シャドーイング練習: Cambridge 13 Listening Test 2 With Answers - 動画で英語スピーキングを学ぶ

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Test 2.

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 10 minutes to transfer your answers to an answer sheet.

Now turn to Section 1.

Section 1 You will hear a woman phoning the secretary of a cycling club to find out about becoming a member.

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.

Hello, South City Cycling Club.

Oh, hi.

Um, I want to find out about joining the club.

Right, I can help you there.

I'm the club secretary and my name's Jim Hunter.

Oh, hi, Jim.

The club secretary's name is Jim Hunter, so Hunter 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 one to six.

Hello, South City Cycling Club.

Oh, hi.

Um, I want to find out about joining the club.

Right, I can help you there.

I'm the club secretary and my name's Jim Hunter.

Oh, hi, Jim.

So, are you interested in membership for yourself?

That's right.

OK, well there are basically two types of adult membership.

If you're pretty serious about cycling, there's the full membership.

That costs two hundred and sixty dollars, and that covers you not just for ordinary cycling,

but also for races both here in the city and also in other parts of Australia.

Right.

Well, I'm not really up to that standard.

I was more interested in just joining a group to do some cycling in my free time.

Sure, that's why most people join.

So in that case, you'd be better with the recreational membership.

That's $108 if you're over 19 and $95 if you're under.

I'm 25.

Okay.

It's paid quarterly and you can upgrade it later to the full membership if you want to, of course.

Now, both types of membership include the club fee of $20.

They also provide insurance in case you have an accident, though we hope you won't need that, of course.

No. OK, well, I'll go with the recreational membership, I think, and that allows me to join in the club activities and so on?

That's right.

And once you're a member of the club, you're also permitted to wear our kit when you're out cycling.

It's green and white.

Yes, I've seen cyclists wearing it.

So can I buy that at the club?

No, it's made to order by a company in Brisbane.

You can find them online.

They're called Jerry's.

That's J -E -R -R -I -Z.

You can use your membership number to put in an order on their website.

OK.

Now can you tell me a bit about the rides I can do?

Sure.

So we have training rides pretty well every morning

and they're a really good way of improving your cycling skills as well as your general level of fitness.

But they're different levels.

Level A is pretty fast.

You're looking at about 30 or 35 kilometres an hour.

If you can do about 25 kilometres an hour, you'd probably be level B.

And then level C are the novices who stay at about 15 kilometres per hour.

Right.

Well, I reckon I'd be level B.

So when are the sessions for that level?

There are a couple each week.

They're both early morning sessions.

There's one on Tuesdays.

And for that one, you meet at 5 .30am.

and the meeting points the stadium.

Do you know where that is?

Yes, it's quite near my home, in fact.

OK, and how about the other one?

That's on Thursdays.

It starts at the same time, but they meet at the main gate to the park.

Is that the one just past the shopping mall?

That's it.

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.

So how long are the rides?

They're about an hour and a half, so if you have a job it's easy to fit in before you go to work.

And the members often go somewhere for coffee afterwards, so it's quite a social event.

OK, that sounds good.

I've only just moved to the city so I don't actually know many people yet.

Well, it's a great way to meet people.

And does each ride have a leader?

Sometimes, but not always.

But you don't really need one.

The group members on the ride support one another anyway.

How would we know where to go?

If you check the club website, you'll see that the route for each ride is clearly marked.

So you can just print that out and take it along with you.

It's similar from one week to another, but it's not always exactly the same.

And what do I need to bring?

Well, bring a bottle of water and your phone.

You shouldn't use it while you're cycling, but have it with you.

100

Right.

101

And in winter, it's well before sunrise when we set out, so you need to make sure your bike's got lights.

102

That's OK.

103

Well, thanks, Jim.

104

I'd definitely like to join.

105

So what's the best way of going about it.

106

That is the end of section one.

107

You now have half a minute to check your answers.

108

Now turn to Section 2.

109

Section 2.

110

You will hear a manager in a company talking to employees about volunteering for charity work.

111

First, you have some time to look at questions 11 to 16.

112

Now listen carefully and answer questions 11 to 16.

113

Thanks for coming, everyone.

114

Okay, so this meeting is for new staff and staff who haven't been involved with our volunteering projects yet. So, basically,

115

the idea is

116

that we allow staff to give up some of their work

117

time to help on various charity projects to benefit the local community.

118

We've been doing this for the last five years, and it's been very successful.

119

Participating doesn't necessarily involve a huge time commitment.

120

The company will pay for eight hours of your time.

