シャドーイング練習: Cookery classes ielts listening | HD Audio | 720p - 動画で英語スピーキングを学ぶ

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Test 1.

You will hear a number of different recordings, and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions, and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four sections.

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

Now turn to Section 1.

Section 1

You will hear a telephone conversation between a woman who wants to attend a cookery class

and an official at a tourist information centre.

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

You will see that there is an example that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello, Tourist Information Centre.

Mike speaking.

How can I help you?

Oh, hi.

I wanted to find out about cookery classes.

I believe there are some one -day classes for tourists.

Well, they're open to everyone, but tourists are always welcome.

OK, let me give you some details of what's available.

There are several classes.

One very popular one is at the food studio.

The first cooking class is at the food studio.

So studio has been written in the space.

Now we shall begin.

You should answer the questions as you listen because you will not hear the recording a second time.

Listen carefully and answer questions 1 to 6.

Hello, Tourist Information Centre.

Mike speaking.

How can I help you?

Oh, hi.

I wanted to find out about cookery classes.

I believe there are some one -day classes for tourists.

Well, they're open to everyone, but tourists are always welcome.

OK, let me give you some details of what's available.

There are several classes.

One very popular one is at the food studio.

OK.

They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.

Right, that sounds good.

How big are the classes?

I'm not sure exactly, but they'll be quite small.

And could I get a private lesson there?

I think so.

Let me check.

Yes, they do offer those.

Though, in fact, most of the people who attend the classes find it's a nice way of getting to know one another.

I suppose it must be, yes.

And this company has a special deal for clients where they offer a discount of 20 %

if you return for a further class.

OK, but you said there were several classes.

That's right.

Another one you might be interested in is Bonds Cookery School.

They're quite new.

They just opened six months ago, but I've heard good things about them.

They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.

So, is that food for people on a diet and things like that?

I don't know if I'd be interested in that.

Well, I don't think they particularly focus on low -calorie diets or weight loss.

It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger,

that sort of thing.

I see.

Well, I might be interested.

I'm not sure.

Do they have a website I could check?

Yes.

Just key in the name of the school.

It'll come up.

And if you want to know more about them, every Thursday evening they have a lecture at the school.

It's free, and you don't need to book or anything.

Just turn up at 7 .30.

And that might give you an idea of whether you want to go to an actual class.

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.

OK, there's one more place you might be interested in.

That's got a rather strange name.

It's called the Arezza Centre.

That's spelled A -R -R -E -T -S -A.

OK.

They've got a very good reputation.

They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.

Right.

That's certainly an area I'd like to learn more about.

I've got lots of friends who don't eat meat.

In fact, I think I might have seen that school today.

Is it just by the market?

That's right.

So they don't have any problem getting their ingredients.

They're right next door.

And they also offer a special two -hour course in how to use a knife.

They cover all the different skills – buying them, sharpening, chopping techniques.

It gets booked up quickly though, so you'd need to check it was available.

Right, well, thank you very much.

I'll go and check that out.

That is the end of section one.

You now have half a minute to check your answers.

Section two.

100

You will hear the chairman of the Highways Committee of Granford

101

speaking to members of the public about proposed changes to traffic and parking in the area.

102

First, you have some time to look at questions 11 to 13.

103

Now listen carefully and answer questions 11 to 13.

104

Good evening everyone.

105

My name's Phil Sutton and I'm Chairman of the Highways Committee.

106

We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.

107

I'll start by summarising these changes before we open the meeting to questions.

108

So why do we need to make these changes to traffic systems in Granford?

109

Well, we're very aware that traffic is becoming an increasing problem.

110

It's been especially noticeable with the increase in heavy traffic

111

while they've been building the new hospital

112

but it's the overall rise in the volume of traffic of all kinds that's concerning us.

113

To date, there's not been any increase in traffic accidents but that's not something we want to see happen, obviously.

114

We recently carried out a survey of local residents and their responses were interesting.

115

People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.

116

We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up,

117

but this was on top of the list, and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.

118

We think these new traffic regulations would make a lot of difference, but we still have a long way to go.

119

We've managed to keep our proposals within budget, just so they can be covered by the Council.

120

But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them.

121

And that's an area we're still working on with the help of representatives from the police force.

122

Before you hear the rest of the talk, you have some time to look at questions 14 to 20.

123

Thank you.

124

Now listen and answer questions 14 to 20.

125

OK, so this slide shows a map of the central area of Granford with the High Street in the middle

126

and School Road on the right.

127

Now, we already have a set of traffic lights in the High Street at the junction with Station Road,

128

but we're planning to have another set at the other end

129

at the School Road junction to regulate the flow of traffic along the High Street.

130

We've decided we definitely need a pedestrian crossing.

131

We considered putting this on school road just outside the school, but in the end we decided that could lead to a lot of traffic congestion.

132

So we decided to locate it on the high street, crossing the road in front of the supermarket.

133

That's a very busy area, so it should help things there.

134

We're proposing some changes to parking.

135

At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,

136

but not at the other end of the High Street near School Road.

137

There'll be a new

138

No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.

