쉐도잉 연습: [VOL 5] IELTS Listening Test 3 - 영상으로 영어 말하기 배우기
레슨 만드는 중...
1
A number of different recordings, and you will have to answer questions on what you hear.
2
There will be time for you to read the instructions and questions, and you will have a chance to check your work.
3
All the recordings will be played once only.
4
The test is in four sections.
5
Write all your answers in the listening question booklet.
6
At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
7
Now turn to section one on page two of your question booklet.
8
Section 1 You will hear a woman phoning to enquire about sailing courses.
9
First, you have some time to look at questions 1 to 6 on page 2.
10
You will see that there is an example that has been done for you.
11
On this occasion only, the conversation relating to this will be played first.
12
Hello?
13
Oh, good morning.
14
I'm calling on behalf of my thirteen -year -old son, Jacob.
15
He's interested in learning to sail.
16
Great.
17
Well, we have what we call a taster day on the twenty -second of June.
18
I'm not sure he can make it, but we'll see.
19
The taster day is on the twenty -second of June.
20
So, twenty -second June has been written in the space.
21
Now we shall begin.
22
You should answer the questions as you listen, because you will not hear the recording a second time.
23
Listen carefully and answer questions one to six.
24
Hello?
25
Oh, good morning.
26
I'm calling on behalf of my thirteen -year -old son, Jacob.
27
He's interested in learning to sail.
28
Great.
29
Well, we have what we call a taster day on the 22nd of June.
30
I'm not sure he can make it, but we'll see.
31
Jacob's really interested, though.
32
So, can you tell me about the courses?
33
OK.
34
We have two types of courses for children under 16, two -day and five -day.
35
Could you explain the difference?
36
Well, the two -day one just covers basic techniques in sailing.
37
And on this course, the kids always sail with the instructor they've been allocated.
38
Well, that's good to know.
39
Yeah, and the cost is £65.
40
Oh, I thought it was more than that.
41
I heard it was £125.
42
That's for the five -day course.
43
OK.
44
I presume that course goes into much more detail.
45
Yes, and from the third day, the kids are given the choice to sail on their own if they want.
46
We use the same types of boat, but we help them learn more techniques, in particular how to manage the boat in a variety of types of weather.
47
Hmm, I think Jacob would enjoy that course.
48
Do you give them a certificate if they complete the course?
49
Absolutely.
50
We give them out on the final day, which a lot of the kids really like.
51
Great.
52
Could you tell me a bit more about what the children have to bring and so forth?
53
Well, the most important thing is the clothing.
54
It goes without saying that whatever the time of year, they should have plenty of warm clothes, as it can be quite cool out on the water.
55
What about footwear?
56
Do they have to wear anything special?
57
The only rule is that they've got to have shoes of some kind.
58
They mustn't have bare feet.
59
OK.
60
And we suggest the kids pack an extra pair of trousers, you know, waterproof ones.
61
They don't have to wear them unless it starts to rain.
62
Fine.
63
So, basically, it's just using your common sense.
64
Yes.
65
Oh, and one other thing we do say is
66
that the children mustn't wear jeans because they get extremely heavy when they're wet.
67
Oh, OK.
68
Before you hear the rest of the conversation, you have some time to look at questions 7 to 10 on page 2.
69
Now listen and answer questions 7 to 10.
70
One thing I forgot to ask is whether it's possible to get a meal anywhere.
71
I'm afraid not, but we do have a shop called the Marina Stores where he can get a snack.
72
OK, and before I forget, when I drop Jacob off, where can I park?
73
Good question.
74
There's spaces near the entrance, but you have to pay for them but there's no charge for the car park just by the bridge.
75
Do you know it?
76
Oh yes, I know where you mean.
77
Now, we do need you to fill in a registration form.
78
You should send that in a couple of weeks before the course starts.
79
The form is on the website but we ask you to print it off and add your signature.
80
Yes, of course.
81
What sort of information do you need?
82
About your child's swimming ability, any special requirements and so on.
83
Will you need to know who his doctor is?
84
Yes.
85
We've just recently changed surgery, so I'll make a note to get that.
86
And one more thing.
87
There's a separate form on the website, which is optional, that asks whether you're willing for photographs to be taken during the course.
88
Yes, of course.
89
No problem.
90
Great.
91
So I'll send you...
92
answers.
93
Now turn to section 2 on page 3.
94
Part 2.
95
You will hear part of a radio travel program about a tourist resort called Stanley Island.
96
First you have some time to look at questions 11 to 15.
97
Now listen carefully and answer questions 11 to 15.