121

That can be used over one or two days all at once, or spread over several months throughout the year.

122

There are some staff who enjoy volunteering so much, they also give up their own free time for a couple of hours every week.

123

It's completely up to you.

124

Obviously, many people will have family commitments and aren't as available as other members of staff.

125

Feedback from staff has been overwhelmingly positive.

126

Because they felt they were doing something really useful, nearly everyone agreed that volunteering made them feel more motivated at work.

127

They also liked building relationships with the people in the local community and felt valued by them.

128

One or two people also said it was a good thing to have on their CVs.

129

One particularly successful project last year was the Get Working project.

130

This was aimed at helping unemployed people in the area get back to work.

131

Our staff were able to help them improve their telephone skills, such as writing down messages and speaking with confidence to potential customers,

132

which they had found quite difficult.

133

This is something many employers look for in job applicants, and something we all do without even thinking about every day at work.

134

We've got an exciting new project starting this year.

135

Up until now, we've mainly focused on projects to do with education and training,

136

and we'll continue with our reading project in schools and our work with local charities.

137

But we've also agreed to help out on a conservation project in Redfern Park,

138

so if any of you fancy being outside and getting your hands dirty, this is the project for you.

139

I also wanted to mention the annual

140

Digital Inclusion Day, which is coming up next month.

141

The aim of this is to help older people keep up with technology, and this year, instead of hosting the event in our own training facility,

142

we're using the ICT suite at Hill College, as it can hold far more people.

143

We've invited over 60 people from the Silver Age Community Center to take part, so we'll need a lot of volunteers to help with this event.

144

If you're interested in taking part, please go to the volunteering section of our website and complete the relevant form.

145

We won't be providing any training for this, but you'll be paired with an experienced volunteer if you've never done it before.

146

By the way, don't forget to tell your manager about any volunteering activities you decide to do.

147

Before you hear the rest of the talk, you have some time to look at questions 17 to 20.

148

Now listen and answer questions 17 to 20.

149

The participants on the Digital Inclusion Day really benefited.

150

The majority were in their 70s, though some were younger, and a few were even in their 90s.

151

Quite a few owned both a computer and a mobile phone, but these tended to be outdated models.

152

They generally knew how to do simple things, like send texts, but weren't aware of recent developments in mobile phone technology.

153

A few were keen to learn, but most were quite dismissive at first.

154

They couldn't see the point of updating their skills.

155

But that soon changed.

156

The feedback was very positive.

157

The really encouraging thing was

158

that participants all said they felt much more confident about using social media to keep in touch with their grandchildren,

159

who prefer this form of communication to phoning or sending emails.

160

A lot of them also said playing online games would help them make new friends and keep their brains active.

161

They weren't that impressed with being able to order their groceries online, as they liked going out to the shops,

162

but some said it would come in handy if they were ill or the weather was really bad.

163

One thing they asked about was using tablets for things like reading newspapers.

164

Some people had been given tablets as presents, but had never used them.

165

So that's something we'll make sure we include this time.

166

That is the end of section 2.

167

You now have half a minute to check your answers.

168

Now turn to Section 3.

169

Section 3.

170

You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,

171

the study of materials on an extremely small scale.

172

First, you have some time to look at questions 21 to 25.

173

Now listen carefully and answer questions 21 to 25.

174

Come in, Russ.

175

Thank you.

176

Now, you wanted to consult me about your class presentation on nanotechnology.

177

You were due to give it next week, aren't you?

178

That's right, and I'm really struggling.

179

I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,

180

in a way there's too much to say.

181

I could talk for much longer than the 20 minutes I've been allocated.

182

Should I assume the other students don't know much and give them a kind of general introduction?

183

Or should I try and make them share my fascination with a particular aspect?

184

You could do either, but you'll need to have it clear in your own mind.

185

Then I think I'll give an overview.

186

OK.

187

Now, one way of approaching this is to work through developments in chronological order.

188

Uh -huh.

189

On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

190

You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?

191

Exactly.

192

Or another way would be to focus on its impact in one particular area, say medicine or space exploration.

193

That would make it easier to focus.

194

Perhaps I should do that.

195

I think that would be a good idea.

196

Right.

197

How important is it to include slides in the presentation?

198

They aren't essential by any means.

199

And there's a danger of tailoring what you say to fit whatever slides you can find.

200

While it can be good to include slides, you could end up spending too long looking for suitable ones.

201

You might find it better to leave them out.

202

I see.

203

Another thing I was wondering about was how to start.

204

I know presentations often begin with, first I'm going to talk about this, and then I'll talk about that.

