シャドーイング練習: Cambridge 16 Listening test 3 with Answer | cam 16 test 3 - 動画で英語スピーキングを学ぶ

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Test 3.

This is the IELTS listening test.

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 parts.

At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.

Now turn to part one.

Part one.

You will hear a woman phoning to ask about a summer cycling camp for her young son, who is called Charlie.

First, you have some time to look at questions one to five.

Now listen carefully and answer questions 1 to 5.

Hello, Junia Cycle Camp, Jake speaking.

Hi, I'm calling for some information about the Cycle Camp.

I'm thinking of sending my son.

Great.

Well, it's held every weekday morning over the summer vacation, and we focus on basic cycling skills and safety.

We have eight levels for children from three years upwards.

How old's your son?

Charlie, he's seven.

He can ride a bike, but he needs a little more training before he's safe to go on the road.

He'd probably be best in level five.

They start off practicing on the site here, and we aim to get them riding on the road.

But first, they're taken to ride in the park, away from the traffic.

Right.

And can you tell me a bit about the instructors?

Well, all our staff wear different colored shirts.

So we have three supervisors, and they have red shirts.

They support the instructors, and they also stand in for me if I'm not around.

Then the instructors themselves are in blue shirts,

and one of these is responsible for each class.

Okay.

In order to be accepted,

all our instructors have to submit a reference from someone who's seen them work with children,

like if they've worked as a babysitter, for example.

Then they have to complete our training course,

including how to do lesson plans and generally care for the well -being of the kids in their class.

They do a great job, I have to say.

Right.

And tell me a bit about the classes.

What size will Charlie's class be?

We have a limit of eight children in each class.

so their instructor really gets to know them well.

They're out riding most of the time, but they have quiet times,

too, where their instructor might tell them a story that's got something to do with cycling

or get them to play a game together.

It's a lot of fun.

It must be.

Now, what happens if there's rain?

Do the classes still run?

Oh, yes.

We don't let that put us off.

We just put on our waterproofs and keep cycling.

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

Now listen and answer questions 6 to 10.

And is there anything special Charlie should bring along with him?

Well, maybe some spare clothes, especially if the weather's not so good.

And a snack for break time?

How about a drink?

No, we'll provide that.

And make sure he has shoes, not sandals.

Sure.

And just at present, Charlie has to take medication every few hours, so I'll make sure he has that.

Absolutely.

Just give us details of when he has to take it, and we'll make sure he does.

Thanks.

Now, there are a few things you should know about day one of the camp.

The classes normally start at 9 .30 every morning,

but on day one, you should aim to get Charlie here by 9 .20.

The finishing time will be 12 .30 as usual.

We need the additional time because there are a few extra things to do.

The most important is that we have a very careful check to make sure that every child's helmet fits properly.

If it doesn't fit, we'll try to adjust it, or we'll find him another one.

But he must wear it all the time he's on the bike. Of course.

Then, after that, all the instructors will be waiting to meet their classes.

and they'll meet up in the tent.

You can't miss it, and each instructor will take their class away and get started.

Okay, well, that all sounds good.

Now, can you tell me how much the camp costs a week?

$199.

We've managed to keep the price more or less the same as last year.

It was one hundred ninety then, but the places are filling up quite quickly.

Right.

Okay, well, I'd like to book further.

That is the end of part one.

You now have half a minute to check your answers to part one.

Part 2 You will hear a recruitment officer called Megan Baker

giving a talk at a jobs fair about opportunities for those interested in the food and agriculture sectors.

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

Now listen carefully and answer questions 11 to 14.

Hello everyone, my name's Megan Baker and I'm a recruitment consultant at AVT Recruitment Specialists.

Now, our company specialises in positions that involve working in the agriculture and horticulture sectors.

So that's fresh food production, garden and park maintenance, and so on.

And these sectors do provide some very special career opportunities.

For a start, they often offer opportunities for those who don't want to be stuck with a 40 -hour week,

but need to juggle work with other responsibilities, such as childcare.

And this is very important for many of our recruits.

Some people like working in a rural setting.

100

surrounded by plants and trees instead of buildings, although we can't guarantee that.

101

But there are certainly health benefits, especially in jobs where you're not sitting all day looking at a screen, a big plus for many people.

102

Salaries can sometimes be good too, although there's a lot of variety here.

103

And you may have the opportunity in some types of jobs for travel overseas, although that obviously depends on the job,

104

and not everyone is keen to do it.

