シャドーイング練習: CAMBRIDGE TEST | CAMBRIDGE 19 TEST 2 | IELTS LISTENING WITH ANSWER - 動画で英語スピーキングを学ぶ

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Test 2.

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 10 minutes to transfer your answers to an answer sheet.

Now turn to part 1.

Part 1.

You will hear two friends talking about a guitar group.

First, you have some time to look at questions 1 to 6.

Thank you.

Hi, Colman.

How are you?

Good, thanks.

I wanted to have a chat with you because our friend Josh told me that you've joined a guitar group, and it sounds interesting.

I'd really like to learn myself.

Why don't you come along?

I'm sure there's room for another person.

Really?

So, who runs the classes?

He's called a coordinator.

His name's Gary Matheson.

Let me note that down.

Gary.. how do you spell his surname?

It's M -A -T -H -I -E -S -O -N.

Right, thanks he's retired actually but he's a really nice guy and he used to play in a lot of bands

thanks so how long have you been going about a month now

and could you play anything before you started i knew a few chords

but that's all i'm sure everyone will be better than me That's what I thought too.

When I first spoke to Gary on the phone, he said it was a class for beginners, but I was still worried that everyone would be better than me.

But we were all equally hopeless.

Oh, that's reassuring.

So, where do you meet?

Well, when I joined the group, they were meeting in Gary's home, but as the group got bigger,

he decided to book a room at the college in town.

I prefer going there.

I know that place.

I used to go to tap dancing classes there when I was at secondary school.

I haven't been since, though, and I can't remember what road it's in.

Is it Lock Street?

It's just beyond there, at the bottom of New Street, near the city roundabout.

Yes, of course.

The guitar club is on the first floor in room T -347.

Right.

And when do you meet?

Is it at the weekend?

We meet on Thursdays.

It used to be 10 .30 and that suited me well.

But now we meet at eleven.

The class that's in there before us asked if they could have the room for another thirty minutes.

Oh, I see.

Well, I'd love to come, but I don't have a guitar.

Well, you can always buy a second -hand one.

There's a website called The Perfect Instrument that sells all kinds of guitars, violins and so on.

I'm sure you'll find something there.

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, what's a typical lesson like with Gary?

Well, he always starts by getting us to tune our guitars.

That takes about five minutes.

Uh -huh.

Some people have an app they use, but others do it by ear.

Gary goes round and helps them.

And while he's doing that, he tells us what he's going to do during the lesson.

Right first we usually spend about ten minutes doing some strumming so is that using oh

what are they called plectrums no we just use our thumbs

oh much easier gary reminds us where to put our fingers for each chord

and then we play them together sometimes we all just start laughing because we're so bad at keeping time.

So Gary starts clapping to help us.

Do you learn to play any songs?

Yes, we do at least one song with words and chords.

I mean, that's harder than you think.

Oh, I'm sure it is.

That part of the lesson takes about 15 minutes.

He often brings a recording of the song and plays it to us first.

Then he hands out the song and if there's a new chord in it,

we practice that before we play it together, but really slowly.

Do you do any finger picking?

That's the last ten minutes of the lesson,

when we pick out the individual notes from a tune he's made up it's always quite simple

that must be hard though it is but people like it

because they can really concentrate and

if we're all playing well it sounds quite impressive the only trouble is

that he sometimes gets us to play one at a time you know alone oh that's scary Hmm, it is.

But I've got used to it now.

At the end, he spends about five minutes telling us what to practice for the following week.

Well, thanks, Coleman.

I'll go and have a look at that website, I think.

That is the end of part one.

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

Part 2 You will hear a man called David talking on the radio about his work as a lifeboat volunteer.

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

I never really planned to be a lifeboat volunteer when I came to live in North Sea.

I'd been working in London as a website designer, but although that was interesting, I didn't like city life.

I'd been really keen on boats as a teenager, and I thought if I went to live by the sea, I might be able to pursue that interest a bit more in my free time.

Then I found that the Lifeboat Institution was looking for volunteers, so I decided to apply.

The Lifeboat Institution building here in North Sea is hard to miss.

It's one of the largest in the country.

100

It was built 15 years ago, with funds provided by a generous member of the public who'd lived here all her life.

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As the Lifeboat Institution is a charity that relies on that kind of donation, rather than funding provided by the government, that was a huge help to us.

102

When I applied, I had to have a health assessment.

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The doctors were particularly interested in my vision.