205

But I thought about asking the audience what they know about nanotechnology.

206

That would be fine if you had an hour or two for the presentation,

207

but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.

208

So maybe I should mention a particular way that nanotechnology is used to focus people's attention.

209

That sounds sensible.

210

What do you think I should do next?

211

I really have to plan the presentation today and tomorrow.

212

Well, initially I think you should ignore all the notes you've made,

213

take a small piece of paper and write a single short sentence that ties together the whole presentation.

214

It can be something as simple as, nanotechnology is already improving our lives.

215

Then start planning the content around that.

216

You can always modify that sentence later if you need to.

217

OK.

218

Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.

219

Thank you.

220

OK, now let's think about actually giving the presentation.

221

You've only given one before, if I remember correctly, about an experiment you'd been involved in.

222

That's right.

223

It was pretty rubbish.

224

Let's say it was better in some respects than in others.

225

With regard to the structure, I felt that you ended rather abruptly, without rounding it off.

226

Be careful not to do that in next week's presentation.

227

Okay.

228

And you made very little eye contact with the audience because you were looking down at your notes most of the time.

229

You need to be looking at the audience and only occasionally glancing at your notes.

230

Your body language was a little odd.

231

Every time you showed a slide, you turned your back on the audience so you could look at it.

232

You should have been looking at your laptop.

233

And you kept scratching your head,

234

so I found myself wondering when you were next going to do that instead of listening to what you were saying.

235

Oh dear.

236

What did you think of the language?

237

I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.

238

Yes, that came across.

239

You used a few words that are specific to the field, but you always explained what they meant,

240

so the audience wouldn't have had any difficulty understanding.

241

Uh -huh.

242

I must say, the handouts you prepared were well thought out.

243

They were a good summary of your presentation, which people would have been able to refer to later on.

244

So well done on that.

245

Thank you.

246

Well, I hope that helps you with next week's presentation.

247

Yes, it will.

248

Thanks a lot.

249

I'll look forward to seeing a big improvement then.

250

That is the end of Section 3.

251

You now have half a minute to check your answers.

252

Now turn to Section 4.

253

Section 4 You will hear a lecturer in psychology talking about a type of memory.

254

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

255

Thank you.

256

Now listen carefully and answer questions 31 to 40.

257

Today we'll be continuing the series of lectures on memory by focusing on what is called episodic memory

258

and what can happen if this is not working properly.

259

Episodic memory refers to the memory of an event or episode.

260

Episodic memories allow us to mentally travel back in time to an event from the past.

261

Episodic memories include various details about these events,

262

for example, when an event happened and other information such as the location.

263

To help understand this concept, try to remember the last time you ate dinner at a restaurant.

264

The ability to remember where you ate,

265

who you were with and the items you ordered are all features of an episodic memory.

266

Episodic memory is distinct from another type of memory called semantic memory memory.

267

This is the type of factual memory that we have in common with everyone else.

268

That is your general knowledge of the world.

269

To build upon a previous example, remembering where you parked your car is an example of episodic memory.

270

But your understanding of what a car is and how an engine works are examples of semantic memory.

271

Unlike episodic memory, semantic memory isn't dependent on recalling personal experiences.

272

Episodic memory can be thought of as a process with several different steps of memory processing,

273

encoding, consolidation and retrieval.

274

The initial step is called encoding.

275

This involves the process of receiving and registering information which is necessary for creating memories of information or events that you experience.

276

The degree to

277

which you can successfully encode information depends on the level of attention you give to an event while it's actually happening.

278

Being distracted can make effective encoding very difficult.

279

Encoding of episodic memories is also influenced by how you process the event.

280

For example, if you were introduced to someone called Charlie,

281

you might make the connection that your uncle has the same name.

282

Future recollection of Charlie's name is much easier if you have a strategy to help you encode it.

283

Memory consolidation, the next step in forming an episodic memory,

284

is the process by which memories of encoded information are strengthened,

285

stabilized and stored to facilitate later retrieval.

286

Consolidation is most effective when the information being stored can be linked to an existing network of information.

287

Consolidation makes it possible for you to store memories for later retrieval indefinitely.

288

Forming strong memories depends on the frequency with which you try to retrieve them.

289

Memories can fade or become harder to retrieve if they aren't used very often.

290

The last step in forming episodic memories is called retrieval,

291

which is the conscious Recollection of encoded information.

292

Retrieving information from episodic memory depends upon semantic,

293

olfactory, auditory and visual factors.

294

These help episodic memory retrieval by acting as a prompt.

