シャドーイング練習: IELTS LISTENING PRACTICE TEST 2026 WITH ANSWERS | 02.09.2026 - 動画で英語スピーキングを学ぶ

Now turns to part one.

Part one.

You will hear a woman talking on the telephone to a man about a car he is selling.

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

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 one to four.

Hello, Brian Park speaking.

Oh, hello.

I'm calling about the advert in the paper.

For the car?

Uh, yes, the Mini you've got advertised for sale.

Oh, yes.

I just wanted to find out a bit more information. Of course.

What would you like to know?

It's my brother who's interested, actually but he's not in today so he asked me to call you.

Fine.

Great, thanks.

So it's a mini?

Yep.

And how old is it?

Just coming up to 13 years old.

And I seem to remember from the ad that it's grey.

That's it.

Doesn't show the dirt.

Absolutely.

Anyway, the colour shouldn't be a problem for Jeff.

You know, the important thing is the quality yes of course

and what about mileage with it being pretty old it's probably

over a hundred thousand actually it's forty thousand less than

that sixty two thousand on the clock great i remember now

i'm confusing it with another ad i was looking at right

pleasant surprise then yeah have you been the only owner or was there a previous one i'm the second one Before,

it was owned by a teacher who was a very careful driver.

Didn't have any accidents.

Very good.

And what about you?

What do you tend to use it for?

I haven't used it all that much.

Mostly for shopping.

You know, this sort of thing.

So, not much wear and tear.

I'll make a note of that.

I know Jeff wanted me to check that.

Right.

Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.

you Thank you.

10. Now, about the price, I see you've got it down as £1,250.

I'm not sure Jeff will be able to come up with that amount.

In the ad, I did say £1,250 or nearest offer.

So, would you be prepared to go down to £1,000?

That's really too low, I'm afraid.

£1,100?

I might be able to go to that.

OK, I'll make a note of that.

What about tax?

Is it due soon?

Got another five months before it's due.

Oh, that's a real plus, yes.

I'll make a note of that.

OK.

Now, you say it's in good condition.

For its age, I'd say yes, definitely.

It's just been serviced and there were no major problems.

Major?

I'd be able to show you the service report.

The only thing is, you'd have to get a new tyre in the near future.

Though it's still OK, you know.

It's certainly absolutely safe at the moment.

OK, fair enough.

Yes, I understand.

And the garage also mentioned that one headlight could probably do with replacing.

They think there's a fault there.

You know, intermittent...

Well, we'd obviously look at all the documents, but that sounds very straightforward. Of course.

I've got all the service documents up to date and you can look at those.

Well, it all sounds pretty good.

And I know my brother will be interested.

So would it be possible for him to see the car?

He's back from his trip tomorrow and away tonight.

So how about tomorrow?

Tomorrow?

Wednesday?

I'm afraid that's not possible.

I'm out pretty much all day.

Well, Thursday then?

That'd be fine, yeah.

In the morning?

Yes, that would suit me perfectly.

Great.

Now, you'll need my address.

Oh, yes, of course.

What is it?

It's number 238.

238?

London Road.

Oh, that's easy enough.

Yes, very straightforward.

So, I'll pass on these notes to Jeff, and he'll see you in a couple...

100

That is the end of Section 1.

101

You now have half a minute to check your answers

102

Now turns to part two.

103

Part two.

104

You will hear a speech given to new employees at a museum.

105

You have 30 seconds to look at questions 11 to 13.

106

Now listen carefully and answer questions 11 to 13.

107

Allow me to introduce myself.

108

My name is Peter Myers, and on behalf of everybody here at Stevens Bridge Dungeons, I would like to welcome you all to our entertainment team.

109

This year, the hiring process was especially competitive, and it might interest you all to know that for every position, there are almost 30 applicants,

110

so you really are the best of the best.

111

In a moment, I will take you on a tour of the museum

112

so you can get an idea of what the space is like

113

but first of all i would like to show you around

114

the staff room our staff room is located at the back of the building over here you will notice

115

that there are two entrances to the staff room one leads to the room we're in now

116

which is the main and oldest dungeon here at stevensbridge

117

which we have turned into the museum this is where you will greet the new visitors

118

and also where the tour throughout the dungeons will begin i should mention now

119

that we only ever send visitors through as part of a group

120

so even on the busy days you will still get roughly

121

10 minutes of free time between each group make sure you use

122

that time wisely because you'll need to get straight back into character as soon as it's over

123

now look at questions 14 to 20.

124

Now listen carefully and answer questions 14 to 20.

125

Right, follow me and I'll show you the layout of the museum.

126

From the museum we can pass through this door near the interactive display into the staff room.

127

From here you can see the steps at the far side in the opposite corner that lead outside into Berwick Street.

128

When you arrive for a shift it will be much easier

129

for you all to come in the Berwick Street entrance directly down the steps to the staff room.

130

If you come in through the main visitor entrance it will take you longer to get past security.

131

As you can all see there are lockers on your right hand side.

