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1
Test 1.
2
You will hear a number of different recordings, and you will have to answer questions on what you hear.
3
There will be time for you to read the instructions and questions, and you will have a chance to check your work.
4
All the recordings will be played once only.
5
The test is in four sections.
6
At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
7
Now turn to Section 1.
8
Section 1
9
You will hear a telephone conversation between a woman who wants to attend a cookery class
10
and an official at a tourist information centre.
11
First, you have some time to look at questions 1 to 6.
12
You will see that there is an example that has been done for you.
13
On this occasion only, the conversation relating to this will be played first.
14
Hello, Tourist Information Centre.
15
Mike speaking.
16
How can I help you?
17
Oh, hi.
18
I wanted to find out about cookery classes.
19
I believe there are some one -day classes for tourists.
20
Well, they're open to everyone, but tourists are always welcome.
21
OK, let me give you some details of what's available.
22
There are several classes.
23
One very popular one is at the food studio.
24
The first cooking class is at the food studio.
25
So studio has been written in the space.
26
Now we shall begin.
27
You should answer the questions as you listen because you will not hear the recording a second time.
28
Listen carefully and answer questions 1 to 6.
29
Hello, Tourist Information Centre.
30
Mike speaking.
31
How can I help you?
32
Oh, hi.
33
I wanted to find out about cookery classes.
34
I believe there are some one -day classes for tourists.
35
Well, they're open to everyone, but tourists are always welcome.
36
OK, let me give you some details of what's available.
37
There are several classes.
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One very popular one is at the food studio.
39
OK.
40
They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.
41
Right, that sounds good.
42
How big are the classes?
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I'm not sure exactly, but they'll be quite small.
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And could I get a private lesson there?
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I think so.
46
Let me check.
47
Yes, they do offer those.
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Though, in fact, most of the people who attend the classes find it's a nice way of getting to know one another.
49
I suppose it must be, yes.
50
And this company has a special deal for clients where they offer a discount of 20 %
51
if you return for a further class.
52
OK, but you said there were several classes.
53
That's right.
54
Another one you might be interested in is Bonds Cookery School.
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They're quite new.
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They just opened six months ago, but I've heard good things about them.
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They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.
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So, is that food for people on a diet and things like that?
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I don't know if I'd be interested in that.
60
Well, I don't think they particularly focus on low -calorie diets or weight loss.
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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,
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that sort of thing.
63
I see.
64
Well, I might be interested.
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I'm not sure.
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Do they have a website I could check?
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Yes.
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Just key in the name of the school.
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It'll come up.
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And if you want to know more about them, every Thursday evening they have a lecture at the school.
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It's free, and you don't need to book or anything.
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Just turn up at 7 .30.
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And that might give you an idea of whether you want to go to an actual class.
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Before you hear the rest of the conversation, you have some time.
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to look at questions 7 to 10.
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Now listen and answer questions 7 to 10.
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OK, there's one more place you might be interested in.
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That's got a rather strange name.
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It's called the Arezza Centre.
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That's spelled A -R -R -E -T -S -A.
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OK.
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They've got a very good reputation.
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They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.
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Right.
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That's certainly an area I'd like to learn more about.
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I've got lots of friends who don't eat meat.
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In fact, I think I might have seen that school today.
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Is it just by the market?
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That's right.
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So they don't have any problem getting their ingredients.
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They're right next door.
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And they also offer a special two -hour course in how to use a knife.
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They cover all the different skills – buying them, sharpening, chopping techniques.
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It gets booked up quickly though, so you'd need to check it was available.
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Right, well, thank you very much.
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I'll go and check that out.
97
That is the end of section one.
98
You now have half a minute to check your answers.
99
Section two.
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You will hear the chairman of the Highways Committee of Granford
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speaking to members of the public about proposed changes to traffic and parking in the area.
102
First, you have some time to look at questions 11 to 13.
103
Now listen carefully and answer questions 11 to 13.
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Good evening everyone.
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My name's Phil Sutton and I'm Chairman of the Highways Committee.
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We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.
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I'll start by summarising these changes before we open the meeting to questions.
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So why do we need to make these changes to traffic systems in Granford?
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Well, we're very aware that traffic is becoming an increasing problem.
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It's been especially noticeable with the increase in heavy traffic
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while they've been building the new hospital
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but it's the overall rise in the volume of traffic of all kinds that's concerning us.
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To date, there's not been any increase in traffic accidents but that's not something we want to see happen, obviously.
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We recently carried out a survey of local residents and their responses were interesting.
