.
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Section two.
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You will hear a talk given by a woman called Shona Ferguson about changes in a town called Barford.
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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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First of all, let me thank you all for coming to this public meeting to discuss the future of our town.
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Our first speaker is Shona Ferguson from Barford Town Council.
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Shona.
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Thank you.
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First, I'll briefly give you some background information, then I'll be asking you for your comments on developments in the town.
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Well, as you don't need me to tell you, Barford has changed a great deal in the last 50 years.
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These are some of the main changes.
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Fifty years ago, buses linked virtually every part of the town and the neighbouring towns and villages.
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Most people used them frequently, but not now, because the bus companies concentrate on just the routes that attract most passengers.
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So parts of the town are no longer served by buses.
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Even replacing old, uncomfortable buses with smart new ones has had little impact on passenger numbers.
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It's sometimes said that bus fares are too high, but in relation to average incomes, fares are not much higher than they were 50 years ago.
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Changes in the road network are affecting the town.
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The centre was recently closed to traffic on a trial basis, making it much safer for pedestrians.
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The impact of this is being measured.
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The new cycle paths separating bikes from cars in most main roads are being used far more than was expected,
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reducing traffic and improving air quality.
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And although the Council's attempts to have a bypass constructed have failed, we haven't given up hope of persuading the government to change its mind.
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Shopping in the town centre has changed over the years.
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Many of us can remember when the town was crowded with people going shopping.
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Numbers have been falling for several years despite efforts to attract shoppers, for instance by opening new car parks.
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Some people combine shopping with visits to the town's restaurants and cafes.
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Most shops are small independent stores which is good
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but many people prefer to use supermarkets and department stores in nearby large towns, as there are so few well-known chain stores here.
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Turning now to medical facilities.
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The town is served by family doctors in several medical practices, fewer than 50 years ago, but each catering for far more patients.
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Our hospital closed 15 years ago, which means journeys to other towns are unavoidable.
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On the other hand, there are more dentists than there used to be.
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Employment patterns have changed along with almost everything else.
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The number of schools and colleges has increased, making that the main employment sector.
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Services such as website design and accountancy have grown in importance and,
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surprisingly perhaps, manufacturing hasn't seen the decline that has affected it in other parts of the country.
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Before you hear the rest of the talk, 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 I'll very quickly outline current plans for some of the town's facilities, before asking for your comments.
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As you'll know, if you regularly use the car pack at the railway station, it's usually full.
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The railway company applied for permission to replace it with a multi-storey car park, but that was refused.
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Instead, the company has bought some adjoining land and this will be used to increase the number of parking spaces.
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The Grand, the old cinema in the high street, will close at the end of the year and reopen on a different site.
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You've probably seen the building under construction.
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The plan is to have three screens with fewer seats rather than just the one large auditorium in the old cinema.
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I expect many of you shop in the indoor market.
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It's become more and more shabby looking and because of fears about safety, it was threatened with demolition.
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The good news is that it will close for six weeks to be made safe
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and redecorated and the improved building will open in July.
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Lots of people use the library, including school and college students who go there to study.
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The Council has managed to secure funding to keep the library open later into the evening, twice a week.
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We would like to enlarge the building in the not-too-distant future, but this is by no means definite.
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There's no limit on access to the nature reserve on the edge of town, and this will continue to be the case.
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What will change, though, is that the council will no longer be in charge of the area.
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Instead, it will become the responsibility of a national body that administers most nature reserves in the country.
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OK, now let me ask you if you have...
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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.
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Now turn to section three.
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Section three.
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You will hear two students called Helen
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and Jeremy who are studying creative writing discussing a project for their course which involves writing and illustrating stories for children.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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Hello, Helen.
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Sorry I'm late.
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Hi, Jeremy.
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No problem.
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Well, we'd better work out where we are on our project, I suppose.
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Yeah, I've looked at the drawings you've done for my story, The Forest, and I think they're brilliant.
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They really create the atmosphere I had in mind when I was writing it.
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I'm glad you like them.
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There are just a few suggestions I'd like to make.
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Go ahead.
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Now, I'm not sure about the drawing of the cave.
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It's got trees all around it, which is great, but the drawing's a bit too static, isn't it?
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I think it needs some action.
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Yes, there's nothing happening.
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Perhaps I should add the boy.
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Malcolm, isn't it?
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He would be walking up to it.