105

Of course, working outdoors does have its challenges.

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It's fine in summer, but can be extremely unpleasant when it's cold and windy.

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You may need to be pretty fit for some jobs, though with modern technology, that's not as important as it once was.

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And standards of health and safety are much higher now than they used to be so there are fewer work -related accidents.

109

But if you like a lively city environment surrounded by lots of people, these jobs are probably not for you.

110

They're often in pretty remote areas.

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And some people worry about finding a suitable place to live, but in our experience this usually turns out fine.

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

113

Now listen and answer questions 15 to 20.

114

Now, let me tell you about some of the exciting jobs that we have on our books right now.

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One is for a fresh food commercial manager.

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Our client here is a very large fresh food producer, supplying a range of top supermarkets.

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They operate in a very fast -paced environment with low profit margins.

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The staff there work hard, but they play hard as well.

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So, if you've a sociable personality, this may be for you.

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We have an exciting post as an agronomist, advising farmers on issues such as crop nutrition,

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protection against pests, and the latest legislation on farming and agricultural practices.

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There are good opportunities for the right person to quickly make their way up the career ladder,

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but a deep knowledge of the agricultural sector is expected of applicants.

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A leading supermarket is looking for a fresh produce buyer who is available for a 12 -month maternity cover contract.

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You need to have experience in administration,

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planning and buying in the fresh produce industry and in return will receive a very competitive salary.

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We have also received a request for a sales manager for a chain of garden centres.

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You will be visiting centres in the region to ensure their high levels of customer service are maintained.

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This post is only suitable for someone who is prepared to live in the region.

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There is also a vacancy for a tree technician to carry out tree cutting, forestry and conservation work.

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Candidates must have a clean driving license and have training in safety procedures.

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A year's experience would be preferred

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but the company might be prepared to consider someone who has

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just completed an appropriate training course finally we have a position

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for a farm worker this will involve a wide range of farm duties including crop sowing

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and harvesting machine maintenance

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and animal care perks of the job include the possibility of renting a small cottage on the estate

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and the chance to earn a competitive salary a driving license and and tractor -driving experience are essential.

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You Part 3.

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You will hear two food science students called Adam and Rosie starting to plan their presentation on diet and obesity.

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First, you have some time to look at questions 21 to 24.

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Now listen carefully and answer questions 21 to 24.

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OK, Rosie, shall we try to get some ideas together for our presentation on diet and obesity?

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Sure.

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I can talk about the experiment I did to see if people can tell the difference between real sugar and artificial sweeteners.

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Where you gave people drinks with either sugar or artificial sweeteners, and they had to say which they thought it was?

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Yeah.

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It took me ages to decide exactly how I'd organise it, especially how I could make sure that people didn't know which drink I was giving them.

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It was hard to keep track of it all, especially as I had so many people doing it.

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I had to make sure I kept a proper record of what each person had had.

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So could most people tell the difference?

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Yeah, I hadn't thought that they would be able to, but most people could.

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Then there's that experiment I did, measuring the fat content of nuts, to see if the nutritional information given on the packet was accurate.

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The one where you ground up the nuts and mixed them with a chemical to absorb the fat?

155

Yes, my results were a bit problematic.

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The fat content for that type of nut seemed much lower than it said on the package.

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But I reckon the package information was right.

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I think I should probably have ground up the knots more than I did.

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It's possible that the scales for weighing the fat weren't accurate enough too.

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I'd really like to try the experiment again sometime.

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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

162

Thank you.

163

Now listen and answer questions 25 to 30.

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So what can we say about helping people to lose weight?

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There's a lot we could say about what restaurants could do to reduce obesity.

166

I read that the items at the start of a menu

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and the items at the end of a menu are much more likely to be chosen than the items in the middle.

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So, if you put the low -calorie items at the beginning and end of the menu,

169

people will probably go for the food with fewer calories without even realising what they're doing.

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I think food manufacturers could do more to encourage healthy eating.

171

How?

172

Well, when manufacturers put calorie counts of a food on the label, they're sometimes really confusing, and I suspect they do it on purpose,

173

because food that's high in calories tastes better, and so they'll sell more.

174

Yeah, so if you look at the amount of calories in a pizza, they'll give you the calories per quarter pizza, and you think, oh, that's not too bad.

175

But who's going to eat a quarter pizza?

176

Exactly.

177

I suppose another approach to this problem is to get people to exercise more.

