シャドーイング練習: Cambridge 20 Listening Test 3 with answers - 動画で英語スピーキングを学ぶ

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IELTS 20, published by Cambridge University Press and Assessment, 2025.

This recording is copyright.

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 an answer sheet.

Now turn to part one.

You will hear a woman phoning the owner of a house she is going to rent about companies

that she could rent furniture from.

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

Now listen carefully and answer questions 1 to 5.

Good morning.

Hi, this is Shelley Meyer.

I'm renting your house on Archwood Avenue.

I'm due to move in next week.

Oh, yes.

Hello, Ms. Meyer.

What can I do for you?

When I viewed the house, I told you I most probably need to rent some furniture, at least until I know whether my temporary work contract is going to be made permanent.

Yes, of course, I remember.

And I said I could give you some information about furniture rental companies in the city.

That's right.

Well, the biggest company is called Peak Rentals.

I've recommended them to other people and have always heard positive reports about them.

Could you give me an idea of their costs?

Sure.

I actually have one of their brochures here.

It says the monthly price per room starts at $105 and goes up to $239.

That depends on which rooms you need furniture for, of course.

Sure.

It's just to get a general idea of how much it's going to cost.

And you said you had some positive feedback about this company?

Yes.

People have mentioned that the furniture from Peak Rentals is more modern than any of the other companies.

And also, once you place an order, the furniture will be delivered to you in just one or two days.

That would be really helpful.

Oh, and the brochure says that there's a special offer at the moment.

If you rent living room furniture, I believe that's a set of chairs and a TV table, you'll also get a lamp at no extra cost.

Okay, but you know, that price range you gave is more than I was hoping to pay.

Then you could try Aaron and Oliver.

Sorry, what and Oliver?

Aaron.

Double A-R-O-N.

Okay.

Are they cheaper?

I'd say they're a mid-price company.

But if you chose them, you need to be aware that they charge an extra 12% every month in case of damage.

Oh, I see.

I'd have to do the math carefully then.

Right.

But one helpful thing is that they also do cleaning for customers.

For the furniture?

For the house.

Oh, I see.

I probably won't need that.

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.

There's another company called Larch Furniture.

It's quite new, and it has the lowest prices in town.

That's for both furniture and also electronic equipment.

Well, that would be good.

I'm not bringing much with me, and I won't have much time to go shopping after I start my job.

There are two things you need to know about large furniture.

First of all, you have to take out insurance on the furniture, and you need to organize that yourself.

That wouldn't be too hard.

Also, you can't take out a contract for less than six months, but I figure that might not be a problem for you.

You're renting the house for 12 months after all, aren't you?

Yes, okay.

Well, I'm...

Sorry to interrupt.

I just thought of another furniture rental company.

It's called Space Rentals, and it's located very near to the house.

Okay.

I don't have any information about their charges, so it's best to use their app to find out what it would cost you to use them.

Okay, thanks.

I'll do that.

One good thing about that company is that if you don't like the furniture once it's delivered, you can request exchanges.

As long as you do that within a week of receiving it.

That sounds really great.

Okay, well, thanks very much.

That's so helpful.

That is the end of part one.

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

Part 2 You will hear an archaeologist who is part of a community project to excavate an ancient village,

talking to members of the public who are visiting the site.

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

Thank you.

Now listen carefully and answer questions 11 to 16.

Hello, I'm Hayden.

I'm one of the archaeologists investigating the site here at Bidcaster.

This is the third summer for this community project, and most of the people digging here are volunteers.

I'm a full-time archaeologist for the town council, but I was asked to join the project by NHA,

a charity which sets up projects like this up and down the country.

As you can see, we're next to Bidcaster Castle, which is great because the owners let us use their facilities.

So, how did we get to where we are today?

Many archaeology projects happen when an ancient object is found, and in our case that object was a gold coin.

100

Coins are often found by people using metal detectors to look for things buried in the ground,

101

or coins are uncovered when wild animals like rabbits have been digging tunnels.

102

Here, a walker found it on the ground after a rainstorm washed away some of the earth and sand.

103

When the story of the gold coin hit the news, Peter Swift, an amateur historian,

104

contacted me to say he believed there had been a village on this site, centuries before the castle was built.

105

Just by chance, the team found some old maps and documents in our library,

106

which showed 500-year-old drawings of ruined buildings on the grassy area between the outer stone walls of the castle and the river.

107

We knew then we were onto something.

108

Over the three summers the team has been here, we've found the remains of several buildings, and more broken pots than you can count.

109

Normally you'd expect to find brooches and other jewellery, but we're still waiting to uncover any such items.