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Yes, let's have Malcolm in the drawing.
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And what about putting in a tiger?
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The one that he makes friends with a bit later.
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Maybe it could be sitting under a tree, washing itself.
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And the tiger stops in the middle of what it's doing when it sees Malcolm walking past.
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That's a good idea.
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OK, I'll have a go at that.
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Then there's the drawing of the crowd of men and women dancing.
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They're just outside the forest and there's a lot going on.
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That's right.
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You wanted them to be watching a carnival procession, but I thought it would be too crowded.
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Do you think it works like this?
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Yes, I like what you've done.
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The only thing is, could you add Malcolm to it without changing what's already there?
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What about having him sitting on the tree trunk on the right of the picture?
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Yes, that would be fine.
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And do you want him watching the other people?
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No, he's been left out of all the fun, so I'd like him to be crying.
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That'll contrast nicely with the next picture, where he's laughing at the clowns in the carnival.
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Right, I'll do that.
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And then the drawing of the people ice skating in the forest.
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I wasn't too happy with that one.
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Because they're supposed to be skating on grass, aren't they?
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That's right, and it's frozen over.
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At the moment, it doesn't look quite right.
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Hmm, I see what you mean.
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I'll have another go at that.
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Hmm, and I like the wool hats they're wearing.
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Maybe you could give each of them a scarf as well?
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Yeah, that's easy enough.
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They can be streaming out behind the people to suggest they're skating really fast.
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Hmm, great.
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Well, that's all on the drawings.
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Right.
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So you've finished writing your story, and I just need to finish illustrating it, and my story and your drawings are done.
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Before you hear the rest of the discussion, you have some time to look at questions 27-30.
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Now listen and answer questions 27 to 30.
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So, the next thing is to decide what exactly we need to write about in the report that goes with the stories, and how we're going to divide the work.
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Right, Helen.
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What do you think about including a section on how we planned the project as a whole, Jeremy?
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That's probably quite important.
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Yeah, well, you've had most of the good ideas so far.
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do you feel about drafting something, then we can go through it together and discuss it.
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Okay, that seems reasonable.
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And I could include something on how we came up with the ideas for our two stories, couldn't I?
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Well, I've started writing something about that, so why don't you do the same and we can include the two things?
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Right.
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So what about our interpretation of the stories?
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Do we need to write about what we think they show, like the value of helping other people, all that sort of thing?
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That's going to come up later, isn't it?
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I think everyone in the class is going to read each other's stories and come up with their own interpretations, which we're going to discuss.
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Oh, I missed that.
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So it isn't going to be part of the report at all?
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No, but we need to write about the illustrations because they're an essential element of children's experience of reading the stories.
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It's probably easiest for you to write that section, as you know more about drawing than I do.
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Maybe, but I find it quite hard to write about.
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I'd be happier if you did it.
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Okay.
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So when do you think we can get this...
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That is the end of Section Three.
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You now have half a minute to check your answers.
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Thank you.
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Section 4
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You will hear part of a lecture to business students about the use of one particular type of research known as ethnography.
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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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So, what I'm going to talk about to you today is something called ethnography.
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This is a type of research aimed at exploring the way human cultures work.
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It was first developed for use in anthropology, and it's also been used in sociology and communication studies.
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So, what's it got to do with business, you may ask?
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Well, businesses are finding that ethnography can offer them deeper insight into the possible needs of customers,
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either present or future, as well as providing valuable information about their attitudes towards existing products.
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And ethnography can also help companies to design new products or services that customers really want.
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Let's look at some examples of how ethnographic research works in business.
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team of researchers did a project for a company manufacturing kitchen
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equipment they watched how cooks used measuring cups to measure out things like sugar
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and flour they saw that the cooks had to check
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and recheck the contents
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because although the measuring cups had numbers inside them the cooks couldn't see these easily
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so a new design of cup was developed to overcome this problem
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and it was a top seller another team of ethnographic researchers
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looked at how cell phones were used in uganda in africa they found
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that people who didn't have their own phones could pay to use the phones of local entrepreneurs
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because these customers paid in advance for their calls they were
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eager to know how much time they'd spent on the call so far
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so the phone company designed phones for use globally with this
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added feature ethnographic research has also been carried out in computer
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companies in one company i.t systems administrators were observed for several weeks
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it was found
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that a large amount of their work involved communicating with colleagues in order to solve problems
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but that they didn't have a standard way of exchanging information from spreadsheets and so on.
