シャドーイング練習: cam14 test 3 - 動画で英語スピーキングを学ぶ

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Section 1.

You will hear a man phoning the customer services manager of a hotel to get information about holding a conference there.

First, you have some time to look at questions 1 to 5.

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.

Hello, Flanders Conference Hotel.

Oh, hi.

I wanted to ask about conference facilities at the hotel.

Have I come through to the right person?

You have.

I'm the Customer Services Manager.

My name's Angela.

The name of the customer services manager is Angela.

So Angela has been written in the space.

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 5.

Hello, Flanders Conference Hotel.

Oh, hi.

I wanted to ask about conference facilities at the hotel.

Have I come through to the right person?

Mm -hmm, you have.

I'm the customer services manager.

My name's Angela.

So, how can I help you?

Well, I'm calling from Barrett & Stansons.

We're a medical company based in Perth.

Oh, yes?

And we're organising a conference for our clients to be held in Sydney.

It'll be held over two days and we're expecting about 50 or 60 people.

When were you thinking of having it?

Sometime early next year, like the end of January.

It'd have to be a weekend.

Ah, let me see.

Our conference facilities are already booked for the weekend beginning January the 28th.

We could do the first weekend in February.

How about January the 21st?

Ah, I'm afraid that's book two.

Well, let's go for the February date then.

So, that's the weekend beginning the 4th.

OK.

Now, can you tell me a bit about what conference facilities you have?

Sure.

So, for talks and presentations, we have the Tesla Room.

Sorry?

Tesla.

That's spelled T -E -S -L -A.

It holds up to 100 people and it's fully equipped with a projector and so on.

How about a microphone?

Yes, that'll be all set up ready for you.

And there'll be one that members of the audience can use too, for questions if necessary.

Fine.

And we'll also need some sort of open area where people can sit and have a cup of coffee.

And we'd like to have an exhibition of our products and services there as well.

So that'll need to be quite a big space.

Mm -hmm.

That's fine.

There's a central atrium with all those facilities.

And you can come before the conference starts if you want to set everything up.

Great.

And I presume there's Wi -Fi?

Oh yes, that's free and available throughout the hotel.

Okay.

Would you also like us to provide a buffet lunch?

We can do a two -course meal with a number of different options.

What sort of price are we looking at for that?

Well, I can send you a copy of the standard menu.

That's $45 per person.

Or you can have the special for $25 more.

I think the standard should be OK, but yes, send me the menu.

Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.

Thank you.

Now listen and answer questions 6 to 10.

Now we're also going to need accommodation on the Saturday night for some of the participants.

I'm not sure how many, but probably about 25.

So what do you charge for a room?

Well, for conference attendees, we have a 25 % reduction.

So we can offer you rooms at $135.

Normally a standard room's $180.

And does that include breakfast?

Sure.

And of course, guests can also make use of all the other facilities at the hotel.

So we've got a spa where you can get massages and facials and so on.

And there's a pool up on the roof for the use of guests.

Oh, great.

Now, what about transport links?

The hotel's downtown, isn't it?

Yes.

It's about 12 kilometres from the airport, but there's a complimentary shuttle bus for guests,

and it's only about 10 minutes' walk from the central railway station.

OK.

Now, I don't know Sydney very well.

Can you just give me an idea of the location of the hotel?

Ah, well, it's downtown on Wilby Street.

That's quite a small street and it's not very far from the sea.

And of course, if the conference attendees want to go out on their Saturday evening, there's a huge choice of places to eat.

Then, if they want to make a night of it, they can go on to one of the clubs in the area.

There are a great many to choose from.

Okay, so if we go ahead with this, can you give me some information about how much we're looking at?

100

That is the end of section one.

101

You now have half a minute to check your answers.

102

Now turn to section 2.

103

Section 2.

104

You will hear a woman talking to a group of college students about volunteering to help other people.

105

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

106

Now listen carefully and answer questions 11 to 14.

