シャドーイング練習: [VOL 5] IELTS Listening Test 2 - 動画で英語スピーキングを学ぶ
レッスンを作成中...
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version three zero six seven seven
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you will hear a number of different recordings
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and you will have to answer questions on what you hear
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there will be time for you to read the instructions and questions and you will have a chance to check your work.
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All the recordings will be played once only.
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The test is in four parts.
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Write all your answers in the listening question booklet.
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At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
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Now turn to part one on page two of your question booklet.
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Part 1 You will hear a telephone conversation between a customer and the manager of a house -sitting agency.
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First, you have some time to look at questions 1 to 6.
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Now listen carefully and answer questions 1 to 6.
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Hello, Oz House Sitters.
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Adam here.
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Oh, hello.
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My husband and I are going on a trip overseas
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and we'd like someone to stay in our house and look after it while we're away.
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Is that something you can help us with?
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It most certainly is.
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We can take care of all the arrangements for you.
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OK, great.
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Now, can I just get some contact details from you for the form?
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Your name is...
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Jenny.
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Jenny Hall.
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Thank you.
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Now, what's your address?
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14 Grey Street.
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Is that G -R -E -Y or G -R -A -Y?
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A -Y.
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Right.
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And what's the suburb?
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Greenfield.
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Oh, I know it.
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And if I can just get a contact telephone number?
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I'll give you my mobile number.
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That's probably the best one to use.
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It's 0491 577 248.
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Thanks.
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Now, when did you want the house sitter to start?
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We're flying out on the 25th of September, but my brother will be in the house for a few days until the 28th.
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So, from the 29th of September, please.
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I'll note that down.
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And how long do you want the house sitter for?
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Well, I'll be attending a training course in Paris for two weeks,
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but we're also going to visit my niece in Singapore on the way home to Australia for a few days.
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So, shall I put down three weeks?
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That sounds about right.
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I think four would be too long.
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Sure.
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Now, Jenny, can you tell me more about the features of your house?
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This helps us to match house sitters and homeowners.
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Sure.
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What do you want to know?
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Does the house have air conditioning?
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No, we don't like using it.
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We prefer the fresh air.
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But last year, we did put in a pool.
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Very nice.
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And are there any other attractive features?
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Is your house near a beach, for example?
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No, not really.
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We're about an hour's drive away.
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But we are close to a station, so it's handy for anyone getting into work and so on.
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OK, great.
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Great.
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Now, if our house sitter has their own transport, is there any space for them to park?
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Well, we won't be taking our car, but it's a large double garage.
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There'll be space for one more.
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Okay, great.
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I'll note that down too.
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Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
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Now listen and answer questions 7 to 10.
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And are there any special duties that you'll need the house sitter to carry out?
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Oh, I don't know.
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What do people normally ask for?
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Well, for example, one common chore is looking after the garden.
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Oh, yes.
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We have an orange tree and an apple tree, which are both watered automatically.
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But we haven't connected the sprinkler to our lemon tree yet, so they'll need to water that one.
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Sure.
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Now, Jenny, do you have any special requirements for your house sitter?
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Well, I don't know if this is possible, but I'd probably rather have a couple than someone who's single.
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The house might be a bit too big for just one person.
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Sure.
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Now, many of our owners ask for sitters without children.
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What's your preference?
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Oh, that's no problem.
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There's nothing they can break.
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What about smoking?
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Oh, no. I can't stand the smell.
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Definitely not.
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Now, how do I know that my house is going to be safe with the house sitters?
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Well, we check all of our house sitters very carefully.
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They have to provide references.
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But as well as that, you can ask for a police check if you want to.
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Oh, yes.
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I'd like to do that, please.
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OK, no problem.
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That's all I need for now.
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OK.
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that is the end of part one you now have one minute to check your answers to part one
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Thank you.
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Part 2
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You will hear a manager talking to staff of a graphic design company about the move to their new office building.
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First, you have some time to look at questions 11 to 15.
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Part 2.
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You will hear part of a radio program in
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which a successful businessman is advising listeners on how to become a self -made millionaire.
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First, you have some time to look at questions 11 to 16.
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Thank you.
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Now listen carefully and answer questions 11 to 16.
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Everybody dreams of becoming a millionaire one day.
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So we asked Arthur Knowles, who made his millions in the plumbing business,
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to give the budding entrepreneurs among you a few tips on how to make your first million.
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Arthur, welcome to the programme.
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Thanks, Sue.
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So, Arthur, what advice do you have for our listeners?
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Well, one thing I've heard people say is that when you're starting up a business, you can't afford to make mistakes.
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Well, I believe in the old saying, a person who never made a mistake never made anything.
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You can't really predict when you'll make mistakes, and you have to look at them as a positive experience, and one that means you won't make the same mistake again.
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You need to be able to cope with the world of business.
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But according to recent American business school studies, Believing in yourself isn't enough by itself to guarantee success.
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Confidence can be a good thing, but a person can have too much confidence.
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And people who try to learn to be confident by buying those how -to -succeed books are just wasting their time.
