Luyện nói tiếng Anh bằng Shadowing qua video: IELTS 7 Listening Test 4

Test 4.

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 ten minutes to transfer your answers to an answer sheet.

Now turn to Section 1.

Section 1.

You will hear a student talking to a housing officer about living with a homestay family.

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.

Yes, what can I do for you?

My friend is in homestay, and she really enjoys it, so I'd like to join a family as well.

OK, so let me get some details.

What's your name?

My name is Keiko Yuchini.

Could you spell your family name for me?

It's Uichini.

That's Y-U-I-C-H-I-N-I.

The student's surname is Uichini, so Uichini has been written on the form.

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.

Yes, what can I do for you?

My friend is in homestay, and she really enjoys it, so I'd like to join a family as well.

Okay, so let me get some details.

What's your name?

My name is Keiko Yuchini.

Could you spell your family name for me?

It's Yuchini.

That's Y-U-I-C-H-I-N-I.

And your first name?

It's Keiko.

K-E-I-K-O.

That's Keiko Yuchini.

OK.

And you're female.

And your nationality?

I'm Japanese.

Right.

And could I see your passport, please?

Here it is.

OK.

Your passport number is J06337.

And you're how old?

I'm 28 years old.

Now, you live at one of the colleges. Which one?

Willow College, um, room 21C.

Right.

21C, Willow College.

And how long are you planning on staying with Homestay?

About four months.

Longer if I like it.

And what course are you enrolled in?

Well, I've enrolled for 20 weeks in the Advanced English Studies because I need help with my writing.

And I'm nearly at the end of my first five-week course.

Okay.

Do you have any preference for a family with children or without children?

I prefer, I mean, I like young children, but I'd like to be with older people.

You know, adults, someone around my age.

OK.

And what about pets?

I am a veterinarian, so that's fine.

The more the better.

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.

All right.

Now, what about you?

Are you a vegetarian, or do you have any special food requirements?

No, I am not a vegetarian, but I don't eat a lot of meat.

I really like seafood.

And what are your hobbies?

I like reading and going to the movies.

Do you play any sports?

Yes.

I joined the handball team, but I didn't like that, so I stopped playing.

Now I play tennis on the weekend with my friends.

All right.

Let's see.

Name, age, now the location.

Are you familiar with the public transport system?

No, I'm not really because I have been living on campus.

I've been to the city a few times on the bus, but they are always late.

What about the trains?

I like catching the train.

They are much faster.

Now, let me go check on the computer and see who I've got.

Um, listen, leave it with me.

I'll check my records, and I'll give you details this afternoon.

Thank you for helping me.

It's a pleasure.

Bye.

That is the end of Section 1.

You now have half a minute to check your answers.

Now turn to section 2.

Section 2.

You will hear a guide giving a tour of a park.

100

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

101

Now listen carefully and answer questions 11 to 14.

102

Welcome to all of you.

103

Can everybody see and hear me?

104

Good.

105

I'm Sally, your guide for this tour of the Bicentennial Park.

106

I hope that you're all wearing your most comfortable shoes and that you can keep up the pace.

107

So, let's get underway on our tour around this wonderful park.

108

I'll start today with some general background information.

109

There used to be a lot of factories in this area until the 1960s.

110

Creating the park required the demolition of lots of derelict buildings on the site,

111

so most of the exciting park space all around you was originally warehouses and storehouses.

112

The idea of building a public park here was first discussed when a property developer proposed a high-rise housing development,

113

but the local community wasn't happy.

114

If the land was to be cleaned up, they wanted to use the site for recreation.

115

Residents wanted open space for outdoor activities rather than housing or even an indoor sports complex.

116

Now, to the Bicentennial Park itself.

117

It has two areas, a nature reserve and a formal park with man-made features and gardens.

118

The tall blue and white building in front of us is called the Tower

119

and is the centre point for the formal gardens.

120

It stands 12 metres high, so follow me up the stairs to where we can take advantage of the fantastic views.

121

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

122

Now listen and answer questions 15 to 20.