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I used to be short -sighted, so I'd had to wear glasses, but I'd had laser eye surgery two years earlier, so that was okay.

105

They gave me tests for colour blindness, and they thought I might have a problem there, but it turned out I was okay.

106

When the Coast Guard gets an alert, all the volunteers are contacted and rushed to the lifeboat station.

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Our target's to get there in five minutes.

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Then we try to get the boat off the dock and out to sea in another six to eight minutes.

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Our team's proud that we usually achieve that.

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The average time across the country's eight and a half minutes.

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I've recently qualified as what's called a helmsman, which means I have the ultimate responsibility for the lifeboat.

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I have to check that the equipment we use is in working order.

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The crew have special life jackets that can support up to four people in the water, and it's ultimately my decision whether it's safe to launch the boat.

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But it's very rare not to launch it, even in the worst weather.

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As well as going out on the lifeboat, my work involves other things too.

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A lot of people underestimate how quickly conditions can change at sea, so I speak to youth groups

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and sailing clubs in the area about the sorts of problems

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that sailors and swimmers can have if the weather suddenly gets bad.

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We also have a lot of volunteers who organise activities to raise money for us and we couldn't manage without them.

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Before you hear the rest of the talk 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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The training we get is a continuous process, focusing on technical competence and safe handling techniques,

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and it's given me the confidence to deal with extreme situations without panicking.

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I was glad I'd done a first aid course before I started, as that's a big help with the casualty care activities we do.

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We've done a lot on how to deal with ropes and tie knots.

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That's an essential skill.

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After a year, I did a one -week residential course led by specialists.

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They had a wave tank where they could create extreme weather conditions

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so we could get experience at what to do if the boat turned over in a storm at night, for example.

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Since I started, I've had to deal with a range of emergency situations, but the work's hugely motivating.

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It's not just about saving lives.

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I've learned a lot about the technology involved.

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My background in IT has been useful here and I can use my expertise to help other volunteers.

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They're a great group.

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We're like a family really, which helps when you're dragging yourself out of bed on a cold stormy night.

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But actually, it's the colder months that can be the most rewarding time.

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That's when the incidents tend to be more serious, and you realise that you can make a huge difference to the outcome.

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So, if any of you listeners are interested, why don't you give us a call?

139

That is the end of part two.

140

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

141

Part 3 You will hear two students called Bella and Don discussing a presentation they plan to do on recycling footwear.

142

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.

144

Hi, Don.

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Did you get the copy of the article on recycling footwear that I emailed you?

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Yeah, it's here.

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I've had a look at it.

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So, do you think it's a good topic for our presentation?

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Well, before I started reading it, I thought recycling footwear...

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Well, although it's quite interesting, perhaps there isn't enough to say about it, because we put shoes in recycling bins they go to charity shops

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and that's about it but there's much more to it than

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that i realize that now

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and i'm keen to research the topic more that's great one

154

of the things i didn't realize until i read the article

155

was just how many pairs of trainers get recycled well a

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lot of young people wear them all the time now they've

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become more popular than ordinary shoes i know i guess they are very hard wearing

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but don't they look a bit casual for school uniform I don't think they're right for

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that actually I think some of them look quite smart on pupils better than a scruffy old pair of shoes

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so do you keep shoes a long time yes though I

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do tend to wear my old pairs for doing dirty jobs

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like cleaning my bike I must admit I've recycled some perfectly good shoes

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that haven't gone out of fashion and still fit just because they don't look great on me anymore.

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That's awful, isn't it?

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I think it's common because there's so much choice.

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The article did say that recent sales of footwear have increased enormously.

167

That didn't surprise me.

168

No, but then it said that the amount of recycled footwear has fallen.

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It's 6 % now compared to a previous level of 11%.

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That doesn't seem to make sense.

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That's because not everything goes through the recycling process.

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Some footwear just isn't good enough to resell for one reason or another and gets rejected.

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

174

Now listen and answer questions 25 to 30.

175

so let's find some examples in the article of footwear

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that was rejected for recycling okay i think there are some

177

in the interview with the recycling manager um yeah here it

178

is hmm let's start with the ladies high -heeled shoes what

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did he say about those he said they were probably expensive the material was suede

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and they were beige in color it looked like someone had only worn them once

181

but in a very wet field so the heels were too stained with mud

182

and grass to resell them okay

183

and the leather ankle boots what was wrong with them apparently the heels were worn but

184

that wasn't the problem one of the shoes was a much

185

lighter shade than the other one it had obviously been left

186

in the sun i suppose even second hand shoes should look

187

the same sure then there were the red baby shoes oh yes we're told to tie shoes together

188

when we put them in a recycling bin

189

but people often don't bother you'd think it would have been easy to find the other

190

but it wasn't that was a shame because they were obviously new

191

the trainers were interesting he said they looked like they'd been worn by a marathon runner Yeah.

