쉐도잉 연습: Cambridge 13 Listening Test 2 With Answers - 영상으로 영어 말하기 배우기

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Test 2.

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 10 minutes to transfer your answers to an answer sheet.

Now turn to Section 1.

Section 1 You will hear a woman phoning the secretary of a cycling club to find out about becoming a member.

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, South City Cycling Club.

Oh, hi.

Um, I want to find out about joining the club.

Right, I can help you there.

I'm the club secretary and my name's Jim Hunter.

Oh, hi, Jim.

The club secretary's name is Jim Hunter, so Hunter 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 one to six.

Hello, South City Cycling Club.

Oh, hi.

Um, I want to find out about joining the club.

Right, I can help you there.

I'm the club secretary and my name's Jim Hunter.

Oh, hi, Jim.

So, are you interested in membership for yourself?

That's right.

OK, well there are basically two types of adult membership.

If you're pretty serious about cycling, there's the full membership.

That costs two hundred and sixty dollars, and that covers you not just for ordinary cycling,

but also for races both here in the city and also in other parts of Australia.

Right.

Well, I'm not really up to that standard.

I was more interested in just joining a group to do some cycling in my free time.

Sure, that's why most people join.

So in that case, you'd be better with the recreational membership.

That's $108 if you're over 19 and $95 if you're under.

I'm 25.

Okay.

It's paid quarterly and you can upgrade it later to the full membership if you want to, of course.

Now, both types of membership include the club fee of $20.

They also provide insurance in case you have an accident, though we hope you won't need that, of course.

No. OK, well, I'll go with the recreational membership, I think, and that allows me to join in the club activities and so on?

That's right.

And once you're a member of the club, you're also permitted to wear our kit when you're out cycling.

It's green and white.

Yes, I've seen cyclists wearing it.

So can I buy that at the club?

No, it's made to order by a company in Brisbane.

You can find them online.

They're called Jerry's.

That's J -E -R -R -I -Z.

You can use your membership number to put in an order on their website.

OK.

Now can you tell me a bit about the rides I can do?

Sure.

So we have training rides pretty well every morning

and they're a really good way of improving your cycling skills as well as your general level of fitness.

But they're different levels.

Level A is pretty fast.

You're looking at about 30 or 35 kilometres an hour.

If you can do about 25 kilometres an hour, you'd probably be level B.

And then level C are the novices who stay at about 15 kilometres per hour.

Right.

Well, I reckon I'd be level B.

So when are the sessions for that level?

There are a couple each week.

They're both early morning sessions.

There's one on Tuesdays.

And for that one, you meet at 5 .30am.

and the meeting points the stadium.

Do you know where that is?

Yes, it's quite near my home, in fact.

OK, and how about the other one?

That's on Thursdays.

It starts at the same time, but they meet at the main gate to the park.

Is that the one just past the shopping mall?

That's it.

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 how long are the rides?

They're about an hour and a half, so if you have a job it's easy to fit in before you go to work.

And the members often go somewhere for coffee afterwards, so it's quite a social event.

OK, that sounds good.

I've only just moved to the city so I don't actually know many people yet.

Well, it's a great way to meet people.

And does each ride have a leader?

Sometimes, but not always.

But you don't really need one.

The group members on the ride support one another anyway.

How would we know where to go?

If you check the club website, you'll see that the route for each ride is clearly marked.

So you can just print that out and take it along with you.

It's similar from one week to another, but it's not always exactly the same.

And what do I need to bring?

Well, bring a bottle of water and your phone.

You shouldn't use it while you're cycling, but have it with you.

100

Right.

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And in winter, it's well before sunrise when we set out, so you need to make sure your bike's got lights.

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That's OK.

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Well, thanks, Jim.

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I'd definitely like to join.

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So what's the best way of going about it.

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That is the end of section one.

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You now have half a minute to check your answers.

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Now turn to Section 2.

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Section 2.

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You will hear a manager in a company talking to employees about volunteering for charity work.

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

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Now listen carefully and answer questions 11 to 16.

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Thanks for coming, everyone.

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Okay, so this meeting is for new staff and staff who haven't been involved with our volunteering projects yet. So, basically,

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the idea is

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that we allow staff to give up some of their work

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time to help on various charity projects to benefit the local community.

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We've been doing this for the last five years, and it's been very successful.

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Participating doesn't necessarily involve a huge time commitment.

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The company will pay for eight hours of your time.

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That can be used over one or two days all at once, or spread over several months throughout the year.

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There are some staff who enjoy volunteering so much, they also give up their own free time for a couple of hours every week.

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It's completely up to you.

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Obviously, many people will have family commitments and aren't as available as other members of staff.