139

This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.

140

As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,

141

so we've got two new disabled parking spaces on the side road up towards the bank.

142

It's not ideal, but probably better than the present arrangement.

143

We also plan to widen the pavement on School Road.

144

We think we can manage to get an extra half metre on the bend just before you get to the school,

145

on the same side of the road.

146

Finally, we've introduced new restrictions on loading and unloading for the supermarket,

147

so lorries will only be allowed to stop there before 8am.

148

That's the supermarket on School Road.

149

We kept to the existing arrangements with the High Street supermarket.

150

OK, so that's about it.

151

That is the end of Section 2.

152

You now have half a minute to check your answers.

153

Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.

154

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

155

Now listen carefully and answer questions 21 to 25.

156

We've got to choose a topic for our experiment, haven't we, Jack?

157

Were you thinking of something to do with seeds?

158

That's right.

159

I thought we could look at seed germination, how a seed begins to grow.

160

OK.

161

Any particular reason?

162

I know you're hoping to work in plant science eventually.

163

Yeah, but practically everything we do is going to feed into that.

164

No, there's an optional module on seed structure and function in the third year that I might do,

165

so I thought it might be useful for that.

166

If I choose that option, I don't have to do a dissertation module.

167

Good idea.

168

Well, I thought for this experiment, we could look at the relationship between seed size and the way the seeds are planted.

169

So we could plant different sized seeds in different ways and see which grow best.

170

OK.

171

Would need to allow time for the seeds to come up.

172

That should be fine if we start now.

173

A lot of the other possible experiments need quite a bit longer.

174

So that'd make it a good one to choose.

175

And I don't suppose it'd need much equipment.

176

We're not doing chemical analysis or anything.

177

Though that's not really an issue.

178

We've got plenty of equipment in the laboratory.

179

Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.

180

I'm sure our aim's OK.

181

It's not very ambitious, but the assignment's only ten percent of our final mark, isn't it?

182

But we need to be sure we're the only ones doing it.

183

Yeah, it's only five percent, actually, but it'd be a bit boring if everyone was doing it.

184

Did you read that book on seed germination on our reading list?

185

The one by Graves?

186

Hmm.

187

I looked through it for my last experiment, though it wasn't all that relevant there.

188

It would be for this experiment, though.

189

I found it quite hard to follow, lots about the theory which I hadn't expected.

190

Yes, I'd been hoping for something more practical.

191

It does include references to the recent findings on genetically modified seeds, though.

192

Yes, that was interesting.

193

I read an article about seed germination by Lee Hall.

194

About seeds that lie in the ground for ages and only germinate after a fire.

195

That's the one.

196

I knew a bit about it already, but not about this research.

197

George.

198

His analysis of figures comparing the times of the fires

199

and the proportion of seeds that germinated was done in a lot of detail.

200

Very impressive.

201

Was that the article with the illustrations of early stages of plant development?

202

They were very clear.

203

I think those diagrams were in another article.

204

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

205

Now listen and answer questions 26 to 30.

206

Anyway, shall we have a look at the procedure for our experiment?

207

We'll need to get going with it quite soon.

208

Right.

209

So the first thing we have to do is find our seeds.

210

I think vegetable seeds would be best, and obviously they mustn't all be the same size.

211

So how many sorts do we need?

212

About four different ones?

213

I think that would be enough.

214

There'll be quite a large number of seeds for each one.

215

Then for each seed we need to find out how much it weighs and also measure its dimensions,

216

and we need to keep a careful record of all that.

217

That'll be quite time -consuming.

218

And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down or several centimetres.

219

OK, so then we get planting.

220

Do you think we can plant several seeds together in the same plant pot?

221

No, I think we need a different one for each seed.

222

Right.

223

And we'll need to label them.

224

We can use different coloured labels.

225

Then we wait for the seeds to germinate.

226

I reckon that'll be about three weeks, depending on what the weather's like.

227

Then we see if our plants have come up and write down how tall they've grown.

228

Then all we have to do is look at our numbers and see if there's any relation between them.

229

That's right.

230

That is the end of Section 3.

231

You now have half a minute to check your answers.

232

Section 4

233

You will hear part of a lecture on an environmental studies

234

course about recent research on how animals are adapting to urban environments.

235

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

236

Thank you.

237

Now listen carefully and answer questions 31 to 40.

238

Hi.

239

Today we're going to be looking at animals in urban environments,

240

and I'm going to be telling you about some research on how they're affected by these environments.

241

Now, in evolutionary terms, urban environments represent huge upheavals,

242

the sorts of massive changes that usually happen over millions of years.

243

And we used to think that only a few species could adapt to this new environment.

244

One species which is well known as being highly adaptable is the crow,

245

and there have been various studies about how they managed to learn new skills.

246

Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,

247

just like they once perched on cliffs by the sea.

248

But, in fact, we're now finding

249

that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.

250

And one thing that researchers are finding especially interesting is the speed with which they're doing this.

251

We're not talking about gradual evolution here.

252

These animals are changing fast.

253

Let me tell you about some of the studies that have been carried out in this area.