192

Weren't they split?

193

Not exactly.

194

One of the soles was so worn under the foot that you could put your finger through it.

195

Well, we could certainly use some of those examples in our presentation to explain why 90 % of shoes

196

that people take to recycling centres or bins get thrown into landfill.

197

Hmm.

198

What did you think about the project his team set up

199

to avoid this by making new shoes out of the good parts of old shoes?

200

It sounded like a good idea.

201

They get so many shoes, they should be able to match parts.

202

I wasn't surprised that it failed, though.

203

I mean, who wants to buy second -hand shoes, really?

204

Think of all the germs you could catch.

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Well, people didn't refuse them for that reason, did they?

206

It was because the pairs of shoes weren't identical.

207

They still managed to ship them overseas, though.

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That's another area we need to discuss.

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You know, I used to consider this topic just from my own perspective, by thinking about my own recycling behaviour, without looking at the bigger picture.

210

So much happens once shoes leave the recycling area.

211

It's not as simple as you first think.

212

And we can show that by taking a very different approach to it.

213

Absolutely.

214

So, let's discuss how we're going to split up the presents.

215

That is the end of part 3.

216

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

217

Part 4.

218

You will hear a zoology student giving a presentation about an animal called a tardigrade.

219

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

220

Now listen carefully and answer questions 31 to 40.

221

For my project on invertebrates, I chose to study tardigrades.

222

These are microscopic, or to be more precise, near -microscopic animals.

223

There are well over a thousand known species of these tiny animals, which belong to the phylum Tardigrada.

224

Most tardigrades range in length from 0 .05 to 1 mm,

225

though the largest species can grow to be 1 .2 mm in length.

226

They're also sometimes called water bears, water because that's where they thrive best, and bear because of the way they move.

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Moss piglet is another name for tardigrades because of the way they look when viewed from the front.

228

They were first discovered in Germany in 1773 by Johann Goetzer, who coined the name tardigrada.

229

As I say, there are many different species of tardigrade.

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Too many to describe here but generally speaking the different species share similar physical traits.

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They have a body which is short and also rounded a bit like a barrel and the body comprises four segments.

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Each segment has a pair of legs at the end of which are between four and eight sharp claws.

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I should also say that some species don't have any claws.

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What they have are discs and these work by means of suction.

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They enable the tardigrade to cling on to surfaces or to grip its prey.

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Within the body there are no lungs or any organs for breathing at all.

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Instead, oxygen and also blood are transported in a fluid that fills the cavity of the body.

238

As far as the tardigrade's head is concerned, the best way I can describe this is that it looks rather strange, a bit squashed even.

239

Though many of the websites I looked at described its appearance as cute, which isn't exactly very scientific.

240

The Tardigrade's mouth is a kind of tube that can open outwards to reveal teeth -like structures known as stylets.

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these are sharp enough to pierce plant or animal cells

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so where are tardigrades found well they live in every part

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of the world in a variety of habitats most commonly on the bed of a lake

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or on many kinds of plants

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or in very wet environments there's been some interesting research

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which has found that tardigrades are capable of surviving radiation

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and very high pressure

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and they're also able to withstand temperatures as cold as minus 200 degrees centigrade or highs of more than 148 degrees centigrade,

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which is incredibly hot.

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It has been said that tardigrades could survive long after human beings have been wiped out, even in the event of an asteroid hitting the Earth.

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If conditions become too extreme and tardigrades are at risk of drying out, they enter a state called cryptobiosis.

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They curl into a ball called a tun, that's T -U -N, by retracting their head and legs,

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and their metabolism drops to less than one percent of normal

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levels they can remain like this until they're reintroduced to water

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when they will come back to life in a matter of a few hours while in a state of cryptobiosis

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tardigrades produce a protein that protects their dna in 2016 scientists revived two tardigrades

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that had been tons for more than 30 years there was a report

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that in 1948 a 120 year old ton was revived

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but this experiment has never been repeated there are currently several

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tests taking place in space to determine how long tardigrades might be able to survive there I believe the record

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so far is 10 days.