98
Welcome once again to the show where we give you travel tips on popular tourist destinations in the Pacific region.
99
And today, our focus is on beautiful Stanley Island.
100
Now, before we get started, a word of warning.
101
The seaplane service to the island was discontinued last week, so for the next month at least, the sole link to the island is provided by the Old
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Ferry Service since plans to run a hovercraft service to the island have been delayed.
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So what is there to see and do on Stanley Island?
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Well, the main tourist areas are on the north, south and east coasts of the island.
105
As far as recreation goes, in the south you'll find several leisure park lands such as Waterworld and Fantasy Island,
106
which seem well -equipped and reasonably priced.
107
If it's golf you're after, the 18 -hole course in the south of the island is currently being turned into a conference centre.
108
But don't despair, there are two excellent courses just 30 minutes away on the east coast.
109
The south of the island has many large resorts and hotels, with plenty of children's activities and clubs.
110
This part of the island caters mainly for those seeking luxury to medium -class accommodation
111
but the East Coast has basic apartment complexes with fully equipped kitchens so that at least you can cook for yourself.
112
For those who like to get back to nature, you'll probably find the South Coast rather overdeveloped.
113
The rainforest areas on the West Coast are largely inaccessible because of the surrounding mountains.
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But those on the north coast are within easy reach, and a local agency runs guided treks through the jungle.
115
If you're into water sports, all of the areas have something to offer.
116
Before you hear the rest of the program, you have some time to look at questions 16 to 20.
117
Now listen and answer questions 16 to 20.
118
Now, here are a few bits of advice for those visiting
119
the island for the first time to make your stay safer and more enjoyable.
120
The island is generally safe, but it's as well to take a few precautions.
121
If you're on any medication, bring this with you.
122
It may not be available on the island.
123
And it's also a good idea for everyone to pack some insect spray in their luggage.
124
If you're thinking of going into the more mountainous region in the west of the island, let someone know where you're going.
125
And remember, the reception for your mobile phone may be unreliable, so don't depend on that.
126
Take your own water.
127
Don't drink out of rivers.
128
You're likely to come across lots of monkeys.
129
They're cute, but watch out as they can bite.
130
Finally, when you're back in the more inhabited areas, take a break from steak and do try the local seafood.
131
It's fresh and very good value.
132
that is the end of part two you now have 45 seconds to check your answers to part two
133
part three you will hear a business student called Laura talking
134
to her tutor about some research she is planning to do
135
on employee absence first you have some time to look at questions 21 to 24.
136
Now listen carefully and answer questions 21 to 24.
137
Hello, Laura.
138
Have a seat.
139
So, I understand you're planning to investigate absence from work for your research project.
140
That's right.
141
I'm going to base it on a local company called Burcock Engineering.
142
Is there any particular reason why you've chosen Burcock?
143
Well, I'd originally thought of asking another company, FG Engineering, because I did my placement there and I knew the staff there,
144
but the CEO wasn't very keen.
145
But she knows the managing director at Burcock and she spoke to him and then he got in touch with me.
146
Apparently absence is a major problem there, so he's quite interested in having it investigated.
147
OK.
148
So, my central theme is absence, but I'm thinking of concentrating on long -term absence.
149
I thought that might allow me to give more helpful feedback to the company.
150
If I were you, I wouldn't be that specific.
151
I'd look at absence as a whole.
152
You might get more interesting results.
153
Oh, OK.
154
So, what's the main thing you expect to find?
155
Rises in absence rates over time?
156
Not really.
157
Initially, I wondered if workers often take time off without real justification, but I think that'll be hard to determine. So, well.
158
I think I may find that it's something to do with what sort of job the employee is doing.
159
OK.
160
Now, have you thought how you'll get your information?
161
Well, first of all, I need access to the company records.
162
Yes.
163
Obviously, you'll need overall absence figures, though it's unlikely they'll let you have them for individual workers.
164
And you probably won't have access to personal information like when they were born, but you should be able to use anonymous details like the type of work they do
165
or how long they've been with the company.
166
Okay.
167
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
168
Now listen and answer questions 25 to 30.
169
So, let's think a bit more about your questionnaire.
170
I know that it shouldn't be too long or people get bored.
171
No, but if it's too short, you don't get enough information.
172
The trick is to get the balance right.
173
I think the questions should be closed questions too.
174
I mean, where people choose an answer from a list.
175
But then you miss the chance of getting unexpected information, so I'd include one or two open -ended questions too.
176
OK.
177
And I won't ask for names or addresses or anything.
178
No, it needs to be anonymous.
179
And after you've drafted it, you need to give it to at least one person to check there aren't any problems.