254

So, in the University of Minnesota,

255

a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,

256

such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.

257

And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.

258

And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.

259

Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,

260

it does suggest that something cognitive was going on.

261

And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life,

262

having to look in different places to find food, for example, and coping with a whole new set of dangers.

263

Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,

264

who's done some experiments with blackbirds living in urban and rural areas.

265

And she's been looking not at their anatomy, but at their behavior.

266

So, as you might expect, she's found that the urban blackbirds tend to be quite bold.

267

They're prepared to face up to a lot of threats that would frighten away their country counterparts.

268

But there's one type of situation that does seem to frighten the urban blackbirds,

269

And that's anything new, anything they haven't experienced before.

270

And if you think about it, that's quite sensible for a bird living in the city.

271

Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.

272

He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.

273

It's a sensible -seeming adaptation.

274

A rat that gets scared every time a subway train rolls past won't be very successful.

275

There's just one more study I'd like to mention, which is by Sarah Parton and her team.

276

And they've been looking at how squirrels communicate in an urban environment,

277

and they've found that a routine part of their communication is carried out by waving their tails.

278

You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.

279

So, what are the long -term implications of this?

280

One possibility is that we may see completely new species developing in cities.

281

But on the other hand, it's possible that not all of these adaptations will be permanent.

282

Once the animals got accustomed to its new environment, it may no longer need the features it's developed.

283

So now we've had a look at adaptation...

284

Thank you.

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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「Cookery classes ielts listening」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：seed, questions, answer, road。この動画には、シャドーイング用の文が284文、単語が3009語あります。音声の長さは25:46です。話す速さは1分あたり約117語で安定しており、シャドーイングしやすいペースです。単語の86%は英語の頻出3,000語に含まれます。残りは練習の前に確認しておきましょう。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
seed 名詞	/siːd/	種
experiment 名詞	/ɪkˈspɛɹ.ə.mənt/	実験
supermarket 名詞	/ˌsupɚˈmɑɹkət/	スーパーマーケット, スーパー
carefully 副詞	/ˈkɛɹf(ə)li/	じっくり, 慎重に
regulation 名詞	/ˌɹɛɡjʊˈleɪʃən/	規制
label 名詞	/ˈleɪ.bəl/	荷札, 貼り札
collect 動詞	/ˈkɑlɪkt/	集める, 収集する
arrangement 名詞	/əˈɹeɪnd͡ʒmənt/	配置
lecture 名詞	/ˈlɛk.t͡ʃə/	講義
bend 動詞	/bɛnd/	曲げる
propose 動詞	/pɹəˈpəʊz/	申し込む
adapt 動詞	/əˈdæpt/	適応する
junction 名詞	/ˈd͡ʒʌŋkʃən/	接合
module 名詞	/ˈmɑd͡ʒul/	モジュール
visibility 名詞	/ˌvɪz.əˈbɪl.ɪ.ti/	可視, 顕在

動画に出てくる句動詞

単語	発音	意味
come up 動詞		上がる, 登る
carry out 動詞	/ˈkæ.ɹi aʊt/	行う, 実行する
drop off 動詞		落ちる
find out 動詞		見出す, 調べる
write down 動詞		書き留める, 記す

繰り返し練習したい文

動画に出てくる短く完結した文です。日常会話でそのまま使えます。

How can I help you?
I'm not sure exactly, but they'll be quite small.
I don't know if I'd be interested in that.
Do they have a website I could check?
Were you thinking of something to do with seeds?

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
現在完了進行形 have/has been + -ing — 以前に始まり今も続いている動作	she's been looking · they've been looking
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している	has been done · has been written · I've heard
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる	will be played · will be given · has been done
関係詞節 who / which + 節 — 人や物について情報を加える	woman who wants · people who attend · friends who don

注意したい発音

話し手はwe're, they're, don'tなど、短縮形や弱形を81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。

「sh」と「zh」の音: adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, junction /ˈd͡ʒʌŋkʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, reputation /ˌɹɛpjʊˈteɪʃən/
長い単語（アクセントの位置に注意）: experiment /ɪkˈspɛɹ.ə.mənt/, supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/

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: carefully /ˈkɛɹf(ə)li/, regulation /ˌɹɛɡjʊˈleɪʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, practical /ˈpɹæk.tɪ.kəl/, proposal /pɹəˈpoʊzəl/
/v/ — /b/ にならないように、上の歯を下唇に当てる: cognitive /ˈkɑɡ.nɪ.tɪv/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, visibility /ˌvɪz.əˈbɪl.ɪ.ti/, impressive /ɪmˈpɹɛsɪv/, evolution /ˌiːvəˈluːʃ(ə)n/
/f/ — 「フ」ではなく、上の歯と下唇で出す: carefully /ˈkɛɹf(ə)li/, knife /ˈnaɪ̯f/, telephone /ˈtɛləˌfoʊn/, reflect /ɹɪˈflɛkt/, inform /ɪnˈfɔɹm/

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。seed, experiment, supermarket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: Cookery classes ielts listening | HD Audio | 720p - 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