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The advice given in these American studies was that being a successful entrepreneur comes down to having the right attitude.
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It's no good getting depressed every time something goes wrong.
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Always keep your goals in mind and never give up.
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And don't listen to all the people around you who say, oh, this will never work.
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One thing I've learned in business is that you don't have to be an expert in everything, like marketing, for example.
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When I started my business, I tried to do it all myself.
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But I soon realised that although I knew everything there was to know about plumbing, I didn't have much idea about how to sell my ideas.
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So, I got someone who knew more about this to take care of the marketing side of things for me.
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And as for leadership, well, you've got to be someone your workers look up to because you've been seen to make the right decisions.
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You have to be able to control people, but listen to them at the same time.
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Some people are driven to make their companies successful, but that too often leads to a ruthless approach.
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Then there's the question of taking risks, even calculated ones.
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I personally feel it's actually better to tread carefully when it comes to taking short -term risks.
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You need a degree of vision, certainly, but it's easy to get carried away by your desire to increase profits and if things go wrong,
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you can end up losing more than you gain.
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Now listen and answer questions 17 to 20.
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So, if you have a great idea for a business, what should you do next?
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Well, the first thing to ask yourself is whether there's a need for your product or service.
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Can you cater for people's needs better than existing companies?
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You don't need to worry about whether it's original or not, because there isn't always enough of a demand for completely new ideas.
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And the second thing to ask yourself is, not what colour should the packet be or how much should it cost,
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but do I care enough about this idea to dedicate the next ten years of my life to it?
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Because realistically, that's how long it will take.
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Tell us how you got started, Arthur.
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How do you explain your early success?
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Well, I started my business just as the economy was going into a recession, which wasn't the best time, and I was lucky to survive,
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especially as the banks weren't being particularly supportive to small businesses at that time.
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If I'd listened to the business advice I was given back then, I'd never have got started.
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My strengths were
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that I knew I could provide a better service than my competitors who really hadn't spotted the opportunities
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that were out there and that my wife had a good job
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and was able to pay the household bills while I was getting the company on its feet.
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The first couple of years were very tough but I knew I would make it eventually.
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Okay, now we're going to take some calls from listeners
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that is the end of part two you now have 30 seconds to check your answers to part two
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Section 3 You will hear two primary school trainee teachers called Stefan and Magda discussing their placements for science teaching.
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First, you have some time to look at questions 21 to 26 on page 6.
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Thank you.
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carefully and answer questions 21 to 26.
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Hi Magda, how was your placement?
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It went really well.
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The kids really enjoyed the science I did with them.
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So did mine.
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I think they found it very motivating.
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Yes, the programme we had to teach was much better than the old style science experiments we did at school.
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Yes, though I don't understand why the children should have to build a model of a steam engine.
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I tried it with the kids, but I couldn't get it to work.
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Me neither.
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And it really shows it's hard to get any real results.
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Yes.
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And it's usually the children's parents, rather than the kids themselves, who favour that type of experiment.
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So what experiments did you do?
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Well, one day a discussion started in class about breakfast cereals, about which one was best.
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One child then said that we should test them in class.
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That's a nice idea.
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Yes, and it wasn't expensive.
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We brought four different brands of cereal and had everyone evaluate them for taste, appearance and sogginess in milk.
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And are you going to tell me which one won?
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No, I'll let you do it yourself.
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It obviously isn't difficult to set up.
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Another experiment we did, the sports teacher's idea actually, was to spend a morning seeing how high various balls bounced.
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For example, do new tennis balls bounce higher than old ones?
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And do basketballs that are fully inflated bounce better than flatter ones?
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And I guess you got some interesting data.
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We did.
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And they had to make a chart to plot the results.
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It really improved their grasp of charts and graphs and calculation.
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Apparently they'd had problems understanding the point of graphs in the past.
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Did all your experiments work out OK?
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Well, we had one lesson on making paper from grass.
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The children made a terrible mess in the classroom.
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Whatever they did didn't work.
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And it wasn't because it was difficult.
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I think it was because it didn't engage them at all.
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It didn't seem to motivate them.
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My tie -dying experiment went well.
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They had to get a piece of material and twist it into a rope and then dye it.
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The children did end up with blue and green hands for a few days though.
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But don't you need to spend more than one lesson on that?
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Yes, we did it over three classes.
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The children really loved it though, and one suggested we make scarves from the result.
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I declined, as my sewing skills aren't up to much.
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I guess the one experiment that everyone loved in my class was making glue from milk.
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I thought it would be a complete failure, but in fact it worked brilliantly.
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One reason, I suspect, is that they got feedback straight away.
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Some children get really restless if they have to wait for anything interesting to happen.
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Yes, I think that's always a good idea.
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Really helps to make it a success.
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Before you hear the rest of the discussion, you have some time to look at questions 27
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Now listen and answer questions 27 to 30.
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i see you've got a diagram there for one of your
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experiments yes it was an idea i got from the internet it was very easy
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and straightforward to set up the idea is to make a
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condenser to extract essences from plants the large containers made of metal right
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and that holds the hot water that's right and it has a strainer
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which sits inside it this is where you put the plant matter We use plants like rosemary, as the essence you can extract is quite strong.
