シャドーイング練習: Cambridge 19 Listening Test 3 with Answers | IELTS Practice Test 2026 - 動画で英語スピーキングを学ぶ

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 10 minutes to transfer your answers to an answer sheet.

Now turn to part one.

Part one.

You will hear two neighbours who live in an apartment block talking about shopping for food.

First you have some time to look at questions one to six.

Now listen carefully and answer questions 1 to 6.

Hi Shannon, how are you settling into your new flat?

Really well, thanks.

You look like you're going shopping.

Yes, I am.

My cousins are coming to stay for a couple of days and I have to cook for them.

Well, there are plenty of places to buy food in Kite Place.

It's the area by the harbour.

Oh, OK.

I'll find that on the map.

Thanks.

What sort of food do you need to get?

Well, neither of them eats meat, but they both like fish.

Well, there's a really good fish market there.

Oh great!

Where is it exactly?

It's at the far end of Kite Place.

So you have to go over the bridge, and then it's on the right.

OK.

Is it open all day?

It doesn't close until four, but I'd recommend going earlier than that.

It does run out of some things.

Oh, I don't want that to happen.

As long as you get there by 3.30, you should be fine.

It's only 11 now, so plenty of time.

Right.

Do you need to buy vegetables too?

I do, and I want to avoid all the plastic packaging in the supermarket.

Well, there's a really nice organic shop there.

Now, what's it called?

It's the name of a flower.

I know, it's Rose.

Oh, that's a nice name.

Yeah, it sells vegetables and quite a lot of other stuff.

And where's that?

Well, as you reach the market, you'll see a big grey building on your left.

I think it used to be a warehouse.

Anyway, now it's a restaurant upstairs, but the ground floor has two shops either side of the entrance, and it's the one on the left.

That's easy enough.

You can't miss it.

There's also a big sign on the pavement, so you can look for that.

Fine.

I guess if I need anything else, I'll have to go to the supermarket.

Yeah, you should be able to get everything you need.

And there's a minibus that goes to the supermarket if you need it.

It's purple, and the number is 289.

Thanks.

That's great.

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.

Now listen and answer questions seven to ten.

So, what do you need to get at the fish market?

The salmon is always very good, and the shellfish.

I'm going to make a curry, I think, and I need about twelve prawns for that.

They'll have plenty of those.

OK.

Have you ever tried samphire?

No. What's that?

It's a type of seaweed.

Oh.

I just ask for a handful, and you fry it in butter.

It's delicious.

Oh, I might try that.

How do you spell it?

It's S-A-M-P-H-I-R-E.

Great.

It's always good to try something different.

Yeah.

I'll see what beans they have in the organic shop, and I think I'll get something for dessert there.

How about a mango?

I'm not sure.

They're not always ripe.

I'd prefer a melon.

It's bigger too.

Good idea.

The owner also sells a lot of spices there that you can put in a curry and things like coconut.

Oh, that's very helpful.

I'll have a look.

No problem.

I know bread doesn't really go with curry, but I always like to have some in case.

As I said, all the bread is homemade and there's lots of variety.

I like the brown bread myself.

Mmm, sounds good.

They sell other things there too.

Like cakes?

I love chocolate cake.

Well, not that.

But they have a whole range of tarts.

And the best are the strawberry ones.

Perfect.

Hopefully I won't even have to go to the supermarket.

100

That is the end of part one.

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

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Part 2 You will hear the organiser of a children's book festival giving some information about it on a local radio program.

103

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

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Now listen carefully and answer questions eleven to sixteen.

105

The Children's Book Festival is coming up again soon, and here to tell us all about it is the festival's organiser, Jenny Morgan.

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So tell us what we can expect this year, Jenny.

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Well, as usual, we've got five days of action-packed,

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exciting events for children, with writers coming from all over the country getting involved.

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Just to give you an idea of what's on offer in the workshops, first of all, there's a very special event called Super Heroes.

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This is a chance for deaf children to share their reading experiences with author Madeleine Gordon who is herself hearing impaired.

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Just Do It is a practical workshop led by the well-known illustrator Mark Keane.

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He'll take participants on a magical journey to faraway lands with an opportunity for aspiring actors to do some role play.

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Count On Me is an inspiring and entertaining look at the issues of friendship for 13 to 14 year olds.

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It looks at some of the friendships described in popular books and asks participants to compare these with their own experiences.

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Speak Up is part of a series of workshops on the subject of mental health.

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This is a creative writing workshop encouraging children to describe situations where young people experience loneliness.

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A recent survey revealed that children can be lonely even

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when they're at home with their families jump for joy as

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many of you will know is the heartwarming best-selling story by

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nina karen about a young girl's trip to visit her relatives

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in india it recently received the gold medal at the waterford

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awards nina will get children to celebrate the word joy by writing a poem

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sticks

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and stones is the beautifully illustrated picture book for young readers

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about a community who organise an African Caribbean festival to help local children learn about their Jamaican roots.