132

They should be big enough for you to put your bags and coats in.

133

You'll get given keys later that work with any of the lockers in here.

134

Over on the other side, past the lockers, is our most exciting area.

135

This is where our wardrobe and makeup will take place.

136

Every shift you will be transformed from normal people into grotesque medieval prisoners.

137

If you're If you're lucky, you get to be the jailer, but even they rarely bathed in those days.

138

Of course, some of you might consider yourselves method actors, but please do try to shower before your shift.

139

We don't want to give visitors an experience that's too authentic.

140

Now we do have a staff shower here if you really need it.

141

It is located next to the staff toilets, which are unisex.

142

I hope nobody has too much of a problem with that.

143

Unfortunately, dungeons were not really designed with comfort in mind.

144

You can find the bathroom at the other end of the room from the makeup area.

145

There is also another toilet for the public concealed just to the right of the door into this room.

146

Let's move back into the museum.

147

We have three main sections down here.

148

The first one you pass into when you leave the staff room is the museum.

149

This is where all the useful information can be found such as dates, number of prisoners, and the kinds of torture that we used.

150

I know it's a lot of information to take in on your first day, but try to learn as much of it as you can.

151

Even though you'll mostly be in character, visitors might want to ask you some questions, and it would be great if you could tell them more about the dungeons.

152

I think it would be more interesting if visitors could learn directly from you rather than having to read about it.

153

As you can see, on the left we have an interactive display for children, and on the right we have a photo booth.

154

This was the original dungeon, first built in 1435.

155

Now, let's pass through into the main dungeon that was added during the Tudor period in around 1570.

156

You might be able to feel that the air is a lot damper and cooler here.

157

That is because we are now beneath the River Stevens.

158

This is primarily the room in which most of you will be working.

159

This is where many high profile religious figures were held, sometimes for years on end.

160

Depending on the roles you will be playing, you can either be chained up, free to roam, or if you are a jailer, wandering between prisoners to keep an eye on them.

161

Now we will pass into our third and final section, the prison cells.

162

Over here you can see there are some wooden stocks and a fake gibbet.

163

Don't worry, I can see a couple of you looking concerned.

164

you don't need to reenact any of the torture scenes for visitors.

165

One person each shift will play the jailer in here, where you'll give a speech to the group about some of the more notable prisoners to stay here in the past.

166

This is usually the end of the tour, but some visitors will certainly want to ask you more questions at this point, so please try your best to make yourselves available.

167

Help them by answering any questions they have.

168

Also, feel free to guide the visitors through the museum if you see that they're going the wrong way.

169

This concludes our introduction to your new workplace.

170

If you'll please follow me, I will get you all issued with your keys

171

and some information about the dungeons that you can take home with you to study.

172

I will also introduce you to your shift supervisor, Alice Stiles, and you can ask her any questions you may have about your roles.

173

That is the end of part two.

174

You now have half a minute to check your answers.

175

Now turns to part 3.

176

Part 3.

177

You will hear a woman called Phoebe, who is training to be a teacher, talking to her tutor called Tony about research she has done in a school.

178

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

179

Thank you.

180

Now listen and answer questions 21 to 25.

181

So, how did you get on with your school-based research, Phoebe?

182

Well, it was exhausting, but really valuable.

183

Good.

184

What was the specific focus you chose?

185

My title is Attitudes Towards Study Among 11 to 12-year-old Pupils.

186

Right, and what made you choose that focus?

187

Well, that's a bit difficult.

188

Lots of my classmates decided on their focus really early on, mainly on the basis of what they thought would help in their future career,

189

you know, in their first year's teaching.

190

So that's what helped you decide?

191

Actually, it was that I came across a book written by experienced teachers on student attitudes, and that motivated me to go for the topic.

192

OK.

193

So what were your research questions or issues?

194

Well, I wanted to look at the ways students responded to different teachers, particularly focusing on whether very strict teachers made teenagers less motivated.

195

And from your research, did you find that was true?

196

No, not from what I saw, you know, from my five days observation, talking to people and so forth.

197

Okay, we'll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are?

198

Well, what really amazed me was the significant gender differences.

199

I didn't set out to focus on that, but I found that boys were much more positive about being at school.

200

Girls were more impatient.

201

They talked a lot about wanting to grow up and leave school.

202

Very interesting.

203

Yeah, it is.

204

From doing the research, it was clear to me that you might start out to focus on one thing, but you pick up lots of unexpected insights.

205

Right.

206

Did you get any insights into teaching?

207

Yes, certainly.

208

I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other.

209

And I began to realise that the lessons were developing in really unexpected ways.

210

So what conclusion do you draw from that?

211

Well, I know it's necessary for teachers to prepare lessons carefully, but it's great if they also allow lessons to go their own ways.

212

Good point.

213

Now, I'm really pleased to see you doing this.

214

analysing and drawing conclusions based on data.

215

But surely this isn't proper data.

216

Because it's derived from such small-scale research.

217

Well, as long as you don't make grand claims for your findings, this data is entirely valid.

