Shadowing Practice: Cambridge 18 Listening Test 4 with answer | Listening Test From Cambridge Book | - Learn English Speaking with Video
Bir pratik modu seçin
Her mod tam ekran bir pratik odası açar.
268 cümleler
Cümleler çok kısa veya çok uzun ise, ayarlamak için Düzenle'ye tıklayın.
1
Cambridge 18 Listening Test 4.
2
You will hear a number of different recordings.
3
All the recordings will be played once only.
4
The test is in four parts.
5
You will have 10 minutes at the end of the test to transfer your answers to the answer sheet.
6
Now turn to Part 1.
7
First, you have some time to look at questions 1 to 5.
8
Listen carefully and answer questions 1 to 5.
9
Hello?
10
Oh, hello.
11
Is that Julie Davison?
12
Yes.
13
This is Greg Preston from the Employment Agency.
14
We met last week when you came in to inquire about office work.
15
Oh, that's right.
16
Now, we've just had some details come in of a job which might interest you.
17
OK.
18
So this is a position for a receptionist.
19
I believe you've done that sort of work before.
20
Yes, I have.
21
I worked in a sports centre for a couple of years before I got married and had the children.
22
Right.
23
Well, this job's in Fordham.
24
So not too far away for you, and it's at the medical centre there.
25
OK.
26
So where exactly is that?
27
It's quite near the station on Chaston's Road.
28
Sorry?
29
Chaston's Road.
30
That's C -H -A -S -T -O -N -S.
31
OK, thanks.
32
So what would the work involve?
33
Dealing with inquiries from patients?
34
Yes, and you'd also be involved in making appointments, whether face -to -face or on the phone,
35
and rescheduling them if necessary.
36
Fine, that shouldn't be a problem.
37
And another of your duties would be keeping the Centre's database up to date.
38
Then you might have other general administrative duties as well, but those would be the main ones.
39
Okay.
40
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.
41
Now listen and answer questions 6 to 10.
42
Now, when the details came in, I immediately thought of you because one thing they do require is someone with experience.
43
And you did mention your work at the sports centre when you came in to see us.
44
Yes, in fact I enjoyed that job.
45
Is there anything else they're looking for?
46
Well, they say it's quite a high -pressure environment.
47
They're always very busy and patients are often under stress.
48
So they want someone who can cope with that and stay calm and,
49
at the same time, be confident when interacting with the public.
50
Well, after dealing with three children all under five, I reckon I can cope with that.
51
I'm sure you can.
52
And then another thing they mention is that they're looking for someone with good IT skills.
53
Not a problem.
54
So you'd be interested in following this up?
55
Sure.
56
When would it start?
57
Well, they're looking for someone from the beginning of next month.
58
But I should tell you that this isn't a permanent job.
59
It's temporary, so the contract would be just to the end of September.
60
But they do say that there could be further opportunities after that.
61
OK.
62
And what would the hours be?
63
Well, they want someone who can start at a quarter to eight in the morning.
64
Could you manage that?
65
Yes, my husband would have to get the kids up and off to my mother's.
66
She's going to be looking after them while I'm at work.
67
What time would I finish?
68
1 .15.
69
That should work out all right.
70
I can pick the kids up on my way home, and then I'll have the afternoon with them.
71
Oh, one thing.
72
Is there parking available for staff at the centre?
73
Yes, there is.
74
And it's also on a bus route.
75
Right.
76
Well, I expect I'll have the car, but it's good to know that.
77
OK, so where do I go from here?
78
Well, if you're happy for me to do so, I'll forward your CV and references.
79
And then the best thing would probably be for you to phone them so they can arrange for an interview.
80
Great.
81
Well, thank you very much.
82
You're welcome.
83
Bye now.
84
Bye.
85
That is the end of part one.
86
You now have half a minute to check your answers.
87
Now turn to part two.
88
First, you have some time to look at questions 11 to 14.
89
Now listen and answer questions 11 to 14.
90
Good morning, everyone, and welcome to the Museum of Farming Life.
91
i understand it's your first visit here
92
so i'd like to give you some background information about the museum
93
and then explain a little about what you can see during your visit
94
so where we're standing at the moment is the entrance to a large building
95
that was constructed in 1880 as the home of a local
96
businessman alfred palmer of the palmer biscuit factory It was later sold
97
and became a Hall of Residence for Students in 1911 and a museum in 1951.
98
In 2005, a modern extension was built to accommodate the museum's collections.