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This will be a musical event where children will have the chance to play steel drums.

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This is bound to be very popular, so please book as soon as possible.

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

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Now listen and answer questions 17 to 20.

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Thanks, Jenny.

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That all sounds really interesting.

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I'm just wondering if you have a favourite book you could recommend for our readers?

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It's hard to choose, but Alive and Kicking is definitely worth mentioning.

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You won't have heard of the writer as it's her first book, which is really impressive.

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It's basically the teenage diary of a boy from Somalia who comes to live in the UK.

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It deals with the serious issue of immigration and all the challenges the boy has to face at school

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and with the language barrier, etc. Usually, books like this are quite sad, but this one actually made me cry with laughter.

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On each page, there are simple but hilarious black-and-white stick drawings of the boy with his friends and teachers.

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At the end of each diary entry, there are new English words the boy learns each day, which may help develop some children's vocabulary.

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I think my kids would enjoy that.

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What about any advice for parents on how to encourage their children to read more?

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Well, this is something I get asked about a lot.

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There are so many distractions for kids these days that it can be hard to find time for reading.

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One thing I'd say is to make time to sit down with your child and share books with them.

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A lot of parents give up reading aloud to their children as soon as they learn to read independently, but this is a mistake.

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It's good to read more advanced books to them as it helps to develop their vocabulary.

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If you don't have time for this, then let them listen to audiobooks.

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Often they'll want to read books they've listened to for themselves.

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I think it's a good idea to make a mental note of the type of books your child is reading.

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Often they just read the same genre all the time, which can get a bit boring.

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You can introduce new authors and genres to them.

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should be able to help you with this?

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Well Jenny I think that's really useful.

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That is the end of part two.

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You now have 30 seconds to check your answers to part two.

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Part three.

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You will hear a trainee science teacher called Claire talking about her practical teaching work to another trainee called Jake.

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

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Thank you.

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Now listen carefully and answer questions 21 to 25.

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Hi Jake, how are you getting on with the practical teaching?

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It's harder than I expected, but I've got some great classes.

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How about you?

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Not brilliant.

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I'm really struggling with my year 12 science class.

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Are they hard to control?

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Well, I don't have discipline problems as such.

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It's just that they don't seem to think that science has anything to do with their lives.

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It's depressing.

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They listen to what I say and I gave them a test last week

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and the results weren't too bad But there's no real engagement

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Right

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And as part of my teaching practice I have to design

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an experiment for them to do I was wondering about something on the children's diets You know,

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asking them to record what they eat and maybe linking it to their state of health Hmm,

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let's think So your methodology would involve the children recording what they eat,

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okay, but you'd also need to have access to the children's medical records, and I don't think people would be happy about that.

178

Confidentiality would be an issue.

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If you could get the right data, the conclusions might be significant, but I suspect it's not going to be easy.

180

Right.

181

Have you thought about doing an experiment using animals?

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Wouldn't that be upsetting for the children?

183

Well, the animals don't have to be harmed in any way.

184

It could just be an experiment where they're given a certain diet and the effects are observed.

185

Would I have to get permission to use these animals?

186

Yes.

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You'd have to submit an outline of the experiment and fill in a form, but it's quite straightforward.

188

But if we found out that, say, a particular diet affects the health of animals, the same thing wouldn't necessarily be true for people, would it?

189

No, that's true.

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But the findings for any experiment are going to be limited.

191

It's inevitable.

192

I suppose so.

193

So what animals could I use to investigate the effects of diet?

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Mice?

195

Yes.

196

You'd need experimental mice, ones that have been specially bred for experiments.

197

OK, so what will your experiment be investigating exactly?

198

Well, something to do with nutrition.

199

So maybe we could look at food supplements, things like extra iron and extra protein, and their impact on health.

200

That might be rather broad.

201

Maybe just look at the effects of one supplement, like sugar, on the health of the mice?

202

In fact, maybe the focus could be on whether mice can control their own diet.

203

So what happens when they have access to more sugar that they don't really need?

204

Exactly.

205

Do they eat it or do they decide to leave it?

206

Great.

207

Then later on you could do a follow-up experiment adding another variable.

208

Like you could give some of the mice the chance to be more active, running on a wheel or something, and the others just sit around and don't do much.

209

Or I could repeat the experiment but change the type of food I provided or use mice with a different genetic structure.

210

But I think your idea would be more interesting.

211

I might think about that some more.

212

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

213

Thank you.

214

So, can I talk through a possible procedure for the experiment where mice are given a sugar supplement?

215

Sure.

216

I did a similar experiment in college, actually.

217

Great.

218

So, how many mice would I need?

219

I'd say about 12, and all young ones, not a mixture of old and young.

220

Okay.

221

And I'd need two groups of equal sizes, so six in each group.

222

And how would I tell them apart?