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So what's the container right at the top?
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It's made of glass.
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It's where we put the ice.
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The glass container has a drip tip at the bottom.
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What's that for?
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It's where the essence collects.
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Where does the essence go then?
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Into the dish at the bottom.
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It's made of pottery.
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Sounds good.
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I might try it with my class.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Now turn to section 4, on page 8.
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Part 4.
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You will hear part of a talk about recent research into the design of workplaces.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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now listen carefully and answer questions 31 to 40
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hello everyone I recently completed some important research into the way office space is designed
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and its impact on employees the open plan office had been the norm for offices around the world.
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I'm sure you can picture one, a big room with maybe 50 or 100 workers sitting at their workstations.
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You might think open plan designs are a recent phenomenon, but they actually came about in the early 20th century,
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when businesses needed large numbers of people to do typing.
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These employees, usually women, used to have to sit in rows working away at their typewriters under the watchful eye of their supervisor.
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Over the years, designers have come up with several variations on the open theme.
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In particular, this has been achieved through furnishings.
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The early designs featured separate desks.
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A subsequent design introduced the concept of the cubicle.
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These can have either high screens that workers can't see over, or a screen just low enough to keep a lookout for the manager.
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Nowadays, with the increase in large call centres, a phenomenon known as hot -disking is common.
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In this system, employees working on different shifts are asked to share the same workstation.
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As you can imagine, this is not very popular with staff as there is little opportunity to personalise your workspace.
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in fact my research shows
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that employees in general dislike the open plan design as a
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part of my research I conducted a survey of the staff
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in several large companies with open plan offices the employees all voiced similar concerns about the design firstly they felt
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that the open plan took away their privacy
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but many also felt the need to carry their valuables with them at all times
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so to some extent they also felt there was less security with these designs.
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Another common complaint may be something for employers to consider
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when choosing this type of design and this was that these types of office space are bad for the health.
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I was intrigued by this possibility but looking at staff records, it does seem to be borne out.
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So if this design is so unpopular, why is it so commonplace?
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Well, the answer to that is in the benefits that the employers feel this type of design has.
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Of course, there is the obvious benefit that this design significantly reduces costs.
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both in terms of rent and even in terms of energy use.
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Employers also argue that an open plan design leads to better teamwork and communication.
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They also feel that new staff can learn from observing other workers, so this design can actually help in training staff.
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However, the complaints voiced by employees seem to suggest that the disadvantages far outweigh the advantages.
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The reality is that unhappy workers are unlikely to work well together,
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and there is plenty of evidence to suggest workers are frequently distracted from their work by the noise
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that is all around them.
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What is clear is that, as designers, we need to think carefully about the impact
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that our design has both on the staff involved and the work that they do.
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that is the end of part four you now have one minute to check your answers to part four
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Thank you.
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That is the end of the listening test.
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You now have 10 minutes to transfer your answers to the listening answer sheet.
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Thank you.
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この動画が優れたスピーキング教材になる理由
日常的な電話会話を題材にしているため、自然な英語のリズムやイントネーションを学ぶのに最適です。特に、依頼の内容を明確に伝える表現や、細かな情報（日時や住所）のやり取りが含まれており、実用的なコミュニケーション能力を養うのに役立ちます。shadowing siteでよく使われるような、リアルな会話の流れが再現されているので、シャドーイングの練習にぴったりです。
自然な表現を分解してみる
- 「Is that something you can help us with?」：依頼を柔らかく伝える表現で、「それを手伝ってもらえますか？」という直接的な質問よりも丁寧でナチュラルです。日常会話ではこのように「something」を使って曖昧さを残しながら依頼することが多いです。
- 「I'll give you my mobile number. That's probably the best one to use.」：情報を提供した後に理由を添えることで、相手にとって分かりやすくなります。「probably」を使うことで、絶対的な主張ではなく、柔軟な印象を与えています。
- 「Shall I put down three weeks? That sounds about right.」：相手の意向を確認しながら意思決定を進める表現で、コミュニケーションの流れをスムーズにするのに重要です。「sounds about right」は「大体合っているようです」というニュアンスで、確認の意味合いも含まれています。
効果的な練習ルーティン
shadow speechの基本である「リピート&レコード」を使って練習しましょう。まず、動画を1文ずつ再生し、すぐに自分の声で同じ文を言って録音します。録音した自分の声と原音を比較し、英語の発音を良くするためにはどこを修正すればいいか（イントネーション、リズム、弱読みなど）を確認します。1文が完璧になったら次の文に進み、最後に全体を一気にシャドーイングしてみます。このループを毎日10分続けることで、自然な発音と流暢さが身につきます。shadowspeaksのようなサイトを使えば、録音と比較がより簡単になります。
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 |
|---|---|
| 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 · you've been seen |
| 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 | haven't connected · I've heard · I've learned |
| 関係詞節 who / which + 節 — 人や物について情報を加える | tree, which are · person who never · people who try |
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。