178

Right.

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In England, the current guidelines offer at least 30 minutes of brisk walking five days a week.

180

Now, when you ask them, about 40 % of men and 30 % of women say they do this.

181

But when you objectively measure the amount of walking they do with motion sensors,

182

you find that only 6 % of men and 4 % of women do the recommended amount of exercise.

183

So you can see why obesity is growing.

184

So how can people be encouraged to take more exercise?

185

Well, for example, think of the location of stairs in a train station.

186

If people reach the stairs before they reach the escalator when they're leaving the station, they're more likely to take the stairs.

187

And if you increase the width of the stairs, you'll get more people using them at the same time.

188

It's an unconscious process and influenced by minor modifications in their environment.

189

Right.

190

And it might not be a big change, but if it happens every day, it all adds up.

191

Yes.

192

But actually, I'm not sure if we should be talking about exercise in our presentation.

193

Well, we've done quite a bit of reading about it.

194

I know, but it's going to mean we have a very wide focus.

195

And our tutor did say that we need to focus on causes and solutions in terms of nutrition.

196

Oh, I suppose so.

197

And we've got plenty of information about that.

198

OK, well, that will be simpler.

199

So, what shall we do now?

200

We've still got half an hour before our next lecture.

201

Let's think about what we're going to include and what we'll go where.

202

Then we can decide what slides we need.

203

OK, fine.

204

That is the end of part three.

205

You now have half a minute to check your answers to part three.

206

Part 4 You will hear a lecturer on a fashion design course introducing the subject of hand knitting,

207

which involves making things like woolen jumpers and scarves.

208

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

209

Thank you.

210

Now listen carefully and answer questions 31 to 40.

211

Good morning, everyone.

212

So today we're going to look at an important creative activity, and that's hand knitting.

213

Ancient knitted garments have been found in many different countries,

214

showing that knitting is a global activity with a long history.

215

When someone says the word knitting, we might well picture an elderly person,

216

a grandmother perhaps, sitting by the fire knitting garments for themselves or other members of the family.

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It's a homely image, but one that may lead you to feel that knitting is an activity of the past.

218

And indeed, during the previous decade, it was one of the skills that was predicted to vanish from everyday life.

219

For although humans have sewn and knitted their own clothing for a very long time,

220

Many of these craft -based skills went into decline when industrial machines took over,

221

mainly because they were no longer passed down from one generation to another.

222

However,

223

that's all changing, and interest in knitting classes in many countries is actually rising as more

224

and more people are seeking formal instruction in the skill.

225

With that trend we're also seeing an increase in the sales figures for knitting equipment.

226

So why do people want to be taught to knit at a time

227

when a machine can readily do the job for them?

228

The answer is that knitting as a handicraft has numerous benefits for those doing it.

229

Let's consider what some of these might be.

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While many people knitted garments in the past because they couldn't afford to buy clothes,

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it's still true today that knitting can be helpful if you're experiencing economic hardship.

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If you have several children who all need warm winter clothes, knitting may save you a lot of money.

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And the results of knitting your own clothes can be very rewarding,

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even though the skills you need to get going are really quite basic and the financial outlay is minimal.

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But the more significant benefits in today's world are to do with well -being.

236

In a world where it's estimated that we spend up to nine hours a day online,

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doing something with our hands that is craft -based makes us feel good.

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It releases us from the stress of a technological, fast -paced life.

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Now, let's look back a bit to early knitting activities.

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In fact, no one really knows when knitting first began,

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but archaeological remains have disclosed plenty of information for us to think about.

242

One of the interesting things about knitting is

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that the earliest pieces of clothing that have been found suggest that most of the items produced were round rather than flat.

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Discoveries from the third and fourth centuries in Egypt show

245

that things like socks and gloves that were needed to keep hands

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and feet warm were knitted in one piece using four or five needles.

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That's very different from most knitting patterns today, which only require two.

248

What's more, the very first needles people used were hand -carved out of wood and other natural materials,

249

like bone, whereas today's needles are largely made of steel or plastic and make that characteristic clicking sound when someone's using them.

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Ancient people knitted using yarns made from linen,

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hemp, cotton and wool, and these were often very rough on the skin.

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The spinning wheel, which allowed people to make finer yarns and produce much greater quantities of them,

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led to the dominance of wool in the knitting industry, often favoured for its warmth.

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Another interesting fact about knitting is that because it was practised in so many parts of the world,

255

for so many purposes, regional differences in style developed.