180
So you need to leave enough time for that and any revisions necessary.
181
What about the covering letter that I'll send out with the questionnaire?
182
I'll need to introduce myself and explain what the questionnaire is for, but what else should I include?
183
I'd reassure people that the survey isn't going to be used to assess them personally, Otherwise, they might choose not to take part.
184
Yes, I'll make that clear.
185
And what about when they do it?
186
Will they be allowed to use work time?
187
That's really up to their manager, but you should say roughly how much time it'll take.
188
OK.
189
So, now you need to produce a schedule with dates.
190
For example, when you'll send out the questionnaire.
191
Yes, OK.
192
Okay.
193
Once I can arrange that date with the manager, I'll be able to fix the deadline for getting the completed questionnaires back.
194
And I want to use the time in between to analyse the figures
195
that HR is going to give me from their database, though they haven't said exactly when I'll get them.
196
And you have to submit your assignment by the end of June?
197
Actually, I have to get it finished by the second because I've arranged a work placement after that.
198
Okay so our next meeting is two weeks today is
199
that still okay yes and in the meantime i'll send you
200
that is the end of part three you now have 30 seconds to check your answers to part three
201
Now turn to Section 4.
202
Section 4.
203
You will hear a lecturer in Development Studies talking about transhumans.
204
That is the way groups of people move from place to place with their animals.
205
First, you have some time to look at questions 31 to 40.
206
You Now
207
listen carefully and answer questions 31 to 40.
208
Good afternoon, everyone.
209
Today I'm going to talk about what may be a new concept to you, the movement of people with their herds of animals from place to place.
210
This is known as transhumans.
211
These peoples are pastoralists, and their animals include cows, sheep, goats, horses, camels, and reindeer.
212
Now, researchers sometimes make a distinction between two types of transhumans,
213
fixed and nomadic, and talk about various factors which differentiate between them.
214
The first and most important distinction they make is to do with the climate.
215
Fixed transhumance occurs in countries such as Switzerland, where seasons are predictable in terms of weather and timing.
216
Nomadic transhumance, on the other hand, is generally practiced in areas where climatic conditions are difficult to predict.
217
An example of such a location is Somalia, as the anticipated rains often just don't appear.
218
Secondly, researchers sometimes look at the type of journey that pastoralists make, their movement.
219
For fixed transhumans, the pattern is sometimes known as vertical
220
because it typically consists of a journey from lower ground in the winter season to higher ground in the summer
221
and vice versa.
222
In the wild, of course, animals frequently follow these kinds of migration patterns themselves.
223
Nomadic transhumans generally takes place over a longer distance, and it's far more complex.
224
The actual pattern varies from year to year, and it's determined primarily by the animal's needs for grass and also for water.
225
Another distinction is sometimes made in terms of homes.
226
In the case of fixed transhumans, the group will typically have permanent homes in the valley and a shelter which is semi -permanent in the mountains,
227
such as a cabin, to offer some protection from the weather.
228
In nomadic transhumans, however, the pastoralists always live in temporary shelters, which are transported by their livestock from place to place,
229
and are usually light and portable.
230
In northern Kenya, for example, the Gabra pastoralist carries the frame of his home on his camel,
231
and then covers it with branches when he stops for the night.
232
A fourth factor often mentioned is the number of people taking part.
233
In the case of fixed transhumans, only the people who actually look after the herds travel.
234
These are normally the young ones because they can withstand adverse physical conditions more easily.
235
By contrast, in nomadic transhumans, the whole group moves with their livestock.
236
The last points of comparison often made by researchers are diet and goods.
237
In fixed transhumans, those who do not move from the valleys often start working as farmers, cultivating the land.
238
They build up contacts with other communities, and in some cases, they may also trade animals for grain.
239
In nomadic transhumans, there are fewer contacts.
240
The group are generally regarded as providers of all their own needs,
241
and they obtain food such as cheese and meat and also their clothing from their herds.
242
Another example is found in Algeria in North Africa.
243
To see how far this model applies to transhumans there.
244
Fixed transhumans from valley to mountain pastures is common in the area
245
but some recent pastoralists also take their herds on longer journeys at the end of spring,
246
from the Sahara in the south to the plains in the north, where there is more abundant rainfall.
247
They have traditionally assisted local farmers with the harvest, which takes place while they are temporarily a resident there.
248
We have to decide whether their move would fall within the category of fixed or nomadic transhumans.
249
It is true they live in tents and these are movable and temporary right through the year, whether they are in the Sahara or in the north of Algeria.
250
So, in considering their homes, they appear nomadic.