107

Good morning, my name's

108

Lucy Crittenden and I'm the Director of Operations for an organisation that arranges volunteering in this part of the country.

109

I'm hoping I can persuade one or two of you to become volunteers yourselves.

110

Let me start by briefly explaining what we mean by volunteering.

111

Volunteers are teenagers and adults who choose to spend some time unpaid helping other people in some way.

112

Most volunteers devote two or three hours to this every week, while a few do much more.

113

The people they help may have physical or behavioural difficulties, for example.

114

volunteers can do all sorts of things depending on their own abilities and interests

115

if they're supporting a family that's struggling for example they may be able to give them tips on cooking

116

or recommend how to plan their budget

117

or how to shop sensibly on their income they might even do some painting

118

or wallpapering perhaps alongside any members of the family who were able to do it

119

or even do some babysitting so the parents can go out for a while.

120

The benefit from volunteering isn't only for the people being helped.

121

Volunteers also gain from it.

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They're using their skills to cope with somebody's mental or physical ill health.

123

And volunteering may be a valuable element of their CV when they're applying for jobs.

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employers usually look favourably on someone who's given up time to help others.

125

Significantly, most volunteers feel that what they're doing gives them a purpose in their lives, and in my opinion, they're lucky in that respect,

126

as many people don't have that feeling.

127

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

128

Thank you.

129

Now listen and answer questions 15 to 20.

130

Now I'd like to tell you what some of our volunteers

131

have said about what they do to give you an idea of the range of ways in which they can help people.

132

Habib supports an elderly lady who's beginning to show signs of dementia.

133

Once a week they, along with other elderly people, go to the local community centre where a group of people come in and sing.

134

The songs take the listeners back to their youth

135

and for a little while they can forget the difficulties that they face now.

136

Our volunteer Consuela is an amazing woman.

137

She has difficulty walking herself but she doesn't let that stop her.

138

She helps a couple of people with similar difficulties who had almost stopped walking altogether.

139

By using herself as an example, Consuela encourages them to walk more and more.

140

Min visits a young man who lives alone and can't leave his home on his own, so he hardly ever saw anyone.

141

But together they go out to the cinema

142

or to see friends the young man hadn't been able to visit for a long time.

143

Tanya visits an elderly woman once a week.

144

When the woman found out that Tanya is a professional dressmaker, she got interested.

145

Tanya showed her some soft toys she'd made and the woman decided to try it herself.

146

And now she really enjoys it and spends hours making toys.

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They're not perhaps up to Tanya's standard yet, but she gains a lot of pleasure from doing it.

148

Alexi is a volunteer with a family that faces a number of difficulties.

149

By calmly talking over possible solutions with family members,

150

he's helping them to realise that they aren't helpless and that they can do something themselves to improve their situation.

151

This has been great for their self -esteem.

152

And the last volunteer I'll mention, though there are plenty more, is Juba.

153

She volunteers with a teenage girl with learning difficulties who wasn't very good at talking to other people.

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Juba's worked very patiently with her, and now the girl is far better at expressing herself and at understanding other people.

155

OK, I hope that's given you an idea of what volunteering is all about.

156

Now I'd like to talk to you about...

157

That is the end of Section 2.

158

You now have half a minute to check your answers.

159

Now turn to section 3.

160

Section 3 You will hear a trainee music teacher called Joe talking to his supervisor about the school marching band

161

that he has been given responsibility for.

162

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

163

Thank you.

164

Now listen carefully and answer questions 21 to 26.

165

So, how are you getting on with your teaching practice at the high school, Joe?

166

Well, I've been put in charge of the school marching band, and it's quite a responsibility.

167

I'd like to talk it over with you.

168

Go ahead.

169

You better start by giving me a bit of background.

170

Okay.

171

Well, the band has students in it from all years, so they're aged 11 to 18, and there are about 50 of them altogether.

172

It's quite a popular activity within the school.

173

I've never worked with a band of more than 20 before, and this is very different.

174

I can imagine.

175

They aren't really good enough to enter national band competitions, but they're in a regional one later in the term.