99
The museum's owned by the university, and apart from two rooms that are our offices,
100
the university uses the main part of the building.
101
you may see students going into the building for lessons
102
but it's not open to museum visitors i'm afraid it's a shame because the interior architectural features are outstanding
103
especially the room
104
that used to be the library luckily we've managed to keep
105
entry to the museum free this includes access to all the galleries outdoor areas and the rooms for special exhibitions
106
We run activities for children and students, such as the museum club, for which there's no charge.
107
We do have a donation box just over there, so feel free to give whatever amount you consider appropriate.
108
We do have a cloakroom, if you'd like to leave your coats and bags somewhere.
109
Unlike other museums, photography is allowed here, so you might like to keep your cameras with you.
110
You might be more comfortable not carrying around heavy rucksacks, though keep your coats and jackets on as it's quite cold in the museum garden today.
111
Before you hear the rest of the conversation, you have some time to look at questions 15 to 20.
112
Now listen and answer questions 15 to 20.
113
i'd like to tell you about the different areas of the museum just inside
114
and outside the main gallery we have an area called four
115
seasons here you can watch a four minute animation of a
116
woodland scene it was designed especially for the museum by a group of young people on a film studies course
117
and it's beautiful.
118
Children absolutely love it, but then so do adults.
119
The main gallery is called Town and Country.
120
It includes a photographic collection of prize -winning sheep and shepherds.
121
Leaving town and country, you enter farmhouse kitchen, which is, well, self -explanatory.
122
Here, we have the oldest collection of equipment for making butter and cheese in the country.
123
And this morning, a specialist cheesemaker will be giving demonstrations of how it's produced.
124
You may even get to try some.
125
After that, you can go in two directions.
126
To the right is a staircase that takes you up to a landing from where you can look down on the galleries.
127
To the left is a room called A Year on the Farm.
128
There is lots of seating here as sometimes we use the room for school visits, so it's a good place to stop for a rest.
129
If you're feeling competitive, you can take our memory test in which you answer questions about things you've seen in the museum.
130
The next area is called Wagon Walk.
131
This contains farm carts from nearly every part of the country.
132
It's surprising how much regional variation there was.
133
Beside the carts are display boards with information about each one.
134
The carts are old and fragile, so we ask you to keep your children close to you and ensure they don't climb on the carts.
135
From wagon walk, you can either make your way back to reception or go out into the garden,
136
or even go back to take another look in the galleries.
137
In the far corner of the garden is Bees Are Magic, but we're redeveloping this area, so you can't visit that at the moment.
138
You can still buy our honey in the shop, though.
139
Finally, there's the pond, which contains all kinds of interesting wildlife.
140
There are baby ducks that are only a few days old, as well as tiny frogs.
141
The pond isn't deep, and there is a fence around it, so it's perfectly safe for children.
142
That is the end of part two.
143
You now have half a minute to check your answers.
144
Now turn to part three.
145
First, you have some time to look at questions 21 to 27.
146
Now listen and answer questions 21 to 27.
147
So now I want you to discuss the lesson we've just been watching on the video
148
and think about the ways in which origami can be a useful educational tool.
149
Can you all work with the person sitting next to you?
150
I had no idea
151
that such a simple thing like folding squares of paper to
152
make the shape of something like a bird could be such an amazing tool.
153
It's made me see origami in a whole new light.
154
I know.
155
It was interesting to see the educational skills the children were developing by doing origami.
156
On the video, you could see them really listening hard to make sure they
157
did all the steps in the right order to make the bird.
158
That's right.
159
In this lesson, they were working individually, but it would also be interesting to see
160
if the children could work out how to make something simple without being given any direction.
161
That would help with building teamwork as well.
162
Yes, but much more of a challenge.
163
One thing that really stood out for me was that the children were all having fun while being taught something new.
164
Which is a key aim of any lesson with this age group.
165
And although these kids had no problems with folding the paper, with younger children you could do origami to help practice fine motor skills.
166
Absolutely.
167
Shall we talk about the individual children we saw on the video?
168
I wrote all their names down and took some notes.
169
Yes, I did too.
170
OK, good.
171
Let's start with Sid.