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So, the team came up with an idea for software that would help them to do this.
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In another piece of research, a team observed and talked to nurses working in hospitals.
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This led to the recognition that the nurses needed to access the computer records of their patients no matter where they were.
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This led to the development of portable computer tablet that allowed the nurses to check records in locations throughout the hospital.
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Occasionally research can be done even in environments where the researchers can't be present.
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For example, in one project done for an airline,
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respondents used their smartphones to record information during airline trips in
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a study aiming at tracking the emotions of passengers during a flight.
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So, what makes studies like these different from ordinary research?
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Let's look at some of the general principles behind ethnographic research in business.
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First of all, the researcher has to be completely open-minded.
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He or she hasn't thought up a hypothesis to be tested, as is the case in other types of research.
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Instead, they wait for the participants in the research to inform them.
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As far as choosing the participants themselves is concerned, that's not really all that different from ordinary research.
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The criteria according to which the participants are chosen may be something as simple as the age bracket they fall into,
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or the researchers may select them according to their income, or they might try to find a set of people who all use a particular product, for example.
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But it's absolutely crucial to recruit the right people as participants.
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As well as the criteria I've mentioned, they have to be comfortable talking about themselves and being watched as they go about their activities.
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Actually, most researchers say that people open up pretty easily, maybe because they're often in their own home or workplace.
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So what makes this type of research special is that it's not just a matter of sending a questionnaire to the participants.
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Instead, the research is usually based on first-hand observation of what they are doing at the time.
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But that doesn't mean that the researcher never talks to the participants.
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However, unlike in traditional research,
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in this case, it's the participant rather than the researchers who decides what direction the interview will follow.
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This means that there's less likelihood of the researcher imposing his or her own ideas on the participant.
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But after they've said goodbye to their participants and got back to their office, the researcher's work isn't finished.
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Most researchers estimate
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that 70 to 80 percent of their time is spent not on the collecting of data but on its analysis,
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looking at photos, listening to recordings and transcribing them and so on.
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The researchers may end up with hundreds of pages of notes, and to determine what's significant they don't focus on the sensational things or the unusual things.
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Instead, they try to identify a pattern of some sort in all this data and to discern the meaning behind it.
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This can result in some compelling insights that can in turn feed back to the whole design process.
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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.
Первое впечатление: почему этот ролик идеален для практики речи?
Этот видеоролик с диалогом в туристическом офисе — настоящий клад для тех, кто хочет улучшить произношение английского и научиться разговаривать естественно. Диалог прост, но живой: он отражает реальные ситуации, которые можно встретить в поездках, с обычными фразами и интонацией. Благодаря этому вы не только запоминаете слова, но и учитесь использовать их в контексте, что делает практику максимально эффективной. А главное — здесь есть все для тренировки shadow speech (или shadowspeak): четкая речь, умеренный темп и разнообразие выражений.
Разбор: 3 фразы, которые делают речь естественной
- «I saw a poster about free things to do in the area» — Здесь использование «things to do» вместо более формальных слов как «activities» делает речь простой и близкой к разговорной. Обратите внимание на интонацию на слове «free» — она подчеркивает важность информации для собеседника.
- «The Latin American could be fun» — Сокращение «Latin American» вместо «Latin American music» показывает, как на практике сокращают фразы, не теряя смысла. Это характерно для живой речи, и тренировка такой упрощенной формы поможет вам говорить более естественно.
- «I'll suggest that to the rest of the family» — Фраза «the rest of the family» вместо «my husband and children» звучит более универсально и мягко. Обратите внимание на паузу перед «that» — она подчеркивает, что речь идет о конкретном предложении, и помогает понять контекст.
Рутина практики: как использовать этот ролик для Shadowing английский
Тренируйтесь по методу shadow speak (последовательное повторение): включите фрагмент диалога, послушайте его, затем сразу повторите за говорящим, копируя интонацию, темп и паузы. Сначала делайте это с короткими отрывками (5-10 секунд), затем постепенно увеличивайте длительность. Запишите себя на телефоне и сравните с оригиналом — это поможет заметить различия в произношении. Проводите такую практику 10-15 минут в день, и через неделю вы почувствуете, как ваша речь становится более плавной и уверенной. А главное — вы научитесь понимать и использовать живые фразы в реальных ситуациях.
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.