176

Even if they don't win, and I don't expect them to, hopefully it'll be an incentive for them to try and improve.

177

Yes, hopefully.

178

Well, now the town council's organizing a carnival in the summer, and the band has been asked to perform.

179

If you ask me, they aren't really up to it yet,

180

and I need to get them functioning better as a band and in a very short time.

181

Have you been doing anything with them?

182

Apart from practicing the music, I mean.

183

I played a recording I came across of a drummer talking about how playing in a band had changed his life.

184

I think it was an after -dinner speech.

185

I thought it was pretty inspiring, because being in the band had stopped him from getting involved in crime.

186

The students seem to find it interesting, too.

187

That's good.

188

I'm planning to show them that old film from the 1940s, Strike Up the Band, and talk about it with the students.

189

What do you think?

190

Good idea.

191

As it's about a school band, it might make the students realize how much they can achieve if they work together.

192

That's what I've got in mind.

193

I'm hoping I can take some of the band to a parade that's going to take place next month.

194

A couple of marching bands will be performing, and the atmosphere should be quite exciting.

195

It depends on whether I can persuade the school to hire a coach or two to take us there.

196

Hmm.

197

They sound like good ideas to me.

198

Thanks.

199

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

200

Now listen and answer questions 27 to 30.

201

Can I tell you about a few people in the band who I'm finding it quite difficult to cope with?

202

I'm sure you'll have some ideas about what I can do.

203

Go ahead.

204

There's a flautist who says she loves playing in the band.

205

We rehearse twice a week after school, but she's hardly ever there.

206

Then she looks for me the next day and gives me a very plausible reason.

207

She says she had to help her mother or she's been ill, but to be honest, I don't believe her.

208

Oh dear.

209

Any more students with difficulties?

210

Plenty.

211

Uh, there's a trumpeter who thinks she's the best musician in the band, though she certainly isn't.

212

She's always saying what she thinks other people should do, which makes my job pretty difficult.

213

She sounds a bit of a nightmare.

214

You can say that again.

215

One of the trombonists has got an impressive sense of rhythm and could be an excellent musician,

216

except that he has breathing difficulties and he doesn't really have enough breath for the trombone.

217

He'd be much better off playing percussion, for instance, but he refuses to give up, so he ends up only playing half the notes.

218

I suppose you have to admire his determination.

219

Maybe.

220

One of the percussionists isn't too bad, but he never seems to interact with other people,

221

and he always rushes off as soon as the rehearsal ends.

222

I don't know if there are family reasons or what, but it isn't good in a band,

223

where people really need to feel they're part of a group.

224

Hmm.

225

There are others, too, but at least that gives you an idea of what I'm up against.

226

Do you have any thoughts about what I can do, Lizzie?

227

That is the end of Section 3.

228

You now have half a minute to check your answers.

229

Now turn to section 4.

230

Section 4.

231

You will hear a British University lecturer in music talking about concerts in an arts festival.

232

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

233

Thank you.

234

Now listen carefully and answer questions 31 to 40.

235

As you all know, the university is planning an arts festival for later this year,

236

and here in the music department we've planned three concerts.

237

These will be public performances, and the programme has just been finalised.

238

The theme of the festival is links between the UK and Australia, and this is reflected in the music.

239

Each concert will feature both British and Australian composers.

240

I'll tell you briefly about the Australian music, as you probably won't be familiar with that.

241

The first concert will include music by Liza Lim, who was born in Perth, Western Australia, in 1966.

242

As a child, Lim originally learned to play the piano, like so many children, and also the violin.

243

But when she was eleven, her teachers encouraged her to start composing.

244

She found this was her real strength, and she studied and later taught composition,

245

both in Australia and in other countries.

246

As a composer, she has received commissions from numerous orchestras, other performers, and festivals in several countries.

247

Liza Lim's compositions are vibrant and full of energy,

248

and she often explores Asian and Australian Aboriginal cultural sources, including the native instrument the didgeridoo.