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Feedback from staff has been overwhelmingly positive.

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Because they felt they were doing something really useful, nearly everyone agreed that volunteering made them feel more motivated at work.

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They also liked building relationships with the people in the local community and felt valued by them.

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One or two people also said it was a good thing to have on their CVs.

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One particularly successful project last year was the Get Working project.

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This was aimed at helping unemployed people in the area get back to work.

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Our staff were able to help them improve their telephone skills, such as writing down messages and speaking with confidence to potential customers,

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which they had found quite difficult.

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This is something many employers look for in job applicants, and something we all do without even thinking about every day at work.

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We've got an exciting new project starting this year.

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Up until now, we've mainly focused on projects to do with education and training,

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and we'll continue with our reading project in schools and our work with local charities.

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But we've also agreed to help out on a conservation project in Redfern Park,

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so if any of you fancy being outside and getting your hands dirty, this is the project for you.

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I also wanted to mention the annual

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Digital Inclusion Day, which is coming up next month.

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The aim of this is to help older people keep up with technology, and this year, instead of hosting the event in our own training facility,

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we're using the ICT suite at Hill College, as it can hold far more people.

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We've invited over 60 people from the Silver Age Community Center to take part, so we'll need a lot of volunteers to help with this event.

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If you're interested in taking part, please go to the volunteering section of our website and complete the relevant form.

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We won't be providing any training for this, but you'll be paired with an experienced volunteer if you've never done it before.

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By the way, don't forget to tell your manager about any volunteering activities you decide to do.

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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 participants on the Digital Inclusion Day really benefited.

150

The majority were in their 70s, though some were younger, and a few were even in their 90s.

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Quite a few owned both a computer and a mobile phone, but these tended to be outdated models.

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They generally knew how to do simple things, like send texts, but weren't aware of recent developments in mobile phone technology.

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A few were keen to learn, but most were quite dismissive at first.

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They couldn't see the point of updating their skills.

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But that soon changed.

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The feedback was very positive.

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The really encouraging thing was

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that participants all said they felt much more confident about using social media to keep in touch with their grandchildren,

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who prefer this form of communication to phoning or sending emails.

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A lot of them also said playing online games would help them make new friends and keep their brains active.

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They weren't that impressed with being able to order their groceries online, as they liked going out to the shops,

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but some said it would come in handy if they were ill or the weather was really bad.

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One thing they asked about was using tablets for things like reading newspapers.

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Some people had been given tablets as presents, but had never used them.

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So that's something we'll make sure we include this time.

166

That is the end of section 2.

167

You now have half a minute to check your answers.

168

Now turn to Section 3.

169

Section 3.

170

You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,

171

the study of materials on an extremely small scale.

172

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

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Now listen carefully and answer questions 21 to 25.

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Come in, Russ.

175

Thank you.

176

Now, you wanted to consult me about your class presentation on nanotechnology.

177

You were due to give it next week, aren't you?

178

That's right, and I'm really struggling.

179

I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,

180

in a way there's too much to say.

181

I could talk for much longer than the 20 minutes I've been allocated.

182

Should I assume the other students don't know much and give them a kind of general introduction?

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Or should I try and make them share my fascination with a particular aspect?

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You could do either, but you'll need to have it clear in your own mind.

185

Then I think I'll give an overview.

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OK.

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Now, one way of approaching this is to work through developments in chronological order.

188

Uh -huh.

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On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

190

You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?

191

Exactly.

192

Or another way would be to focus on its impact in one particular area, say medicine or space exploration.

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That would make it easier to focus.

194

Perhaps I should do that.

195

I think that would be a good idea.

196

Right.

197

How important is it to include slides in the presentation?

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They aren't essential by any means.

199

And there's a danger of tailoring what you say to fit whatever slides you can find.

200

While it can be good to include slides, you could end up spending too long looking for suitable ones.

201

You might find it better to leave them out.

202

I see.

203

Another thing I was wondering about was how to start.

204

I know presentations often begin with, first I'm going to talk about this, and then I'll talk about that.

205

But I thought about asking the audience what they know about nanotechnology.

206

That would be fine if you had an hour or two for the presentation,

207

but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.

208

So maybe I should mention a particular way that nanotechnology is used to focus people's attention.

209

That sounds sensible.

210

What do you think I should do next?

211

I really have to plan the presentation today and tomorrow.

212

Well, initially I think you should ignore all the notes you've made,

213

take a small piece of paper and write a single short sentence that ties together the whole presentation.

214

It can be something as simple as, nanotechnology is already improving our lives.

215

Then start planning the content around that.

216

You can always modify that sentence later if you need to.