218

I like the way you're already stepping back from the experience and thinking about what you've learned about research.

219

Well done.

220

But I know I could have done it better.

221

As you become more experienced, you'll find ways to reduce the risk of difficulties.

222

Okay.

223

Now you have some time to look at questions 26 to 30.

224

Now listen and answer questions 26 to 30.

225

So, let's look in more detail at how you gathered your data.

226

Let's start with lesson observation.

227

Well, it generally went quite smoothly.

228

I chose my focus and designed my checklist.

229

Then teachers allowed me into their classes without any problems, which surprised me.

230

It was afterwards that the grueling work started.

231

Yeah, it's very time-consuming, isn't it?

232

Making sense of analysing your observation notes.

233

Absolutely.

234

Much more so than interview data, for example.

235

That was relatively easy to process, though I wanted to make sure I used a high-quality recorder to make transcription easier

236

and I had to wait until one became available.

237

Right.

238

And did you interview some kids as well?

239

In the end, yes.

240

I talked to ten and they were great.

241

I'd imagined I'd be bored listening to them, but...

242

So it was easy to concentrate?

243

Sure.

244

One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils.

245

And it took a

246

while for him to agree to let me talk to three of the kids in his class

247

but he relented in the end.

248

Good.

249

What other methods did you use?

250

I experimented with questionnaires, but I really regret that now.

251

I decided to share the work with another student, but we had such different agendas it ended up taking twice as long.

252

That's a shame.

253

It might be worth you reflecting on ways you might improve on that for future projects.

254

You're right, yeah.

255

OK.

256

And the other thing I did was stills photography.

257

I didn't take as many pictures as I'd hoped to.

258

Lack of time?

259

It's pretty easy just snapping away, but I wanted each snap to have a purpose, you know, that would contribute to my research aims,

260

and I found that difficult.

261

Well, that's understandable, but remember...

262

That is the end of Section 3.

263

You now have half a minute to check your answers.

264

Now, turns to part four.

265

Part four.

266

You are going to listen to a lecture on language learning.

267

First, look at questions 31 to 35.

268

As you listen to the first part of the talk, answer questions 31 to 35 this is the first in our

269

series of lectures on language learning the topic I'd like to

270

deal with today is what makes a successful language learner there's

271

been a lot of research into what makes some people learn

272

a language faster than others in this lecture I'll summarize the main findings of the research into the subject.

273

There are many factors that influence how quickly one learns a foreign language,

274

of which exposure to the target language seems to be one of the most important factors to consider.

275

It's this factor which determines the speed of learning a language, especially among those people who learn a foreign language outside the classroom.

276

There are more people who did not learn a second language or a third language in the classroom, and I think

277

that understanding how learners successfully learn languages without the help of

278

a teacher can provide us with the key to how to become a successful language learner.

279

Let's look then at the characteristics of a successful language learner.

280

Motivation seems to be one of the key factors.

281

into motivation has identified two main types, instrumental motivation and integrative motivation.

282

Instrumental motivation is the kind of motivation that encourages people to learn a language for practical reasons,

283

such as getting a job or passing an examination.

284

Learners with this This kind of motivation intend to use the target language as a tool

285

or instrument to help them achieve a goal.

286

Integrative motivation is what encourages learners to learn a language in order to communicate and socialize with others who speak the language.

287

The primary aim for learners with integrative motivation is to use the language to integrate

288

and identify with the community that uses the language.

289

Immigrants, or people who are married to speakers of another language, are motivated in this way.

290

Although most people have mixed motivation,

291

research into language learning and acquisition suggests that integrative motivation produces much better results,

292

and is an important characteristic of successful language learners.

293

Before the speaker continues the talk, look at questions 36 to 40.

294

As you listen to the second part of the talk, answer the questions.

295

36 to 40.

296

One does not need to be an extrovert to learn a foreign language, but willingness to experiment and take risks is essential.

297

Introverted or anxious learners who are afraid of making mistakes find it harder to learn a language.

298

Good language learners will try to experiment with different ways of learning vocabulary or grammar

299

until they find the way that suits them best.

300

Language is a complex system.

301

Successful language learners often design complex learning systems to master a language.

302

They think about how they learn and organize their learning accordingly.

303

They develop their own learning style and use a range of learning skills, such as efficient revision techniques,

304

systems for learning and organizing vocabulary, the ability to monitor their own speech, and the ability to plan their learning.

305

Finally, age is another major factor to be borne in mind.

306

seem to be in the best position to learn a foreign language rapidly and with the best results.

307

Older learners can also be very successful and become proficient at using a language.

308

Adult learners who make decisions about their learning and are independent of the teacher,

309

who are analytical and aware of how they learn and who take responsibility for their learning,

310

stand a very good chance of learning a foreign language successfully.

311

That's the end of section four.

312

You now have half a minute to check your answers.

313

The End

314

People go mad

315

I want

316

to get back Don't get me mad Don't get me mad Don't get me mad Don't get me mad Oh

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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 →

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