249

This is featured in a work called The Compass.

250

Her music is very expressive, so although it is complex,

251

it has the power of connecting with audiences and performers alike.

252

In the festival, we're going to give a semi -staged performance of the Oresteia.

253

This is an opera in seven parts, based on the trilogy of ancient

254

Greek tragedies by Aeschylus.

255

Lim composed this when she was in her mid -twenties, and she also wrote the text, along with Barry Kosky.

256

It's performed by six singers, a dancer, and an orchestra that, as well as standard orchestral instruments,

257

includes electric guitar and a traditional

258

Turkish stringed instrument.

259

Lim wrote that because the stories in the tragedies are not easy to tell.

260

The sounds she creates are also disturbing, and they include breathing, sobbing, laughing, and whistling.

261

The work lasts around 75 minutes,

262

and the rest of the concert will consist of orchestral works by the British composers Rafe Vaughan Williams and Frederick Delius.

263

Moving on now to our second concert.

264

This will begin with instrumental music by British composers, Benjamin Britton and Judith Weir.

265

After the interval, we'll go to Australia for a piece by Ross Edwards, The Tower of Remoteness.

266

According to Edwards, the inspiration for this piece came from nature, when he was sitting alone in the dry bed of a creek,

267

overshadowed by the leaves of palm trees, listening to the birds and insects.

268

The Tower of Remoteness is scored for piano and clarinet.

269

Edwards says he realised years after writing the piece that he had subconsciously modelled its opening phrase on a bird call.

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Ross Edwards was born in 1943 in Sydney,

271

Australia, and studied at the Sydney Conservatorium of Music and the Universities of Adelaide and Sydney.

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He's well known in Australia, and in fact he's one of the country's most performed composers.

273

He's written a wide range of music, from symphonies and concertos to some composed specifically for children.

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Edwards' music has been described as being deeply connected to Australia,

275

and it can be regarded as a celebration of the diversity of cultures that Australia can be proud of.

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The last of the three Australian composers to be represented in our festival is Carl Vine.

277

Born in 1954, Vine, like Liza Lim, comes from Perth, Western Australia.

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He took up the cornet at the age of five, switching to the piano five years later.

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However, he went to university to study physics before changing to composition.

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After graduating, he moved to Sydney and worked as a freelance pianist and composer.

281

Before long, he had become prominent in Australia as a composer for dance,

282

and in fact has written 25 scores of that type.

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In our third concert, Vine will be represented by his music for the flag handover ceremony of the Olympics held in 1996.

284

This seven -minute orchestral piece was of course heard by millions of people worldwide,

285

and we'll hear it alongside works written by British composers Edward Elgar and, more recently, Thomas Ades.

286

That is the end of Section 4.

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You now have half a minute to check your answers.

288

Thank you.

289

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

290

Thank you.

291

Thank you.

292

Thank you.

293

Thank you.

294

Thank you.

295

Thank you.

296

Thank you.

297

Thank you.

298

Thank you.

299

Thank you.

300

Thank you.

301

Thank you.

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cam15 test1

IELTS PrepInterview EnglishUniversity Students

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このレッスンの語彙とスピーキングのポイント

このスピーキングレッスンは、動画「cam14 test 3」を教材にしています。繰り返し出てくる語は次のとおりです：band, questions, answer。この動画には、シャドーイング用の文が301文、単語が3095語あります。音声の長さは34:28です。話す速さはゆっくりで、1分あたり約90語です。一つ一つの音をまねる余裕があります。単語の84%は英語の頻出3,000語に含まれます。残りは練習の前に確認しておきましょう。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
volunteer 名詞	/ˌvɑlənˈtɪɹ/	有志, ボランティア
composer 名詞	/kəmˈpoʊzəɹ/	作曲家, 作曲者
difficulty 名詞	/ˈdɪfɪkəlti/	難しさ
carefully 副詞	/ˈkɛɹf(ə)li/	じっくり, 慎重に
piano 名詞	/piˈænɪː/	ピアノ
instrument 名詞	/ˈɪnstɹəmənt/	計器
elderly 形容詞	/ˈɛldɚli/	年配, やや年とった
alongside	/əˌlɔŋˈsaɪd/	に沿って
encourage 動詞	/ɪnˈkʌɹ.ɪd͡ʒ/	勇気付ける, 奨励する
downtown 名詞	/ˈdaʊ̯nˌtaʊ̯n/	ダウンタウン, 町
toy 名詞	/tɔɪ/	玩具, 遊び道具
breathe 動詞	/bɹiːð/	呼吸する, 息をする
menu 名詞	/ˈmɛn.juː/	メニュー, お品書き
tragedy 名詞	/ˈtɹæd͡ʒ.ɪ.di/	悲劇
musician 名詞	/mjuˈzɪʃən/	音楽家