123

well here we are at the top of the tower

124

and we're going to look at the view from each direction

125

out to the east the large buildings about a kilometer away

126

are on the olympic site there's an indoor arena for gymnastics a stadium for track

127

and field and a swimming pool for races and synchronised swimming, and also diving.

128

If you look carefully down there, you can see the train lines.

129

The Olympic site has its own station to encourage the use of public transport.

130

There is also a car park, but it only holds a limited number of cars.

131

The formal park has some specially created water features.

132

If you look out here to the south, you can see a circular ornamental pond.

133

and around to the west you can relax

134

and sit on a bench to smell the flowers

135

and the rose garden and finally up to the north

136

if you look in front of you now there's a lake

137

with a small island in the center you can hire rowing boats at the boat shed

138

which you can't see from here but

139

if you look through the trees you can see the cafe

140

which has lovely views across the water okay let's climb down now.

141

We will go now and have a look at the nature reserve section of the park

142

which has opened up natural wetland to the public.

143

The mangroves have been made more accessible to visitors by the boardwalk built during the park's upgrade.

144

You'd think that people would come here to look at the unusual plant life of the area

145

but in fact it's more often used for cycling and is very popular with the local clubs.

146

This is the far end of the park

147

and over there you can see the frog pond a natural

148

feature here long before the park was designed just next to

149

it we have our outdoor classroom a favorite spot for school

150

parties the area is now most often used by primary schools for biology lessons and finally let's pass by the waterbird refuge.

151

This area is in a sheltered part of the estuary.

152

That's why the park's viewing shelter is a favourite spot for bird watchers who can use it to spy through binoculars.

153

You can watch a variety of waterbirds, but most visitors expect to see black swans when they come to the shelter.

154

You might spot one yourself right now.

155

Well, here we are back at our starting point, the visitor's centre.

156

Now turn to section 3.

157

Section 3.

158

You will hear two students discussing a geography presentation they're going to give.

159

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

160

Now listen carefully and answer questions 21 to 26.

161

Remind me, Trevor, how long is the presentation?

162

Dr White said three per hour.

163

So about 20 minutes.

164

Well, it'll be 15 minutes per presentation.

165

And five minutes for questions?

166

And is this one going to be assessed?

167

No, not this time round, because it's the first one, you know.

168

Oh, good news.

169

Well, Trevor, what are we going to include?

170

Well, do you think we ought to give some historical background?

171

Oh, no, definitely not.

172

We won't have time.

173

OK, but I think we ought to say something about the geographical location, because not a lot of people know where the islands are.

174

Yes, OK.

175

I'll take notes, shall I?

176

Yeah, that'd be a help.

177

So, geographical location?

178

Then we ought to give an overview of the whole education system.

179

Shouldn't we say something about the economy?

180

You know, agricultural produce, minerals and so forth?

181

Well, Dr White said we shouldn't go into that sort of detail.

182

But it's pretty important when you think about it, you know, because it does influence the education system.

183

Look, let's think about that one later, shall we?

184

Let's see how we're doing for time.

185

OK, so general overview of education. Of course.

186

And then the role of English language.

187

No, that goes in the language policy seminar.

188

Don't you remember?

189

Are you sure?

190

Positive.

191

All right.

192

So, those are the topics we're going to be covering.

193

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

194

Now listen and answer questions 27 to 30.

195

We need to think about what to prepare.

196

Dr White said he wanted us to use plenty of visuals and things, and we might as well try them out when we're not being assessed.

197

Well, the most important thing is the overhead projector.

198

No problem.

199

We'll get that from the media room.

200

Must remember to book it.

201

Well, we'll need a map, of course.

202

Probably two.

203

One of the islands, large scale.

204

And one of West Africa.

205

Well, the West African one is no problem.

206

There's one in the resources room.

207

Oh, yeah, of course, the resources room.

208

The islands are going to be more of a problem.

209

Tell you what, there's a very clear map of Santiago in that tourist brochure I showed you last week.

210

Don't you remember it?

211

Oh, yeah, that's right.

212

We can just use the tourist brochure.

213

We also need statistics on several different things.

214

Literacy rates.

215

Yes, and school places.