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This visual identity has allowed researchers to match bits of knitted clothing

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that have been unearthed over time to the region from which the wearer came, or the job that he or she did.

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As I've mentioned, knitting offered people from poor communities a way of making extra money while doing other tasks.

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For many centuries, it seems, men, women and children took every opportunity to knit,

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for example, while watching over sheep.

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walking to market, or riding in boats.

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So, let's move on to...

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That is the end of part four.

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You now have one minute to check your answers to part four.

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Thank you.

266

You That is the end of the listening test.

267

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B2レベルのスピーキングレッスンは、動画「Cambridge 16 Listening test 3 with Answer」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：knitting, questions, answer。この動画には、シャドーイング用の文が266文、単語が3090語あります。音声の長さは30:22です。話す速さはゆっくりで、1分あたり約102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

動画の中で特に難しい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
knit 動詞	/nɪt/	編む
instructor 名詞	/ɪnˈstɹʌktɚ/	インストラクター, 教師
calorie 名詞	/ˈkæləɹi/	カロリー
obesity 名詞	/ə(ʊ)ˈbiːsɪti/	肥満, 肥大
stairs 名詞	/ˈstɛɹz/	階段
needle 名詞	/ˈniː.dəl/	針
recruitment 名詞	/rɪˈkruːt.mənt /	募集, 求人
sweetener 名詞		甘味料
yarn 名詞	/jɑɹn/	糸, 毛糸
supermarket 名詞	/ˌsupɚˈmɑɹkət/	スーパーマーケット, スーパー
surround 動詞	/səˈɹaʊnd/	囲む, 取り巻く
wool 名詞	/wʊl/	ウール, 羊毛
nutrition 名詞	/njuːˈtɹɪʃ.ən/	営養, 栄養
instruction 名詞	/ɪnˈstɹʌkʃən/	指示
crop 名詞	/kɹɑp/	作物

動画に出てくる句動詞

単語	発音	意味
carry out 動詞	/ˈkæ.ɹi aʊt/	行う, 実行する
fill up 動詞		満たす
look back 動詞		振り返る
take over 動詞		引き受ける
watch over 動詞		見守る

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。

I'm thinking of sending my son.
How old's your son?
We don't let that put us off.
I'd really like to try the experiment again sometime.
Let's consider what some of these might be.

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 it doesn't fit, we'll try
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	they've worked · We've managed · have also received
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 · is called
関係詞節 who / which + 節 — 人や物について情報を加える	those who don · someone who is · someone who has

注意したい発音

話し手はthey're, I'm, we'llなど、短縮形や弱形を47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: unearth /ʌnˈɜː(ɹ)θ/, warmth /wɔɹmθ/, width /ˈwɪtθ/, grandmother /ˈɡɹæn(d)ˌmʌðɚ/
「sh」と「zh」の音: nutrition /njuːˈtɹɪʃ.ən/, instruction /ɪnˈstɹʌkʃən/, sociable /ˈsoʊʃəbəl/, vanish /ˈvænɪʃ/, hardship /ˈhɑɹdˌʃɪp/
長い単語（アクセントの位置に注意）: obesity /ə(ʊ)ˈbiːsɪti/, supermarket /ˌsupɚˈmɑɹkət/, agronomist /əˈɡɹɑːnəmɪst/, escalator /ˈɛs.kə.leɪ.tɚ/, horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/

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: calorie /ˈkæləɹi/, horticulture /ˈhɔɹ.tɪˌkʌl.t͡ʃɚ/, nutritional /njuːˈtɹɪʃ.ə.nəl/, lecturer /ˈlɛkt͡ʃəɹə/, problematic /ˌpɹɑ.bləˈmæt.ɪk/
/v/ — /b/ にならないように、上の歯を下唇に当てる: objectively /əbˈd͡ʒɛktɪvli/, vanish /ˈvænɪʃ/, favoured /ˈfeɪ.vɚd/, vacancy /ˈveɪkənsi/, glove /ɡlʌv/
/f/ — 「フ」ではなく、上の歯と下唇で出す: handicraft /ˈhændɪkɹæft/, waterproof /ˈwɔt̬ɚˌpruf/, favoured /ˈfeɪ.vɚd/, confuse /kənˈfjuːz/, scarf /skɑːf/

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。knit, instructor, calorie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 16 Listening test 3 with Answer | cam 16 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