172
he was interesting
173
because before they started doing the origami he was being quite
174
disruptive yes he really benefited from having to use his hands it helped him to settle down
175
and start concentrating yes i noticed
176
that too what about jack i noticed he seemed to want
177
to work things out for himself you could see him trying
178
out different things rather than asking the teacher for help what
179
did you make of naomi she seemed to be losing interest at one point
180
but then she decided she wanted her mouse to be the best and
181
that motivated her to try harder she didn't seem satisfied with
182
hers in the end though no anya was such a star she listened so carefully
183
and then produced the perfect bird with very little effort hmm
184
i think the teacher could have increased the level of difficulty
185
for her maybe i think it was the first time zara had come across origami she looked as
186
if she didn't really get what was going on she seemed unsure about what she was supposed to do
187
but in the end hers didn't turn out too badly yeah
188
i'm sure it was a positive learning experience for her before
189
you hear the rest of the conversation you have some time to look at questions 28 to 30
190
I think one reason why the origami activity worked so well in this class was that the teacher was well prepared.
191
Right.
192
I think it would have taken me ages to prepare examples
193
showing each of the steps involved in making the bird but that was a really good idea.
194
The children could see what they were aiming for
195
and much better for them to be able to hold something rather than just looking at pictures.
196
Those physical examples supported her verbal explanations really well.
197
It's strange that origami isn't used more widely.
198
Why do you think that is?
199
Well, teachers may just feel it's not that appealing to children who are used to doing everything on computers, especially boys even
200
if they're aware of the benefits oh i don't know it's
201
no different to any other craft activity i bet it's because
202
so many teachers are clumsy like me that's true too much effort required
203
if you're not good with your hands well anyway i think
204
we should try it out in our maths teaching practice with
205
year three i can see using origami is a really engaging
206
way of reinforcing children's knowledge of geometric shapes like they were doing in the video,
207
but I think it would also work really well for presenting fractions, which is coming up soon.
208
Good idea.
209
That's something most of the kids in that class might struggle with.
210
Origami would also be good practice for using symmetry, but I think they did that last term.
211
Okay.
212
Well, let's try and get some ideas together and plan the lesson next week.
213
Now turn to part four.
214
First, you have some time to look at questions 31 to 40.
215
Now listen and answer questions 31 to 40.
216
The person I've chosen to talk about is the French writer Victor Hugo.
217
Many people have heard of him because his novel Les Miserables, which he wrote in 1862, is famous around the world.
218
It became a stage musical in the 1980s, and a film version was also released in 2012.
219
So some of us, I'm sure, have a pretty general idea of the plot, but we know much less about the author.
220
Today I'm going to provide a little more insight into this talented man,
221
and I'm going to talk particularly about the home he had on the island of Guernsey in the British Channel Islands.
222
But first, his early career.
223
As I've said, he was a writer.
224
He was at the height of his career in Paris, and he was very highly regarded by his colleagues.
225
As far as literature was concerned, he was the leading figure of the Romantic movement.
226
However, as well as being a literary genius, he also gave many speeches about issues like the level of poverty in his society.
227
He felt very strongly about this and about other areas where change was needed, like education.
228
This kind of outspoken criticism was not well liked by the rulers of France, and eventually the emperor, Napoleon III,
229
told Victor Hugo to leave Paris and not return.
230
In other words, he sent him into exile.
231
So Victor Hugo was forced to reside in other parts of Europe.
232
Guernsey was actually his third place of exile and he landed there in 1855.
233
He produced a lot while on Guernsey, including Les Miserables,
234
and to do this he had to spend a great deal of time in the home that he had there.
235
This was a property
236
that he bought using the money he'd made in France from the publication of a collection of his poetry.
237
It was the only property he ever owned and he was very proud of it.
238
The property Victor Hugo bought on Guernsey was a large five -storey house in the capital town of St Peterport
239
and he lived there for 15 years, returning to France in 1870 when Napoleon's empire collapsed.
240
He decorated and furnished each level or floor of the house in unique
241
and wonderful ways and many people consider the inside of the house to be a work of art.
242
Today it's a museum that attracts 200 ,000 visitors a year.
243
He lived in the house with his family, and portraits of its members still hang in rooms on the ground floor,
244
along with drawings that he did during his travels that he felt were important to him.
245
In other ground floor rooms, there are huge tapestries that he would have designed and loved.
246
The walls are covered in dark wood panelling that Victor Hugo created himself using wooden furniture that he bought in the market.
247
The items were relatively inexpensive and he used them to create intricate carvings.
248
They gave an atmosphere on the lower level that was shadowy and rather solemn.
249
On the next level of the house, there are two impressive lounges where he entertained his guests.