110

The people who once lived here were skilled at making tools from animal bones, as you'll see when you visit the exhibition.

111

Besides the discovery of the village, we've also found evidence of human activity on the other side of the river.

112

No other houses or huts so far, but we can see the borders of an ancient field system.

113

At one point we found a long wall and thought it was an ancient palace, but it turned out to be a modern wall.

114

This summer's work will end soon, but we'll be back next summer.

115

In the meantime, we're putting on a series of guided tours for school groups this autumn.

116

Oh, and, um, maybe you saw the TV documentary about our project.

117

That suggested the objects we've found are going to the town's museum, but we don't know that for sure yet.

118

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

119

Now listen and answer questions 17 to 20.

120

When you enter the site, please make sure you keep to the paths at all times.

121

There are a few other things, the highlights of the site, if you like, that I want to mention.

122

Take a look at the map.

123

Our present location is marked at the bottom.

124

This year, we've identified the foundations of an ancient bridge.

125

and it's really exciting today because a team of divers are in the river searching for lost objects.

126

To reach the bridge, take the main path ahead of you, go straight on, and keep going till the path bends to the left.

127

You'll see a smaller track leading off to the right.

128

Follow that to take you to the river, where the divers are.

129

You might be interested to see the rubbish pit.

130

This is very near the castle walls, in the northwest corner of the site.

131

It actually dates to the time of the castle, and not the ancient village.

132

We found oyster shells and fish bones, and we assumed they were thrown from the castle kitchen above.

133

One area we excavated in the first summer uncovered the site of a meeting hall.

134

We knew it was an important building because it had two rows of post holes, deep enough to support a large roof.

135

It's the largest structure in the central area of the site, next to the current excavation area.

136

Last year we discovered a fish pond in the ancient village.

137

Normally these were beside a river.

138

The pond here is further away, but it's possible the river has moved slightly.

139

Anyway, to get there from here, you turn right at the first information board you come to and follow the path into the trees.

140

Before you come out of the trees, you'll see it on your right.

141

If you reach the river, you've gone too far.

142

So, does anyone have a...

143

That is the end of part two.

144

You now have 30 seconds to check your answers to part 2.

145

Part 3 You will hear two theatre studies students, Maya and Finn, discussing their project on theatre programmes.

146

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

147

Now listen carefully and answer questions 21 to 26.

148

So, Finn, I've done as much as I can for our project on theatre programmes.

149

How's your research coming along?

150

OK, Maya.

151

I didn't know theatre programmes are called Playbills in the USA till I started looking into the topic.

152

Even though I struggled to find many useful websites, I'm glad we picked this subject.

153

No one else on the course is doing the same as us, although it is one of the research areas of the module convener.

154

That might actually put some people off.

155

I suppose so.

156

Anyway, I hadn't realised there are actually companies specialising in creating theatre programmes.

157

Yes, they're quite common nowadays.

158

Contrary to what many people think, theatres don't hire people to do the programmes.

159

In fact, companies buy the rights to publish programmes on the theatre's behalf

160

and then make their money selling advertising space within the programme booklet.

161

It must be easier for theatres to do it that way.

162

Yes.

163

I remember reading something about programs in early British theatre.

164

It said that the cast was always very important.

165

Yeah, audiences were very familiar with leading actors and big names would draw huge crowds.

166

But I hadn't realised that if the programme named a famous actor, that's who the public expected to perform.

167

And if that didn't happen, people accused the theatre of breaking their agreement with the audience.

168

They would demand refunds, and if they didn't get them, there were riots.

169

Outrageous!

170

That'd never happen now.

171

No, people are too polite, even when they're disappointed if the star of the show misses a performance.

172

We should definitely include that information about early audiences in our project.

173

I also think it's important to mention that lots of ordinary people at that time were illiterate,

174

so theatre programmes were of limited value in advertising plays.

175

When a company of actors arrived in a town, they'd parade around the streets in their costumes, beating drums and announcing their upcoming performances.

176

Interesting.

177

I couldn't imagine that happening now either.

178

Hmm.

179

There's also an interesting comparison to make between 18th and 19th century programmes.

180

Wasn't it in the 19th century that theatre programmes started to resemble programmes today?

181

Yes.

182

And unlike programmes from the 18th century, they always used colour.

183

And there was a greater variety of designs.

184

but personally I think 18th century programmes were superior because they told the theatre goers so many things, including about the actors.

185

And about the writer, the plot and sometimes the history of the play.

186

That's right.

187

What should we say about theatre programmes in the 20th century?