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So, moving on.

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In terms of their diet, tardigrades consume liquids in order to survive.

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Although they have teeth, they don't use these for chewing.

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They suck the juices from moss or extract fluid from seaweed.

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But some species prey on other tardigrades from other species

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or within their own i suppose this isn't surprising given

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that tardigrades are mainly comprised of liquid and are coated with a type of gel

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finally i'd like to mention the conservation status of tardigrades it is estimated

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that they have been in existence for approximately half a billion years and in that time they have survived five mass extinctions,

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so it will probably come as no surprise to you

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that tardigrades have not been evaluated by the International Union for Conservation of Nature and are not on any endangered list.

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Some researchers have described them as thriving.

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Does anyone have any questions they'd like to ask?

275

That is the end of part four.

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

277

You Thank you.

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CAMBRIDGE TEST | CAMBRIDGE 19 TEST 1 | IELTS LISTENING WITH ANSWER

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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 TEST」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：tardigrade, shoes, questions。この動画には、シャドーイング用の文が277文、単語が3209語あります。音声の長さは29:42です。話す速さはゆっくりで、1分あたり約108語です。一つ一つの音をまねる余裕があります。単語の83%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
guitar 名詞	/ɡɪˈtɑɹ/	ギター
volunteer 名詞	/ˌvɑlənˈtɪɹ/	有志, ボランティア
lesson 名詞	/ˈlɛs.ən/	授業, 学科
presentation 名詞	/ˌpɹɛzn̩ˈteɪʃn̩/	贈呈
chord 名詞	/kɔɹd/	和音
topic 名詞	/ˈtɑpɪk/	話題, テーマ
heel 名詞	/hil/	踵, ヒール
finger 名詞	/ˈfɪŋɡɚ/	指
sharp 形容詞	/ʃɑɹp/	鋭い, 鋭利な
carefully 副詞	/ˈkɛɹf(ə)li/	じっくり, 慎重に
charity 名詞	/ˈtʃæɹɪti/	慈善
conservation 名詞	/ˌkɑnsə(ɹ)ˈveɪʃən/	保存
tune 名詞	/tjuːn/	曲, チューン
segment 名詞	/ˈsɛɡmɛnt/	切片
fluid 名詞	/ˈflu.ɪd/	流体, 液体

動画に出てくる句動詞

単語	意味
hand out 動詞	配る, 配布する
wipe out 動詞	一掃する

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'd really like to learn myself.
Why don't you come along?
I'm sure there's room for another person.
Do you learn to play any songs?
Do you do any finger picking?

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
「used to」 used to + 動詞 — 今はもう違う過去の習慣や状態	used to play · used to go · used to be
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	you've joined · haven't been · We've done
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 · was built
関係詞節 who / which + 節 — 人や物について情報を加える	helmsman, which means · body which is

注意したい発音

話し手はdon't, I'd, I'veなど、短縮形や弱形を67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: thrive /θɹajv/, bother /ˈbɑðɚ/, thirty /ˈθɝti/, leather /ˈlɛðɚ/, breathe /bɹiːð/
「sh」と「zh」の音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, sharp /ʃɑɹp/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, rush /ɹʌʃ/, sheet /ʃit/
長い単語（アクセントの位置に注意）: conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, ordinary /ˈɔɹdɪnɛɹi/, experiment /ɪkˈspɛɹ.ə.mənt/, incredibly /ɪŋˈkɹɛdɪbli/, residential /ˌrɛzɪˈdɛnʃəl/

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/, reveal /ɹɪˈviːl/, incredibly /ɪŋˈkɹɛdɪbli/, residential /ˌrɛzɪˈdɛnʃəl/
/v/ — /b/ にならないように、上の歯を下唇に当てる: volunteer /ˌvɑlənˈtɪɹ/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, thrive /θɹajv/, revive /ɹɪˈvaɪ̯v/, impressive /ɪmˈpɹɛsɪv/
/f/ — 「フ」ではなく、上の歯と下唇で出す: finger /ˈfɪŋɡɚ/, carefully /ˈkɛɹf(ə)li/, fluid /ˈflu.ɪd/, awful /ˈɔːfʊl/, refuse /ɹɪˈfjuːz/

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。guitar, volunteer, lesson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 TEST | CAMBRIDGE 19 TEST 2 | IELTS LISTENING WITH ANSWER - 動画で英語スピーキングを学ぶ

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