251
On the other hand, in relation to their patterns of movement, they do not.
252
They drive their livestock through the same passes in mountains each year, which suggests fixed transhumans.
253
Here, in fact, we have a case showing some features of both types of transhumans, which we might more precisely refer to as intermediate.
254
This all goes to show that you should treat every theory with great care, and not force your case history into a model if it doesn't fit.
255
That is the end of Section 4.
256
You now have half a minute to check your answers.
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이 레슨의 어휘와 말하기 포인트
이 말하기 레슨은 영상 “[VOL 5] IELTS Listening Test 3”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: answer, transhumans, island. 이 영상에는 섀도잉할 문장 256개와 단어 2864개가 있습니다. 말하는 구간의 길이는 25:08입니다. 화자는 분당 약 114단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 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 |
|---|---|---|
| absence 명사 | /ˈæb.s(ə)n̩s/ | 결석, 부재 |
| sail 명사 | /seɪl/ | 돛 |
| carefully 부사 | /ˈkɛɹf(ə)li/ | 주의하여, 조심스럽게 |
| researcher 명사 | /ˈɹiˌsɝ.t͡ʃɚ/ | 연구원, 연구자 |
| livestock 명사 | /ˈlaɪvstɑk/ | 가축 |
| temporary 형용사 | /ˈtɛmp(əˌɹ)ɛɹi/ | 일시적인 |
| clothing 명사 | /ˈkloʊðɪŋ/ | 옷, 의상 |
| resort 명사 | /ɹɪˈzɔɹt/ | 리조트, 휴양지 |
| investigate 동사 | /ɪnˈvɛs.tə.ɡeɪt/ | 조사하다 |
| shelter 명사 | /ˈʃɛltə/ | 피난처, 대피소 |
| anonymous 형용사 | /əˈnɒn.ə.məs/ | 익명의, 무명 |
| farmer 명사 | /ˈfɑɹ.mɚ/ | 농부, 농사꾼 |
| arrange 동사 | /əˈɹeɪnd͡ʒ/ | 조정하다 |
| camel 명사 | /ˈkæm(ə)l/ | 낙타, 락타 |
| booklet 명사 | /ˈbʊk.lət/ | 소책자, 팸플릿 |
영상에 나오는 구동사
| 단어 | 뜻 |
|---|---|
| watch out | 조심해! |
따라 말해 볼 만한 문장
영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:
- Could you explain the difference?
- Do you give them a certificate if they complete the course?
- What sort of information do you need?
- Will you need to know who his doctor is?
- What about the covering letter that I'll send out with the questionnaire?
이 영상의 문법
화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.
| 문형 | 영상 속 표현 |
|---|---|
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | has been done · has been written · they've been allocated |
| 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 | website, which is · those who like · shelter which is |
주의할 발음
화자는 you're, I'll, I'm 같은 축약형과 약화된 형태를 65번 사용합니다. 들리는 대로 짧게 발음하세요.
- “th” 소리: clothing /ˈkloʊðɪŋ/, thirteen /ˌθɝtˈtin/, withstand /wɪðˈstænd/
- “sh”와 “zh” 소리: distinction /dɪˈstɪŋkʃən/, shelter /ˈʃɛltə/, contrast /kənˈt(ʃ)ɹæst/, sheet /ʃit/, occasion /əˈkeɪ̯ʒən/
- 긴 단어 — 강세 위치에 주의: temporary /ˈtɛmp(əˌɹ)ɛɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, anonymous /əˈnɒn.ə.məs/, primarily /ˈpɹaɪ.mə.ɹə.li/, registration /ˌɹɛd͡ʒ.ɪˈstɹeɪ.ʃən/
한국어 화자가 어려워하는 소리:
- /f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: carefully /ˈkɛɹf(ə)li/, behalf /bɪˈhæf/, farmer /ˈfɑɹ.mɚ/, refer /ɹɪˈfɜː/, helpful /ˈhɛlp.fl̩/
- /v/ — ㅂ(/b/)과 구별하기: livestock /ˈlaɪvstɑk/, investigate /ɪnˈvɛs.tə.ɡeɪt/, vary /ˈvɛəɹi/, vertical /ˈvɝ.tɪ.kəl/, provider /pɹəˈvaɪ.də(ɹ)/
- /z/ — ㅈ이 아니라 성대를 울리는 /s/: resort /ɹɪˈzɔɹt/, resident /ˈɹɛzɪdənt/, jeans /d͡ʒiːnz/, reasonably /ˈɹiː.zən.ə.bli/, trousers /ˈtɹaʊzɚz/
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, absence, sail, carefully 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.