188

I reckon the most important thing is the dramatic change they underwent during World War II.

189

When the government imposed restrictions on the use of paper.

190

Yeah, but that was only in the UK.

191

In the USA, programs, or rather playbills, continued to be published in the same format.

192

While here in the UK, programs became merely a single sheet of paper folded to create four pages for text.

193

What I don't really get is that after the war, they didn't go back to being more than one sheet or change in any way for over 25 years.

194

I know there were paper shortages after the war, but only for five or ten years.

195

Hmm, strange.

196

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

197

Now listen and answer questions 27 to 30.

198

I've got some pictures of programmes we could include on the slides for our presentation.

199

I found a couple too, Maya.

200

Let's go through and see what we think.

201

Um, oh, this is an old one for a play called Rui Blass.

202

Never heard of that, but the programme looks very decorative.

203

Good enough to put in a frame on the wall.

204

The images are just beautiful.

205

Finn, what did you find?

206

I've got some pages from a programme for Man of La Mancha.

207

I thought this was a good programme to show, not because of the pictures, but because it contains articles written by members of the theatre company.

208

So we can learn how the production was created and the thoughts and feelings of the cast.

209

Good.

210

I've got a copy of a programme that's now in a museum.

211

It's for The Tragedy of Jane Shaw

212

and it's said to be the earliest surviving document to have been printed on Australia's first printing press.

213

Fantastic!

214

Another programme to talk about is for the Sailors' Festival.

215

It comes from the British Library's digitised collection of programmes that was started a few years ago.

216

It already comprises over 200,000 programmes, which is amazing!

217

Huh, wish I'd known about it while I was doing my research!

218

That is the end of part 3.

219

You now have 30 seconds to check your answers to part 3.

220

Part 4.

221

You will hear a design and technology lecturer talking about inclusive design.

222

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

223

Thank you.

224

Now listen carefully and answer questions 31 to 40.

225

It's only relatively recently that designers have become aware of the need to be inclusive when designing products.

226

But what does that mean exactly?

227

Well, it simply means designing products that span economic, social and cultural barriers.

228

It means making sure products are accessible, so

229

that as many different types of people as possible can use

230

them without any type of adaptation having to be made to the original design.

231

Inclusive design is often linked with universal design, although they are not quite the same thing.

232

Universal Design aims to make products that work for everyone and

233

that includes considering the needs of people who have cognitive difficulties which can present quite a challenge Today,

234

examples of successful inclusive design can be seen all around us In workplaces,

235

it is common to see desks which can be adjusted to suit people of different heights or for wheelchair users

236

This still isn't always the case, however, and is one reason why office workers often suffer from back or neck problems.

237

You'll find another example in the public toilets of countless hotels, airports and offices.

238

Taps that you activate by sensor require no pressing or twisting movements.

239

These are not only more hygienic, they're also easier for people with dexterity or mobility issues.

240

The tech industry has been criticised in the past for focusing too much on young consumers, but this is changing.

241

Many products are now designed with the elderly in mind.

242

For example, it's well known that vision declines with age and that we also become worse at distinguishing between similar colours,

243

in particular shades of blue, which is why software designers rarely create interfaces with this colour.

244

Motor skills also decline with age

245

and some people have difficulty doing everyday things like picking up a cup or opening a door.

246

This can also affect their ability to use a mouse or keyboard.

247

So voice access is now a routine way of making commands.

248

It's worth looking at the problems non-inclusive designs cause when not enough consideration is given to a range of users

249

as it can have a serious impact on people's lives.

250

Access is one obvious example because it has such a huge impact on disabled people's independence.

251

Not being able to access public transport because buses

252

or trains are not wheelchair friendly means many disabled people can't go out unless someone goes with them.

253

Safety is another issue.

254

Inexplicably, most cars are still crash tested using a dummy based on an average sized male.

255

This has safety implications for all women, particularly those who are pregnant,

256

as the seatbelts worn by the dummy are not adapted to accommodate them.

257

Over the past 100 years, workplaces in the UK have, on the whole, become considerably safer.

258

Employers are legally required to provide well-maintained personal protective equipment, or PPE, anything from goggles to full bodysuits,

259

to workers who need it, free of charge.

260

But most PPE is designed to fit men.

261

A recent report found that employers often think that when it comes to female workers,

262

all they need to do to comply with this legal requirement is to buy jackets, for example, designed for a small man.

263

The problem with this is that women can be tall and still have much smaller shoulders than the average man.