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People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
116
We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up,
117
but this was on top of the list, and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
118
We think these new traffic regulations would make a lot of difference, but we still have a long way to go.
119
We've managed to keep our proposals within budget, just so they can be covered by the Council.
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But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them.
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And that's an area we're still working on with the help of representatives from the police force.
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Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
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Thank you.
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Now listen and answer questions 14 to 20.
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OK, so this slide shows a map of the central area of Granford with the High Street in the middle
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and School Road on the right.
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Now, we already have a set of traffic lights in the High Street at the junction with Station Road,
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but we're planning to have another set at the other end
129
at the School Road junction to regulate the flow of traffic along the High Street.
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We've decided we definitely need a pedestrian crossing.
131
We considered putting this on school road just outside the school, but in the end we decided that could lead to a lot of traffic congestion.
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So we decided to locate it on the high street, crossing the road in front of the supermarket.
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That's a very busy area, so it should help things there.
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We're proposing some changes to parking.
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At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,
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but not at the other end of the High Street near School Road.
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There'll be a new
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No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.
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This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.
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As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,
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so we've got two new disabled parking spaces on the side road up towards the bank.
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It's not ideal, but probably better than the present arrangement.
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We also plan to widen the pavement on School Road.
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We think we can manage to get an extra half metre on the bend just before you get to the school,
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on the same side of the road.
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Finally, we've introduced new restrictions on loading and unloading for the supermarket,
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so lorries will only be allowed to stop there before 8am.
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That's the supermarket on School Road.
149
We kept to the existing arrangements with the High Street supermarket.
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OK, so that's about it.
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That is the end of Section 2.
152
You now have half a minute to check your answers.
153
Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.
154
First, you have some time to look at questions 21 to 25.
155
Now listen carefully and answer questions 21 to 25.
156
We've got to choose a topic for our experiment, haven't we, Jack?
157
Were you thinking of something to do with seeds?
158
That's right.
159
I thought we could look at seed germination, how a seed begins to grow.
160
OK.
161
Any particular reason?
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I know you're hoping to work in plant science eventually.
163
Yeah, but practically everything we do is going to feed into that.
164
No, there's an optional module on seed structure and function in the third year that I might do,
165
so I thought it might be useful for that.
166
If I choose that option, I don't have to do a dissertation module.
167
Good idea.
168
Well, I thought for this experiment, we could look at the relationship between seed size and the way the seeds are planted.
169
So we could plant different sized seeds in different ways and see which grow best.
170
OK.
171
Would need to allow time for the seeds to come up.
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That should be fine if we start now.
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A lot of the other possible experiments need quite a bit longer.
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So that'd make it a good one to choose.
175
And I don't suppose it'd need much equipment.
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We're not doing chemical analysis or anything.
177
Though that's not really an issue.
178
We've got plenty of equipment in the laboratory.
179
Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.
180
I'm sure our aim's OK.
181
It's not very ambitious, but the assignment's only ten percent of our final mark, isn't it?
182
But we need to be sure we're the only ones doing it.
183
Yeah, it's only five percent, actually, but it'd be a bit boring if everyone was doing it.
184
Did you read that book on seed germination on our reading list?
185
The one by Graves?
186
Hmm.
187
I looked through it for my last experiment, though it wasn't all that relevant there.
188
It would be for this experiment, though.
189
I found it quite hard to follow, lots about the theory which I hadn't expected.
190
Yes, I'd been hoping for something more practical.
191
It does include references to the recent findings on genetically modified seeds, though.
192
Yes, that was interesting.
193
I read an article about seed germination by Lee Hall.
194
About seeds that lie in the ground for ages and only germinate after a fire.
195
That's the one.
196
I knew a bit about it already, but not about this research.
197
George.
198
His analysis of figures comparing the times of the fires
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and the proportion of seeds that germinated was done in a lot of detail.
200
Very impressive.
201
Was that the article with the illustrations of early stages of plant development?
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They were very clear.
203
I think those diagrams were in another article.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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Anyway, shall we have a look at the procedure for our experiment?
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We'll need to get going with it quite soon.
208
Right.
209
So the first thing we have to do is find our seeds.
210
I think vegetable seeds would be best, and obviously they mustn't all be the same size.
211
So how many sorts do we need?
212
About four different ones?
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I think that would be enough.
214
There'll be quite a large number of seeds for each one.
215
Then for each seed we need to find out how much it weighs and also measure its dimensions,
216
and we need to keep a careful record of all that.