295

For example, when recalling where you parked your car,

296

you may use the colour of a sign close to where you parked.

297

You actually have to mentally travel back to the moment you parked.

298

There are a wide range of neurological diseases and conditions that can affect episodic memory.

299

These range from Alzheimer's to schizophrenia to autism.

300

An impairment of episodic memory can have a profound effect on individuals' lives.

301

For example, the symptoms of schizophrenia can be reasonably well controlled by medication.

302

However, patients' episodic memory may still be impaired and so they are often unable to return to university or work.

303

Recent studies have shown that computer -assisted games designed to keep the brain active can help improve their episodic memory.

304

Episodic memories can help people connect with others,

305

for instance by sharing intimate details about their past,

306

something individuals with autism often have problems with.

307

This may be caused by an absence of a sense of self.

308

This is essential for the storage of episodic memory and has been found to be impaired in children with autism.

309

Research has shown that treatments that improve memory may also have a positive impact on children's social development.

310

One study looked at...

311

That is the end of Section 4.

312

You now have half a minute to check your answers.

313

That is the end of the listening test.

314

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

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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「Cambridge 13 Listening Test 2 With Answers」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：memory, episodic, answer, questions, section。この動画には、シャドーイング用の文が314文、単語が3342語あります。音声の長さは32:13です。話す速さはゆっくりで、1分あたり約104語です。一つ一つの音をまねる余裕があります。単語の86%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
presentation 名詞	/ˌpɹɛzn̩ˈteɪʃn̩/	贈呈
membership 名詞		会員
volunteer 名詞	/ˌvɑlənˈtɪɹ/	有志, ボランティア
carefully 副詞	/ˈkɛɹf(ə)li/	じっくり, 慎重に
slide 名詞	/ˈslaɪ̯d/	滑り台
charity 名詞	/ˈtʃæɹɪti/	慈善
depend 動詞	/dɪˈpɛnd/	依存する
autism 名詞	/ˈɔːtɪzəm/	自閉症
retrieve 動詞	/ɹɪˈtɹiːv/	取り戻す
refer 動詞	/ɹɪˈfɜː/	問い合わせる
recall 動詞	/ɹɪˈkɔl/	呼び返す
sheet 名詞	/ʃit/	枚, シート
feedback 名詞	/ˈfiːdˌbæk/	フィードバック, 反応
mentally 副詞	/ˈmɛntəli/	精神的に
participant 名詞	/pɑːɹˈtɪsəpənt/	参加者, 関与者

動画に出てくる句動詞

単語	意味
give up 動詞	降服する
come up 動詞	上がる, 登る
look forward to 動詞	楽しみにする
write down 動詞	書き留める, 記す

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。

Do you know where that is?
How would we know where to go?
You were due to give it next week, aren't you?
What do you think I should do next?
What did you think of the language?

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
条件文 if + 節, will/would + 動詞 — 条件とその結果	If you check the club website, you'll see
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 · has been written · I've seen
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	will be played · will be given · has been done
関係詞節 who / which + 節 — 人や物について情報を加える	Day, which is · information which is

注意したい発音

話し手はyou're, I'm, they'reなど、短縮形や弱形を69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: thin /ˈθɪn/, strengthen /ˈstɹɛŋ(k)θən/
「sh」と「zh」の音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, consolidation /kənˌsɑləˈdeɪʃən/, sheet /ʃit/, occasionally /əˈkeɪʒənəli/, occasion /əˈkeɪ̯ʒən/
長い単語（アクセントの位置に注意）: consolidation /kənˌsɑləˈdeɪʃən/, participant /pɑːɹˈtɪsəpənt/, schizophrenia /ˌskɪtsəˈfɹiniə/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, successfully /səkˈsɛs.fə.li/

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/, recall /ɹɪˈkɔl/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, relate /ɹɪˈleɪt/
/v/ — /b/ にならないように、上の歯を下唇に当てる: volunteer /ˌvɑlənˈtɪɹ/, retrieve /ɹɪˈtɹiːv/, involve /ɪnˈvɑlv/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, overview /ˈoʊ.vɚˌvjuː/
/f/ — 「フ」ではなく、上の歯と下唇で出す: carefully /ˈkɛɹf(ə)li/, refer /ɹɪˈfɜː/, feedback /ˈfiːdˌbæk/, schizophrenia /ˌskɪtsəˈfɹiniə/, successfully /səkˈsɛs.fə.li/

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。presentation, membership, volunteer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: Cambridge 13 Listening Test 2 With Answers - 動画で英語スピーキングを学ぶ

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