動画に出てくる句動詞

単語	発音	意味
give up 動詞		降服する
go ahead 動詞	/ˌɡoʊ əˈhɛd/	どうぞお先に
find out 動詞		見出す, 調べる

繰り返し練習したい文

動画に出てくる短く完結した文です。日常会話でそのまま使えます。

Have I come through to the right person?
I'm the customer services manager.
When were you thinking of having it?
Ah, I'm afraid that's book two.
Have you been doing anything with them?

この動画の文法

話し手がよく使っている文型を、動画の実際の表現とともに紹介します。

文型	動画での表現
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している	has been done · Have I come · has been written
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる	has been done · will be played · has been written

注意したい発音

話し手はI'm, they're, don'tなど、短縮形や弱形を70回使っています。聞こえたとおりの短い形で発音しましょう。

「th」の音: breathe /bɹiːð/, altogether /ɔl.tuˈɡɛð.ɚ/, rhythm /ˈɹɪð.əm/
「sh」と「zh」の音: composition /ˌkɑm.pəˈzɪʃ.ən/, musician /mjuˈzɪʃən/, rush /ɹʌʃ/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/, sheet /ʃit/
長い単語（アクセントの位置に注意）: difficulty /ˈdɪfɪkəlti/, composition /ˌkɑm.pəˈzɪʃ.ən/, altogether /ɔl.tuˈɡɛð.ɚ/, ceremony /ˈsɛɹ.əˌmoʊ.ni/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/

日本語話者が苦手な音：

/r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: volunteer /ˌvɑlənˈtɪɹ/, carefully /ˈkɛɹf(ə)li/, briefly /ˈbɹiːfli/, railway /ˈɹeɪlˌweɪ/, reflect /ɹɪˈflɛkt/
/v/ — /b/ にならないように、上の歯を下唇に当てる: volunteer /ˌvɑlənˈtɪɹ/, impressive /ɪmˈpɹɛsɪv/, diversity /daɪˈvɜː(ɹ)sɪti/, eleven /əˈlɛv.ən/, incentive /ɪnˈsɛntɪv/
/f/ — 「フ」ではなく、上の歯と下唇で出す: difficulty /ˈdɪfɪkəlti/, carefully /ˈkɛɹf(ə)li/, briefly /ˈbɹiːfli/, performer /pɚˈfɔɹmɚ/, atmosphere /ˈætməsˌfɪɹ/

この動画での練習方法

まず声を出さずに動画を最後まで聞き、知らない単語をメモします。
通常の速度で一文ずつシャドーイングし、話し手のリズムに合うまで繰り返します。
自分の声を録音して元の音声と比べます。volunteer, composer, difficultyなどの単語に特に注意しましょう。

シャドーイングとは？英語上達に効果的な理由

シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。

シャドーイングのやり方: ステップ別の完全ガイドを読む →

シャドーイング練習: cam14 test 3 - 動画で英語スピーキングを学ぶ

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このレッスンの語彙とスピーキングのポイント

この動画の重要語彙

動画に出てくる句動詞

繰り返し練習したい文

この動画の文法

注意したい発音

この動画での練習方法

シャドーイングとは？英語上達に効果的な理由