217
That'll be quite time -consuming.
218
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.
219
OK, so then we get planting.
220
Do you think we can plant several seeds together in the same plant pot?
221
No, I think we need a different one for each seed.
222
Right.
223
And we'll need to label them.
224
We can use different coloured labels.
225
Then we wait for the seeds to germinate.
226
I reckon that'll be about three weeks, depending on what the weather's like.
227
Then we see if our plants have come up and write down how tall they've grown.
228
Then all we have to do is look at our numbers and see if there's any relation between them.
229
That's right.
230
That is the end of Section 3.
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You now have half a minute to check your answers.
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Section 4
233
You will hear part of a lecture on an environmental studies
234
course about recent research on how animals are adapting to urban environments.
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First, you have some time to look at questions 31 to 40.
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Thank you.
237
Now listen carefully and answer questions 31 to 40.
238
Hi.
239
Today we're going to be looking at animals in urban environments,
240
and I'm going to be telling you about some research on how they're affected by these environments.
241
Now, in evolutionary terms, urban environments represent huge upheavals,
242
the sorts of massive changes that usually happen over millions of years.
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And we used to think that only a few species could adapt to this new environment.
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One species which is well known as being highly adaptable is the crow,
245
and there have been various studies about how they managed to learn new skills.
246
Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,
247
just like they once perched on cliffs by the sea.
248
But, in fact, we're now finding
249
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.
250
And one thing that researchers are finding especially interesting is the speed with which they're doing this.
251
We're not talking about gradual evolution here.
252
These animals are changing fast.
253
Let me tell you about some of the studies that have been carried out in this area.
254
So, in the University of Minnesota,
255
a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,
256
such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.
257
And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.
258
And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.
259
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,
260
it does suggest that something cognitive was going on.
261
And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life,
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having to look in different places to find food, for example, and coping with a whole new set of dangers.
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Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,
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who's done some experiments with blackbirds living in urban and rural areas.
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And she's been looking not at their anatomy, but at their behavior.
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So, as you might expect, she's found that the urban blackbirds tend to be quite bold.
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They're prepared to face up to a lot of threats that would frighten away their country counterparts.
268
But there's one type of situation that does seem to frighten the urban blackbirds,
269
And that's anything new, anything they haven't experienced before.
270
And if you think about it, that's quite sensible for a bird living in the city.
271
Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.
272
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.
273
It's a sensible -seeming adaptation.
274
A rat that gets scared every time a subway train rolls past won't be very successful.
275
There's just one more study I'd like to mention, which is by Sarah Parton and her team.
276
And they've been looking at how squirrels communicate in an urban environment,
277
and they've found that a routine part of their communication is carried out by waving their tails.
278
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.
279
So, what are the long -term implications of this?
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One possibility is that we may see completely new species developing in cities.
281
But on the other hand, it's possible that not all of these adaptations will be permanent.
282
Once the animals got accustomed to its new environment, it may no longer need the features it's developed.
283
So now we've had a look at adaptation...
284
Thank you.
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Từ vựng và ghi chú luyện nói cho bài học này
Bài luyện nói này dựa trên video “Cookery classes ielts listening”. Những từ được nhắc lại nhiều nhất trong bài: seed, questions, answer, road. Video này có 284 câu và 3009 từ để luyện shadowing. Phần lời nói dài 25:46. Người nói giữ tốc độ đều, khoảng 117 từ mỗi phút, vừa sức để nói đuổi theo. 86% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất; phần còn lại nên xem trước khi luyện.
Từ vựng quan trọng trong video
15 từ đáng học trong video, kèm phiên âm và nghĩa:
| Từ | Phiên âm | Nghĩa |
|---|---|---|
| seed danh từ | /siːd/ | hột, hạt |
| experiment danh từ | /ɪkˈspɛɹ.ə.mənt/ | thí nghiệm |
| supermarket danh từ | /ˌsupɚˈmɑɹkət/ | siêu thị |
| regulation danh từ | /ˌɹɛɡjʊˈleɪʃən/ | chế độ |
| label danh từ | /ˈleɪ.bəl/ | nhãn |
| collect động từ | /ˈkɑlɪkt/ | thu thập, gom góp |
| lecture danh từ | /ˈlɛk.t͡ʃə/ | bài giảng |
| bend động từ | /bɛnd/ | uốn cong |
| propose động từ | /pɹəˈpəʊz/ | đề nghị, đề xuất |
| junction danh từ | /ˈd͡ʒʌŋkʃən/ | giao điểm |
| module danh từ | /ˈmɑd͡ʒul/ | mô-đun, bộ phận rời |
| evolutionary tính từ | /ˌiː.vəˈluː.ʃən.ɛɹ.i/ | tiến hóa |
| metre danh từ | /ˈmiːtəɹ/ | mét, thước |
| ingredient danh từ | /ɪnˈɡɹiːdi.ənt/ | thành phần |
| pedestrian danh từ | /pəˈdɛstɹiən/ | bằng chân, người đi bộ |
Cụm động từ bạn sẽ nghe
| Từ | Nghĩa |
|---|---|
| write down động từ | viết ra, ghi xuống |
Những câu đáng luyện lại
Các câu ngắn, trọn ý trong video mà bạn có thể dùng lại khi giao tiếp hằng ngày:
- 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?