217

OK.

218

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

219

Thank you.

220

OK, now let's think about actually giving the presentation.

221

You've only given one before, if I remember correctly, about an experiment you'd been involved in.

222

That's right.

223

It was pretty rubbish.

224

Let's say it was better in some respects than in others.

225

With regard to the structure, I felt that you ended rather abruptly, without rounding it off.

226

Be careful not to do that in next week's presentation.

227

Okay.

228

And you made very little eye contact with the audience because you were looking down at your notes most of the time.

229

You need to be looking at the audience and only occasionally glancing at your notes.

230

Your body language was a little odd.

231

Every time you showed a slide, you turned your back on the audience so you could look at it.

232

You should have been looking at your laptop.

233

And you kept scratching your head,

234

so I found myself wondering when you were next going to do that instead of listening to what you were saying.

235

Oh dear.

236

What did you think of the language?

237

I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.

238

Yes, that came across.

239

You used a few words that are specific to the field, but you always explained what they meant,

240

so the audience wouldn't have had any difficulty understanding.

241

Uh -huh.

242

I must say, the handouts you prepared were well thought out.

243

They were a good summary of your presentation, which people would have been able to refer to later on.

244

So well done on that.

245

Thank you.

246

Well, I hope that helps you with next week's presentation.

247

Yes, it will.

248

Thanks a lot.

249

I'll look forward to seeing a big improvement then.

250

That is the end of Section 3.

251

You now have half a minute to check your answers.

252

Now turn to Section 4.

253

Section 4 You will hear a lecturer in psychology talking about a type of memory.

254

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

255

Thank you.

256

Now listen carefully and answer questions 31 to 40.

257

Today we'll be continuing the series of lectures on memory by focusing on what is called episodic memory

258

and what can happen if this is not working properly.

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Episodic memory refers to the memory of an event or episode.

260

Episodic memories allow us to mentally travel back in time to an event from the past.

261

Episodic memories include various details about these events,

262

for example, when an event happened and other information such as the location.

263

To help understand this concept, try to remember the last time you ate dinner at a restaurant.

264

The ability to remember where you ate,

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who you were with and the items you ordered are all features of an episodic memory.

266

Episodic memory is distinct from another type of memory called semantic memory memory.

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This is the type of factual memory that we have in common with everyone else.

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That is your general knowledge of the world.

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To build upon a previous example, remembering where you parked your car is an example of episodic memory.

270

But your understanding of what a car is and how an engine works are examples of semantic memory.

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Unlike episodic memory, semantic memory isn't dependent on recalling personal experiences.

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Episodic memory can be thought of as a process with several different steps of memory processing,

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encoding, consolidation and retrieval.

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The initial step is called encoding.

275

This involves the process of receiving and registering information which is necessary for creating memories of information or events that you experience.

276

The degree to

277

which you can successfully encode information depends on the level of attention you give to an event while it's actually happening.

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Being distracted can make effective encoding very difficult.

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Encoding of episodic memories is also influenced by how you process the event.

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For example, if you were introduced to someone called Charlie,

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you might make the connection that your uncle has the same name.

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Future recollection of Charlie's name is much easier if you have a strategy to help you encode it.

283

Memory consolidation, the next step in forming an episodic memory,

284

is the process by which memories of encoded information are strengthened,

285

stabilized and stored to facilitate later retrieval.

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Consolidation is most effective when the information being stored can be linked to an existing network of information.

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Consolidation makes it possible for you to store memories for later retrieval indefinitely.

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Forming strong memories depends on the frequency with which you try to retrieve them.

289

Memories can fade or become harder to retrieve if they aren't used very often.

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The last step in forming episodic memories is called retrieval,

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which is the conscious Recollection of encoded information.

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Retrieving information from episodic memory depends upon semantic,

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olfactory, auditory and visual factors.

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These help episodic memory retrieval by acting as a prompt.

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For example, when recalling where you parked your car,

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you may use the colour of a sign close to where you parked.

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You actually have to mentally travel back to the moment you parked.

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There are a wide range of neurological diseases and conditions that can affect episodic memory.

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These range from Alzheimer's to schizophrenia to autism.

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An impairment of episodic memory can have a profound effect on individuals' lives.

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For example, the symptoms of schizophrenia can be reasonably well controlled by medication.

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However, patients' episodic memory may still be impaired and so they are often unable to return to university or work.

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Recent studies have shown that computer -assisted games designed to keep the brain active can help improve their episodic memory.

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Episodic memories can help people connect with others,

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for instance by sharing intimate details about their past,

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something individuals with autism often have problems with.

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This may be caused by an absence of a sense of self.