216

How about the Encyclopedia?

217

Nah, not up to date enough.

218

Why don't we call the embassy?

219

Oh, someone's enthusiastic.

220

Well, if something's worth doing.

221

I know, it's worth doing well.

222

OK.

223

We can find out statistics on school places from them as well.

224

Might as well.

225

Look, Julie, it's almost time for our tutorials.

226

We can meet again on Monday, but we need to prepare some stuff before then.

227

That is the end of Section 3.

228

You now have half a minute to check your answers.

229

Thank you.

230

Now turn to section 4.

231

Section 4.

232

You will hear part of a lecture about a chemical substance called monosodium glutamate.

233

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

234

Thank you.

235

Now listen carefully and answer questions 31 to 40.

236

In today's lecture, I'm going to talk about monosodium glutamate, or MSG, as it's more commonly known.

237

Now, MSG, as you probably know, is a flavor enhancer, which is used particularly in Chinese and Japanese cooking.

238

Today, I am going to explore why it is so popular in these cuisines,

239

and more importantly, how does it enhance the flavor of food.

240

The main reason why MSG is more commonly used in Japanese meals is tradition.

241

For many thousands of years, the Japanese have incorporated a type of seaweed known as kombu in their cooking,

242

as they discovered it had the ability to make food taste better.

243

But it wasn't until 1908 that the ingredient in kombu, which was responsible for the improvement in flavor,

244

was actually discovered to be glutamate by scientists working there.

245

From 1908 until 1956, glutamate was produced commercially in Japan by a very slow and expensive means of extraction.

246

It was in 1956 that the speed of the process was improved

247

and industrial production increased dramatically and still continues to increase to this day.

248

In fact, hundreds of thousands of tons of MSG are produced all over the world today.

249

So, what exactly is MSG?

250

Well, monosodium glutamate contains 78.2% glutamate,

251

12.2% sodium, and 9.6% water.

252

Glutamate is an amino acid that can be found naturally in all protein-containing foods.

253

So this includes food such as meat and cheese.

254

It is widely known that Chinese and Japanese food contains MSG,

255

but many people don't seem to be aware that it is also used in foods in other parts of the world.

256

For example, it is found in commercially made Italian pizzas, in American fast food, and in Britain,

257

MSG is used in things like potato crisps.

258

So how exactly does MSG work?

259

Well in the Western world, we commonly talk of four tastes, and I'm sure you're all familiar with the concepts of sweet,

260

sour, bitter, and salt.

261

Well in 1908, Hikunae Ikeda identified a fifth taste,

262

and it is thought that MSG intensifies this naturally occurring taste in some food.

263

It does make perfect evolutionary sense that we should have the ability to detect

264

or taste glutamate because it is the amino acid which is most common in natural foods.

265

John Prescott, an associate professor at the University of Chicago, suggests that this fifth taste serves a purpose just as the other tastes do.

266

He suggests that it signals to us the presence of protein in food,

267

in the same way that sweetness This indicates that a food contains energy-giving carbohydrates.

268

Bitterness, he says, alerts us to toxins in the food, while sourness warns us of spoilage, and saltiness signals the presence of minerals.

269

So, what else do we know about this fifth taste?

270

That is the end of Section 4.

271

You now have half a minute to check your answers.

272

That is the end of the listening test.

273

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

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Từ vựng và ghi chú luyện nói cho bài học này

Bài luyện nói trình độ B2 này dựa trên video “IELTS 7 Listening Test 4”. Những từ được nhắc lại nhiều nhất trong bài: questions, answer, section, park, hear. Video này có 273 câu và 2453 từ để luyện shadowing. Phần lời nói dài 24:28. Người nói nói chậm, khoảng 100 từ mỗi phút, đủ thời gian để bạn bắt chước từng âm. 84% 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 khó nhất trong video, kèm phiên âm và nghĩa:

Từ	Phiên âm	Nghĩa
homestay danh từ	/ˈhoʊmˌsteɪ/	homestay
flavor danh từ	/ˈfleɪvə/	hương vị
brochure danh từ	/bɹoʊˈʃʊɚ/	cuốn sách nhỏ
vegetarian danh từ	/vɛ.d͡ʒɪˈtɛ.ɹi.ən/	người ăn chay
pond danh từ	/pɑnd/	ao
visitor danh từ	/ˈvɪzɪtɚ/	khách
mineral danh từ	/ˈmɪn.ə.ɹəl/	khoáng sản, khoáng vật
passport danh từ	/ˈpæspɔɹt/	hộ chiếu, giấy thông hành
lecture danh từ	/ˈlɛk.t͡ʃə/	bài giảng
binoculars danh từ	/(ˌ)baɪˈnɑ.kjə.lɚz/	ống nhòm, ống ngắm
carbohydrate danh từ	/kɑɹboʊˈhaɪdɹeɪt/	hyđat-cacbon, hợp chất than giống nước
derelict tính từ	/ˈdɛɹəˌlɪk(t)/	bỏ hoang
estuary danh từ	/ˈɛst͡ʃuˌɛɹi/	cửa sông
handball danh từ		lỗi chạm tay
kilometre danh từ	/kɪˈlɑmɪtəɹ/	cây số, kilômet

Cụm động từ bạn sẽ nghe

Từ	Nghĩa
clean up động từ	quét dọn, quét tước
look out động từ	cảnh giác, để ý
open up động từ	mở

Những câu đáng luyện lại

Các câu ngắn, trọn ý trong video mà bạn có thể dùng lại khi giao tiếp hằng ngày:

Yes, what can I do for you?
I'll take notes, shall I?
Shouldn't we say something about the economy?
Look, let's think about that one later, shall we?
Why don't we call the embassy?

Ngữ pháp trong video

Những cấu trúc người nói dùng nhiều nhất, kèm đúng cụm từ trong video:

Cấu trúc	Trong video
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
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 enrolled
Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật	enhancer, which is · kombu, which was · acid which is

Phát âm cần chú ý

Người nói dùng 43 dạng rút gọn, ví dụ I'm, don't, I'll. Hãy nói theo dạng ngắn đúng như bạn nghe.

Âm “sh” và “zh”: brochure /bɹoʊˈʃʊɚ/, demolition /ˌdɛm.əˈlɪʃ.ən/, nationality /ˌnæʃ.əˈnæl.ɪ.ti/, extraction /ɪkˈstɹækʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/
Từ dài — đặt trọng âm cho đúng: vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, binoculars /(ˌ)baɪˈnɑ.kjə.lɚz/, carbohydrate /kɑɹboʊˈhaɪdɹeɪt/, estuary /ˈɛst͡ʃuˌɛɹi/, intensify /ɪnˈtɛnsɪfaɪ/

Những âm người Việt thường gặp khó:

Cụm phụ âm cuối — đọc đủ từng âm, đừng nuốt âm cuối: pond /pɑnd/, passport /ˈpæspɔɹt/, derelict /ˈdɛɹəˌlɪk(t)/, gymnastics /d͡ʒɪmˈnæs.tɪks/, crisp /kɹɪsp/
Âm /tʃ/, /dʒ/ và /ʒ/ — tiếng Việt không có, đừng đọc thành “ch” hay “gi”: vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, geographical /d͡ʒiəˈɡɹæfɪkl̩/, lecture /ˈlɛk.t͡ʃə/, estuary /ˈɛst͡ʃuˌɛɹi/, projector /pɹəˈd͡ʒɛktə/
Âm /æ/ — mở miệng rộng hơn âm “e”: geographical /d͡ʒiəˈɡɹæfɪkl̩/, passport /ˈpæspɔɹt/, enhancer /ɪnˈhænsɚ/, mangrove /ˈmæŋɡɹoʊ̯v/, gymnastics /d͡ʒɪmˈnæs.tɪks/

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 homestay, flavor, brochure.

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.

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Từ vựng và ghi chú luyện nói cho bài học này

Từ vựng quan trọng trong video

Cụm động từ bạn sẽ nghe

Những câu đáng luyện lại

Ngữ pháp trong video

Phát âm cần chú ý

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Phương Pháp Shadowing Là Gì?