223

I suppose I could put some sort of tag on one group or just mark them in some way.

224

You could use food colouring.

225

That wouldn't hurt them.

226

Perfect.

227

Then each group would go into a separate cage and one group, let's call them group A, would be the control group.

228

So they'd just have ordinary mouse food.

229

I suppose you can buy that?

230

Yes, it comes in dry pellets.

231

And the other group would have the same as the first group, but they'd also have the extra sugar.

232

Would you just give them straight sugar?

233

It might be better to give them something like cereal with it.

234

Hmm.

235

Then you'd need to weigh the mice, I should think, once a week.

236

And you'd need an electronic balance.

237

But we can't hold them on the balance or it'd affect the reading.

238

Exactly.

239

So you need something called a weighing chamber to stop the mice from running away.

240

It sounds complicated, but actually you can just use a plastic box with holes in the top.

241

OK.

242

So once we've measured the weight gain of each mouse, we can work out the average for each group, as well as the standard deviation, and then see where we go from there.

243

That sounds cool.

244

I think the students will enjoy it.

245

Yes.

246

One thing you must remember...

247

That is the end of part three.

248

You now have 30 seconds to check your answers to part three.

249

Part 4.

250

You will hear part of an environmental science lecture about microplastics.

251

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

252

Thank you. to 40.

253

In today's lecture I'm going to be talking about microplastics.

254

Microplastics are tiny pieces of plastic smaller than 5 mm in size.

255

Recently, there's been a greater awareness that there are large quantities of plastic waste big and small in the environment.

256

The amount of plastic waste in the oceans has received widespread attention,

257

but far less is known about the effects of microplastics in freshwater and particularly in soil.

258

Microplastics can enter the environment via a number of different sources.

259

Threads and microfibres detach from synthetic clothing every time they're put in a washing machine,

260

and these find their way into the water system.

261

Other sources include big pieces of plastic waste that are already in the environment,

262

and these break down into microscopic particles over a period of time.

263

On a larger scale, factory waste is another route, as are tyres, which wear down as cars,

264

lorries and so on, travel along road surfaces.

265

We already understand some of the impacts of microplastics from studies involving fish and other animals.

266

There is evidence that microplastics harm small creatures in a variety of ways,

267

such as by damaging their mouths or by impairing their ability to feed,

268

for example when microplastics get lodged in their digestive system.

269

Surprisingly, perhaps, it is likely that humans consume microplastics, as these have been detected in a wide range of food and drink products,

270

including bottled water, as well as in water that comes direct from the tap.

271

What's more, salt and many kinds of seafood have also been found to contain microplastics.

272

However, it's important to underline that there is not yet conclusive proof that microplastics cause significant harm to people.

273

In many countries, including here in the UK,

274

there is legislation which prevents manufacturers from adding plastic microbeads to shower gels,

275

facial cleansers and toothpaste.

276

It is very difficult to accurately estimate the total amount of

277

microplastic particles in the soil as they can be hard to detect,

278

but we do know they are carried in the air and deposited in the soil by rain.

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What's more, many of the fertilisers used by both farmers and gardeners contain microplastics.

280

A team from the Anglia Ruskin University in Cambridge has carried

281

out a study of the effects of microplastics on the digestive tracts of earthworms.

282

These worms, which live in topsoil, are an essential component of our agricultural system.

283

By feeding on soil, they mix nutrients into it, thereby making it more fertile.

284

The researchers set out to discover whether the introduction of microplastics into the soil

285

and the subsequent ingestion of these by earthworms would impact soil quality and ultimately inhibit plant growth.

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The short answer was yes, it did.

287

After placing three different types of microplastic particles into the soil, they planted perennial ryegrass.

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The particles of microplastic, which included biodegradable PLA and conventional high-density polyethylene,

289

or HDPE, were then ingested by the earthworms in the soil.

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The result was that the worms lost weight rapidly.

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What's more, a lower percentage than normal of the ryegrass seeds germinated, and the The researchers concluded

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that this was a direct result of the earthworms being unable to fulfil their normal role in making soil more fertile.

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The team also discovered that there was an increase in the amount of acid found in the soil,

294

and this was attributed mainly to the microplastic particles from conventional HTPE plastic.

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The conclusions of the study make for very interesting reading.

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I've included the reference in the notes to give you at the end of this session.

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To summarise, the authors proposed the idea that we need to regard soil as we would regard any other process in nature.

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This means we should accept the implications of soil being dependent on decaying

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and dead matter constantly being passed through the bodies of earthworms.

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That is, when soil becomes impoverished by the presence of microplastics,

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not only ecosystems but also the whole of society are negatively impacted.

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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.

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。

シャドーイング練習: Cambridge 19 Listening Test 3 with Answers | IELTS Practice Test 2026 - 動画で英語スピーキングを学ぶ

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シャドーイングとは？英語上達に効果的な理由