250
One lounge has entirely red furnishings, such as sofas and wall coverings, and the other, blue.
251
There's a strong Chinese influence in these areas in things like the wallpaper pattern and the lamps,
252
which he would have made himself by copying original versions.
253
his library where he left many of his favorite books forms the hallway to the third floor
254
and was a comfortable area where he could relax
255
and enjoy his afternoons
256
and then at the very top of the house there's a room called the lookout called
257
that because it looks out over the harbor In contrast to the rather dark lower levels,
258
it's full of light and was like a glass office where he would write until lunchtime, often at his desk.
259
So, Victor Hugo was a man of many talents, but he was also true to his values.
260
While living in his house on Guernsey, he entertained many other famous writers,
261
but he also invited a large group of local children from the deprived areas of the island to dinner once a week.
262
What's more, he served them their food, which was an extraordinary gesture for the time period.
263
In 1927, the house was owned by his relatives, and they decided to donate it to the city of Paris.
264
It has since been restored using photographs from the period, and, as I mentioned earlier,
265
is now a museum that is open to the public.
266
that is the end of part four you now have 10 minutes to transfer your answers to the answer sheet
267
Thank you.
268
Thank you.
Uygulamayı İndir
Akıcı konuşmak için ihtiyacınız olan her şey
AI TelaffuzHer cümleyi puanla
IPA AlıştırmasıHer sesi ustalaştır
Kelime BilgisiKelime bankanızı oluşturun
Kelime OyunuOynarken öğrenin
Aynı Kanal
B21
Cambridge 20 Listening Test 1 with answers | HD 1440p | Must Solve |
Daily ConversationUniversity Students
B21
Cambridge 19 Listening Test 4 With answer | IELTS Listening Practice |
IELTS PrepUniversity Students
B21
Cambridge IELTS 17 Listening Test 4 With answer |
IELTS PrepUniversity Students
B22
Cambridge 15 Listening Test 4 With Answers |
IELTS PrepUniversity Students
B2Cambridge 20 test 1 with answers full test | Latest tests by Cambridge assessment |
Daily ConversationUniversity Students
B21
Cambridge 16 Listening Test 1 with Answer | #english #ieltslistening
IELTS PrepUniversity Students
B22
Cambridge IELTS 16 Listening Test 4 with answer | #ieltslistening
IELTS PrepUniversity StudentsWorking Adults
B21
Cambridge 19 Listening Test 1 With answers | HD 1080p |
Daily ConversationUniversity Students
B27
Cambridge 20 Listening Test 2 with answers | HD 1440p |
IELTS PrepCambridge Exam PrepUniversity Students
B23
Cambridge 20 Listening Test 3 with answers
Cambridge Exam PrepUniversity StudentsWorking Adults
B22
Cambridge 18 Listening test 1 With Answers | Practice test |
IELTS PrepCambridge Exam PrepUniversity Students
B22
Cambridge 18 Listening Test 2 | With Answer | Real Test |
TOEIC PrepCambridge Exam PrepUniversity Students
B28
Cambridge IELTS 17 Listening Test 3 with answer | #ieltslistening
IELTS PrepCambridge Exam PrepUniversity Students
B217
Cambridge IELTS 17 Listening Test 2 with answer | #ieltslistening
IELTS PrepCambridge Exam PrepUniversity Students
B219
Cambridge IELTS 17 Listening Test 1 with answer | #ielts
IELTS PrepCambridge Exam PrepUniversity Students
FOR YOU
Video Öner
B23
314 cümleler
Cambridge 11 Listening test 1 Full clear Audio with answers | Full Screen HD | Comment your Score
Daily ConversationUniversity Students
B21
38 cümleler
VSTEP Listening - Task 1 - Test 28
Daily ConversationUniversity Students
B21
97 cümleler
Listening part one (Employment agency: Possible jobs) @ieltslisteningpro.24
IELTS PrepUniversity Students
B12
568 cümleler
B1 English Listening Practice – Work and Career | EP12 #luyennghetienganh
Business EnglishInterview EnglishDaily Conversation
B15
85 cümleler
CAM 21 | IELTS LISTENING TEST | TEST 4 - SECTION 1 #english #listening #ielts #education #iseeielts
IELTS PrepInterview EnglishDaily Conversation
B14
130 cümleler
10 Minutes to Improve English Listening Skills - Practice English Conversations
Business EnglishInterview EnglishDaily Conversation
B2298 cümleler
Cambridge IELTS Book 14 Listening Test 2 with answers
IELTS PrepUniversity Students
B2273 cümleler
Cambridge IELTS 15 Listening Test 1 | Full Practice Test with Answers
IELTS PrepUniversity Students
B110
84 cümleler
cambridge 13 listening test 1 section 1#foryou #cambridge #english #listeningskills #ielts
Cambridge Exam PrepDaily ConversationUniversity Students
B21
393 cümleler
Cambridge CAE 2 Listening Test 2
Cambridge Exam PrepUniversity Students
Bu dersin kelimeleri ve konuşma notları
Bu konuşma dersi “Cambridge 18 Listening Test 4 with answer” videosuna dayanıyor. En çok tekrarlanan kelimeler: questions, museum, answer. Bu videoda gölgeleme çalışması için 267 cümle ve 2977 kelime var. Konuşma bölümü 26:23 sürüyor. Konuşmacı dakikada yaklaşık 113 kelimelik dengeli bir hızla konuşuyor; gölgeleme için rahat bir tempo. Kelimelerin %87’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığını takip etmek kolay.
