Passaggio 1
Ascolto cieco
Comprendi l’idea generale, il tema e le informazioni principali senza sottotitoli.
🎧 Pratica IELTS ascolto e parlato
0:00 / 0:00
Metodo di ascolto in cinque passaggi
Trasforma un contenuto di ascolto in input di inglese riutilizzabile
Non fermarti a un solo ascolto. Dividi lo stesso episodio in cinque passaggi: prima il senso generale, poi supporto linguistico, shadowing, dettato e infine un nuovo ascolto senza sottotitoli.
Passaggio 2
Sottotitoli in inglese
Chiarisci parole sconosciute e frasi difficili. Usa un dizionario e brevi appunti se necessario.
Passaggio 3
Shadowing
Ripeti frase per frase e imita pronuncia, ritmo, accento e intonazione.
Passaggio 4
Dettato
Scrivi alcune frasi chiave da ciò che senti per allenare forma e struttura.
Passaggio 5
Riascolto senza sottotitoli
Ascolta di nuovo senza supporto testuale e nota cosa ora risulta più facile e chiaro.
Dopo l’allenamento
Condividi e riformula
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Passo successivo
Dall’intensivo all’estensivo
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Passaggio 1Passaggio 2Passaggio 3Passaggio 4Passaggio 5
📝 Trascrizione dialogo IELTS Speaking
Ms. Carter, Science Teacher: Good morning, Mr Hayes. Thanks for coming in. How are you?
Mr. Hayes, Parent: I’m well, thanks. I wanted to check on Liam's science project.
Ms. Carter, Science Teacher: He chose a good topic. He plans to study lichen on the coastal rocks.
Mr. Hayes, Parent: Lichen sounds unusual. What exactly will he measure?
Ms. Carter, Science Teacher: Mainly carbon dioxide near the shore, to see if rising dioxide levels affect growth.
Mr. Hayes, Parent: Is that linked to the nearby naval harbour?
Ms. Carter, Science Teacher: Yes, some naval activity is close by. We want students to note any differences near the harbour.
Mr. Hayes, Parent: Will there be a field trip?
Ms. Carter, Science Teacher: We arranged a trip on Thursday. Students must acclimatise to outdoor conditions first.
Mr. Hayes, Parent: Acclimatise?
Ms. Carter, Science Teacher: I mean let them get used to wind and salt air. They should acclimatise over a short practice session.
Mr. Hayes, Parent: Anything I should remind him about?
Ms. Carter, Science Teacher: Yes. Avoid spoliation of the study site. Don’t pick or trample samples, and avoid any spoliation that would ruin results.
Mr. Hayes, Parent: Good point. I remember you mentioned lichen reacts slowly. Could that confuse results?
Ms. Carter, Science Teacher: Potentially. Slow response means we also record historical exposure. High dioxide near ships could show long term effects.
Mr. Hayes, Parent: Understood. I’ll tell him not to touch the specimens or disturb the harbour rocks, and to note any naval emissions if visible.
Ms. Carter, Science Teacher: Excellent. And we explained that spoliation in research is like destroying evidence. Here it means physical damage to samples.
📝 📚 Domande pratica IELTS
1
What is the student's chosen topic for the science project?
Risposta Sbagliata
Risposta Corretta:
A
Spiegazione:
Correct: The teacher says he plans to study lichen on the coastal rocks. Options B, C and D are plausible school projects but are not mentioned in the conversation.
2
What specific gas will the students mainly measure?
Risposta Sbagliata
Risposta Corretta:
B
Spiegazione:
Correct: The teacher says they will measure carbon dioxide and refers to 'dioxide levels'. Oxygen, nitrogen and sulfur dioxide are all gases but were not stated as the main measurements.
3
Where is the nearby facility that might influence the measurements?
Risposta Sbagliata
Risposta Corretta:
A
Spiegazione:
Correct: The teacher mentions a nearby naval harbour and naval activity. An airport, factory, or university lab are not mentioned and therefore incorrect, though they could plausibly influence measurements.
4
On which day is the field trip scheduled?
Risposta Sbagliata
Risposta Corretta:
C
Spiegazione:
Correct: The teacher explicitly says the trip is arranged on Thursday. The other days are plausible alternatives but are not given in the passage.
5
Why does the teacher advise students to acclimatise before collecting samples?
Risposta Sbagliata
Risposta Corretta:
B
Spiegazione:
Correct: The teacher explains acclimatise means letting students get used to wind and salt air. Option A refers to lab identification, C to equipment practice, and D to avoiding naval staff; none match the teacher's stated reason.
6
What can be inferred about 'spoliation' in the context of this project?
Risposta Sbagliata
Risposta Corretta:
B
Spiegazione:
Correct: The teacher warns against spoliation and explains it as destroying evidence or physical damage to samples. A is incorrect because theft is not the main idea here, C is the opposite meaning, and D incorrectly suggests preservation rather than damage.
7
In the sentence 'rising dioxide levels affect growth', what does 'dioxide' most likely refer to?
Risposta Sbagliata
Risposta Corretta:
B
Spiegazione:
Correct: In context the passage mentions carbon dioxide and 'dioxide levels' affecting lichen growth, so it refers to a pollutant (carbon dioxide). It is not a nutrient (A), a device (C), or a legal term (D).
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