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This is essential for the storage of episodic memory and has been found to be impaired in children with autism.

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Research has shown that treatments that improve memory may also have a positive impact on children's social development.

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One study looked at...

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That is the end of Section 4.

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You now have half a minute to check your answers.

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That is the end of the listening test.

314

In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.

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이 레슨의 어휘와 말하기 포인트

이 말하기 레슨은 영상 “Cambridge 13 Listening Test 2 With Answers”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: memory, episodic, answer, questions, section. 이 영상에는 섀도잉할 문장 314개와 단어 3342개가 있습니다. 말하는 구간의 길이는 32:13입니다. 화자는 분당 약 104단어로 천천히 말해서 소리 하나하나를 따라 하기에 여유가 있습니다. 단어의 86%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요.

이 영상의 핵심 어휘

영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.

단어	발음	뜻
presentation 명사	/ˌpɹɛzn̩ˈteɪʃn̩/	증정
membership 명사		회원, 멤버십
volunteer 명사	/ˌvɑlənˈtɪɹ/	지원자, 볼런티어
carefully 부사	/ˈkɛɹf(ə)li/	주의하여, 조심스럽게
slide 명사	/ˈslaɪ̯d/	미끄럼틀, 미끄럼대
charity 명사	/ˈtʃæɹɪti/	자선
depend 동사	/dɪˈpɛnd/	의존하다, ...에 달려 있다
autism 명사	/ˈɔːtɪzəm/	자폐증
refer 동사	/ɹɪˈfɜː/	언급하다
sheet 명사	/ʃit/	장, 시트
feedback 명사	/ˈfiːdˌbæk/	피드백, 비평
participant 명사	/pɑːɹˈtɪsəpənt/	참가자
schizophrenia 명사	/ˌskɪtsəˈfɹiniə/	조현병, 정신분열증
topic 명사	/ˈtɑpɪk/	화제, 주제
ignore 동사	/ɪɡˈnɔː/	무시하다

영상에 나오는 구동사

단어	뜻
give up 동사	항복하다
come up 동사	올라오다
write down 동사	적다, 적어 두다

따라 말해 볼 만한 문장

영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:

Do you know where that is?
How would we know where to go?
You were due to give it next week, aren't you?
What do you think I should do next?
What did you think of the language?

이 영상의 문법

화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.

문형	영상 속 표현
조건문 if + 절, will/would + 동사 — 조건과 그 결과	If you check the club website, you'll see
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때	has been done · has been written · I've seen
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점	will be played · will be given · has been done
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보	Day, which is · information which is

주의할 발음

화자는 you're, I'm, they're 같은 축약형과 약화된 형태를 69번 사용합니다. 들리는 대로 짧게 발음하세요.

“th” 소리: thin /ˈθɪn/, strengthen /ˈstɹɛŋ(k)θən/
“sh”와 “zh” 소리: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, consolidation /kənˌsɑləˈdeɪʃən/, sheet /ʃit/, occasionally /əˈkeɪʒənəli/, occasion /əˈkeɪ̯ʒən/
긴 단어 — 강세 위치에 주의: consolidation /kənˌsɑləˈdeɪʃən/, participant /pɑːɹˈtɪsəpənt/, schizophrenia /ˌskɪtsəˈfɹiniə/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, successfully /səkˈsɛs.fə.li/

한국어 화자가 어려워하는 소리:

/f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: carefully /ˈkɛɹf(ə)li/, refer /ɹɪˈfɜː/, feedback /ˈfiːdˌbæk/, schizophrenia /ˌskɪtsəˈfɹiniə/, successfully /səkˈsɛs.fə.li/
/v/ — ㅂ(/b/)과 구별하기: volunteer /ˌvɑlənˈtɪɹ/, retrieve /ɹɪˈtɹiːv/, involve /ɪnˈvɑlv/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/, overview /ˈoʊ.vɚˌvjuː/
/z/ — ㅈ이 아니라 성대를 울리는 /s/: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, autism /ˈɔːtɪzəm/, afterwards /ˈæf.tɚ.wɚdz/, reasonably /ˈɹiː.zən.ə.bli/, sunrise /ˈsʌnɹaɪz/

이 영상으로 연습하는 방법

먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
보통 속도로 한 문장씩 섀도잉하고, 화자의 리듬과 맞을 때까지 반복합니다.
자신의 목소리를 녹음해 원본과 비교하고, presentation, membership, volunteer 같은 단어에 특히 주의합니다.

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법

쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.

섀도잉 방법: 단계별 전체 가이드 읽기 →

쉐도잉 연습: Cambridge 13 Listening Test 2 With Answers - 영상으로 영어 말하기 배우기

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쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법