Bu videodaki önemli kelimeler
Videodan öğrenmeye değer 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| lesson isim | /ˈlɛs.ən/ | ders, çimke |
| cart isim | /kɑɹt/ | alışveriş arabası, kağnı |
| carefully zarf | /ˈkɛɹf(ə)li/ | dikkatlice, itinayla |
| sheet isim | /ʃit/ | varak, sayfa |
| coat isim | /ˈkoʊ̯t/ | palto |
| fold fiil | /ˈfəʊld/ | katlamak |
| visitor isim | /ˈvɪzɪtɚ/ | konuk, misafir |
| pond isim | /pɑnd/ | gölet |
| exile isim | /ˈɛɡˌzaɪl/ | sürgün, ihraç |
| relative isim | /ˈɹɛl.ə.tɪv/ | akraba |
| temporary sıfat | /ˈtɛmp(əˌɹ)ɛɹi/ | geçici |
| impressive sıfat | /ɪmˈpɹɛsɪv/ | etkileyici |
| atmosphere isim | /ˈætməsˌfɪɹ/ | atmosfer, havaküre |
| extension isim | /ɪkˈstɛnʃən/ | uzatma, teşmil |
| poverty isim | /ˈpɑːvɚti/ | fakirlik, yoksulluk |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| come across fiil | karşıdan karşıya geçmek |
Tekrar etmeye değer cümleler
Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:
- I believe you've done that sort of work before.
- Is there anything else they're looking for?
- So you'd be interested in following this up?
- What time would I finish?
- Why do you think that is?
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | will be played · be involved · was constructed |
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | we've just had · you've done · we've managed |
| İlgi cümlecikleri who / which + cümle — bir kişi ya da şey hakkında ek bilgi | someone who can · kitchen, which is · children who are |
Dikkat edilecek telaffuzlar
Konuşmacı I'm, they're, you're gibi kısaltılmış biçimleri 44 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “sh” ve “zh” sesleri: sheet /ʃit/, contrast /kənˈt(ʃ)ɹæst/, extension /ɪkˈstɛnʃən/, publication /ˌpʌblɪˈkeɪʃ(ə)n/, explanation /ˌɛkspləˈneɪʃən/
- Uzun kelimeler — vurguyu doğru yere koyun: temporary /ˈtɛmp(əˌɹ)ɛɹi/, administrative /ədˈmɪn.ɪ.stɹə.tɪv/, photography /fəˈtɑ.ɡɹə.fi/, publication /ˌpʌblɪˈkeɪʃ(ə)n/, explanation /ˌɛkspləˈneɪʃən/
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: wagon /ˈwæɡən/, wildlife /ˈwaɪldlaɪf/, wooden /ˈwʊdn̩/, inquiry /ɪnˈkwaɪ(ə)ɹi/, hallway /ˈhɔlˌweɪ/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: strongly /ˈstɹɔŋli/, craft /ˈkɹæft/, specialist /ˈspɛʃəlɪst/, climb /ˈklaɪ̯m/, fraction /ˈfɹæk.ʃən/
- /æ/ — “e”den daha açık: wagon /ˈwæɡən/, atmosphere /ˈætməsˌfɪɹ/, contrast /kənˈt(ʃ)ɹæst/, badly /ˈbæd.li/, jacket /ˈd͡ʒæk.ɪt/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; lesson, cart, carefully gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.