Ngữ pháp trong video
Những cấu trúc người nói dùng nhiều nhất, kèm đúng cụm từ trong video:
| Cấu trúc | Trong video |
|---|---|
| Thì hiện tại hoàn thành tiếp diễn have/has been + -ing — việc bắt đầu từ trước và vẫn đang tiếp tục | she's been looking · they've been looking |
| Thì hiện tại hoàn thành have/has + quá khứ phân từ — việc đã xảy ra nhưng còn liên quan đến hiện tại | has been done · has been written · I've heard |
| Câu bị động be + quá khứ phân từ — nhấn vào việc xảy ra, không phải người làm | will be played · will be given · has been done |
| Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật | woman who wants · people who attend · friends who don |
Phát âm cần chú ý
Người nói dùng 81 dạng rút gọn, ví dụ we're, they're, don't. Hãy nói theo dạng ngắn đúng như bạn nghe.
- Âm “sh” và “zh”: adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, junction /ˈd͡ʒʌŋkʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, reputation /ˌɹɛpjʊˈteɪʃən/
- Từ dài — đặt trọng âm cho đúng: experiment /ɪkˈspɛɹ.ə.mənt/, supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/
Những âm người Việt thường gặp khó:
- Cụm phụ âm cuối — đọc đủ từng âm, đừng nuốt âm cuối: experiment /ɪkˈspɛɹ.ə.mənt/, collect /ˈkɑlɪkt/, arrangement /əˈɹeɪnd͡ʒmənt/, bend /bɛnd/, adapt /əˈdæpt/
- Âm /tʃ/, /dʒ/ và /ʒ/ — tiếng Việt không có, đừng đọc thành “ch” hay “gi”: arrangement /əˈɹeɪnd͡ʒmənt/, lecture /ˈlɛk.t͡ʃə/, junction /ˈd͡ʒʌŋkʃən/, module /ˈmɑd͡ʒul/, congestion /kənˈd͡ʒɛs.t͡ʃən/
- Âm /æ/ — mở miệng rộng hơn âm “e”: adaptation /ˌæd.æpˈteɪ.ʃən/, adapt /əˈdæpt/, practical /ˈpɹæk.tɪ.kəl/, laboratory /ˈlæb(ə)ɹəˌtɔɹi/, practically /ˈpɹæk.tɪ.k(ə.)li/
Cách luyện với video này
- Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
- Nói đuổi từng câu ở tốc độ bình thường, lặp lại mỗi câu đến khi nhịp của bạn khớp với người nói.
- Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như seed, experiment, supermarket.
Phương Pháp Shadowing Là Gì?
Shadowing là kỹ thuật học ngôn ngữ có cơ sở khoa học, ban đầu được phát triển cho chương trình đào tạo phiên dịch viên chuyên nghiệp và được phổ biến rộng rãi bởi nhà đa ngôn ngữ học Dr. Alexander Arguelles. Nguyên lý cốt lõi đơn giản nhưng cực kỳ hiệu quả: bạn nghe tiếng Anh của người bản xứ và lặp lại to ngay lập tức — như một "cái bóng" (shadow) đuổi theo người nói với độ trễ chỉ 1–2 giây. Khác với luyện ngữ pháp hay học từ vựng bị động, Shadowing buộc não bộ và cơ miệng phải đồng thời xử lý và tái tạo ngôn ngữ thực tế. Các nghiên cứu khoa học xác nhận phương pháp này cải thiện đáng kể phát âm, ngữ điệu, nhịp điệu, nối âm, kỹ năng nghe và độ lưu loát khi nói — đặc biệt hiệu quả cho người luyện IELTS Speaking và muốn giao tiếp tiếng Anh tự nhiên như người bản ngữ.