264

Ill-fitting PPE such as high-vis jackets, vests and body armour can put women at risk The report found

265

that 95% of women said that their PPE often hampered their work and that this problem was worst in the emergency services,

266

particularly the police

267

Another problem is related to comfort at work

268

A very common scenario in offices in summertime is to see women wrapped in blankets

269

or wearing sweaters while the air conditioning is on high.

270

Meanwhile, the men are in shorts and t-shirts.

271

This is due to differences in metabolic rates for men and women.

272

There is a standard setting for air conditioning to be at a temperature of 21 degrees, designed to suit men.

273

and in most modern offices it's not possible to turn the air conditioning up or down.

274

This means that many offices which mainly employ women are wasting energy by having the air conditioning set too high.

275

As you can see from the examples I've just mentioned, there are serious consequences for designs which don't consider the needs of all users.

276

That is the end of part four.

277

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

278

Thank you.

279

Thank you.

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FOR YOU

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 20 Listening Test 3 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：programme, questions, furniture, theatre, answer。この動画には、シャドーイング用の文が279文、単語が3213語あります。音声の長さは29:59です。話す速さはゆっくりで、1分あたり約107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
coin 名詞	/ˈkoɪ̯n/	硬貨, 玉
archaeologist 名詞	/ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/	考古学者
diver 名詞	/ˈdaɪ̯və(ɹ)/	潜水夫, 潜り
disable 動詞	/dɪsˈeɪbəl/	無力化する
wheelchair 名詞	/ˈ(h)wilt͡ʃɛɹ/	車椅子, ホイールチェア
pond 名詞	/pɑnd/	池
workplace 名詞	/ˈwɝkˌpleɪs/	職場, 仕事場
rental 名詞	/ˈɹɛntəl/	レンタル, 賃貸し
accuse 動詞	/əˈkjuz/	問う, 着せる
lecturer 名詞	/ˈlɛkt͡ʃəɹə/	講師
resemble 動詞	/ɹɪˈzɛmbəl/	似ている
jewellery 名詞	/ˈd͡ʒʊ-/	宝飾品, ジュエリー
restriction 名詞	/ɹɪˈstɹɪkʃən/	制限
outrageous 形容詞	/aʊtˈɹeɪ.d͡ʒəs/	法外な, 無法な
rubbish 名詞	/ˈɹʌbɪʃ/	くだらないこと, ばかばかしいこと

動画に出てくる句動詞

単語	意味
take out 動詞	取り出す
find out 動詞	見出す, 調べる
go out 動詞	出る
pick up 動詞	拾う, 拾い上げる
wash away 動詞	押し流す

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。

I'm due to move in next week.
What can I do for you?
Could you give me an idea of their costs?
How's your research coming along?
Finn, what did you find?

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	I've recommended · have mentioned · has been
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 · be made
関係詞節 who / which + 節 — 人や物について情報を加える	Castle, which is · people who once · programmes, which is

注意したい発音

話し手はI'm, don't, I'veなど、短縮形や弱形を61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: northwest /nɔɹθˈwɛst/, mathematics /mæθ(.ə)ˈmæt.ɪks/
「sh」と「zh」の音: implication /ˌɪmpləˈkeɪʃən/, restriction /ɹɪˈstɹɪkʃən/, rubbish /ˈɹʌbɪʃ/, adaptation /ˌæd.æpˈteɪ.ʃən/, publish /ˈpʌblɪʃ/
長い単語（アクセントの位置に注意）: archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, implication /ˌɪmpləˈkeɪʃən/, metabolic /mɛtəˈbɒlɪk/, decorative /ˈdɛk.ə.ɹə.tɪv/, historian /hɪˈstɔɹi.ən/

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: archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, wheelchair /ˈ(h)wilt͡ʃɛɹ/, rental /ˈɹɛntəl/, lecturer /ˈlɛkt͡ʃəɹə/, resemble /ɹɪˈzɛmbəl/
/v/ — /b/ にならないように、上の歯を下唇に当てる: inclusive /ɪnˈkluːsɪv/, diver /ˈdaɪ̯və(ɹ)/, uncover /ʌnˈkʌvɚ/, activate /ˈæktɪˌveɪt/, decorative /ˈdɛk.ə.ɹə.tɪv/
子音の連続 — 間に母音を入れない: inclusive /ɪnˈkluːsɪv/, archaeologist /ˌɑɹ.kiˈɑ.lə.d͡ʒɪst/, playbill /ˈpleɪˌbɪl/, wheelchair /ˈ(h)wilt͡ʃɛɹ/, pond /pɑnd/

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。coin, archaeologist, diver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 20 Listening Test 3 with answers - 動画で英語スピーキングを学ぶ

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