ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Cambridge 13 Listening Test 1 With Answers1
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1
Test 1.
2
You will hear a number of different recordings and you will have to answer questions on what you hear.
3
There will be time for you to read the instructions and questions and you will have a chance to check your work.
4
All the recordings will be played once only.
5
The test is in four sections.
6
At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
7
Now turn to Section 1.
8
Section 1
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You will hear a telephone conversation between a woman who wants to attend a cookery class
10
and an official at a tourist information center.
11
First, you have some time to look at questions 1 to 6.
12
You will see that there is an example that has been done for you.
13
On this occasion only, the conversation relating to this will be played first.
14
Hello, Tourist Information Centre.
15
Mike speaking.
16
How can I help you?
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Oh, hi.
18
I wanted to find out about cookery classes.
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I believe there are some one-day classes for tourists.
20
Well, they're open to everyone, but tourists are always welcome.
21
OK, let me give you some details of what's available.
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There are several classes.
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One very popular one is at the food studio.
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The first cooking class is at the food studio.
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So studio has been written in the space.
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Now we shall begin.
27
You should answer the questions as you listen because you will not hear the recording a second time.
28
Listen carefully and answer questions 1 to 6.
29
Hello, Tourist Information Centre.
30
Mike speaking.
31
How can I help you?
32
Oh, hi.
33
I wanted to find out about cookery classes.
34
I believe there are some one-day classes for tourists.
35
Well, they're open to everyone, but tourists are always welcome.
36
OK, let me give you some details of what's available.
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There are several classes.
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One very popular one is at the food studio.
39
OK.
40
They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.
41
Right, that sounds good.
42
How big are the classes?
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I'm not sure exactly, but they'll be quite small.
44
And could I get a private lesson there?
45
I think so.
46
Let me check.
47
Yes, they do offer those.
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Though in fact most of the people who attend the classes find it's a nice way of getting to know one another.
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I suppose it must be, yes.
50
And this company has a special deal for clients where they offer a discount of 20%
51
if you return for a further class.
52
OK, but you said there were several classes.
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That's right.
54
Another one you might be interested in is Bonds Cookery School.
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They're quite new.
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They just opened six months ago, but I've heard good things about them.
57
They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.
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So, is that food for people on a diet and things like that?
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I don't know if I'd be interested in that.
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Well, I don't think they particularly focus on low-calorie diets or weight loss.
61
It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger, that sort of thing.
62
I see.
63
Well, I might be interested, I'm not sure.
64
Do they have a website I could check?
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Yes, just key in the name of the school, it'll come up.
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And if you want to know more about them, every Thursday evening they have a lecture at the school.
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It's free, and you don't need a book or anything, just turn up at 7.30, and that might give you an idea of whether you want to go to an actual class.
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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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OK, there's one more place you might be interested in.
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That's got a rather strange name.
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It's called the Arezza Centre.
73
That's spelled A-R-R-E-T-S-A.
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OK.
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They've got a very good reputation.
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They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.
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Right.
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That's certainly an area I'd like to learn more about.
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I've got lots of friends who don't eat meat.
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In fact, I think I might have seen that school today.
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Is it just by the market?
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That's right.
83
So they don't have any problem getting their ingredients.
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They're right next store.
85
And they also offer a special two-hour course in how to use a knife.
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They cover all the different skills, buying them, sharpening, chopping techniques.
87
It gets booked up quickly though, so you'd need to check it was available.
88
Right, well, thank you very much.
89
I'll go and check that out.
90
That is the end of section one.
91
You now have half a minute to check your answers.
92
Thank you.
93
Section 2 Now turn to Section 2.
94
Section 2.
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You will hear the Chairman of the Highways Committee of Granford
96
speaking to members of the public about proposed changes to traffic and parking in the area.
97
First, you have some time to look at questions 11 to 13.
98
Now listen carefully and answer questions 11 to 13.
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Good evening everyone.
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My name's Phil Sutton and I'm Chairman of the Highways Committee.
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We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.
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I'll start by summarising these changes before we open the meeting to questions.
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So, why do we need to make these changes to traffic systems in Granford?
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Well, we're very aware that traffic is becoming an increasing problem.
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It's been especially noticeable with the increase in heavy traffic while they've been building the new hospital.
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but it's the overall rise in the volume of traffic of all kinds that's concerning us.
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To date, there's not been any increase in traffic accidents, but that's not something we want to see happen, obviously.
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We recently carried out a survey of local residents, and their responses were interesting.
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People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
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We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up, but this was on top of the list,
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and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
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We think these new traffic regulations would make a lot of difference, but we still have a long way to go.
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We've managed to keep our proposals within budget, just so they can be covered by the Council.
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But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them,
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and that's an area we're still working on with the help of representatives from the police force.
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Before you hear the rest of the talk, you have some time to look at questions 14 to 20.
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Thank you.
118
Now listen and answer questions 14 to 20.
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OK, so this slide shows a map of the central area of Granford with the High Street in the middle
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and School Road on the right.
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Now, we already have a set of traffic lights in the High Street at the junction with Station Road, but we're planning to have another set at the other end
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at the school road junction to regulate the flow of traffic along the high street.
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We've decided we definitely need a pedestrian crossing.
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We considered putting this on school road just outside the school
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but in the end we decided that could lead to a lot of traffic congestion
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so we decided to locate it on the high street crossing the road in front of the supermarket it.
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That's a very busy area, so it should help things there.
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We're proposing some changes to parking.
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At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,
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but not at the other end of the High Street near School Road.
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There'll be a new No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.
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This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.
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As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,
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so we've got two new disabled parking spaces on the side road up towards the bank.
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It's not ideal, but probably better than the present arrangement.
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We also plan to widen the pavement on School Road.
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We think we can manage to get an extra half metre on the bend just before you get to the school, on the same side of the road.
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Finally, we've introduced new restrictions on loading and unloading for the supermarket, so lorries will only be allowed to stop there before 8am.
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That's the supermarket on School Road.
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We kept to the existing arrangements with the High Street supermarket.
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Okay, so that's about it.
142
That is the end of Section 2.
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You now have half a minute to check your answers.
144
Now turn to Section 3.
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Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.
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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.
148
We've got to choose a topic for our experiment, haven't we, Jack?
149
Were you thinking of something to do with seeds?
150
That's right.
151
I thought we could look at seed germination, how a seed begins to grow.
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OK.
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Any particular reason?
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I know you're hoping to work in plant science eventually.
155
Yeah, but practically everything we do is going to feed into that.
156
No, there's an optional module on seed structure and function in the third year that I might do,
157
so I thought it might be useful for that.
158
If I choose that option, I don't have to do a dissertation module.
159
Good idea.
160
Well, I thought for this experiment we could look at the relationship between seed size and the way the seeds are planted,
161
so we could plant different sized seeds in different ways and see which grow best.
162
OK.
163
Would need to allow time for the seeds to come up.
164
That should be fine if we start now.
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A lot of the other possible experiments need quite a bit longer.
166
So that'd make it a good one to choose.
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And I don't suppose it'd need much equipment.
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We're not doing chemical analysis or anything.
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Though that's not really an issue.
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We've got plenty of equipment in the laboratory.
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Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.
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I'm sure our aim's OK.
173
It's not very ambitious, but the assignment's only 10% of our final mark, isn't it?
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But we need to be sure we're the only ones doing it.
175
Yeah, it's only 5% actually, but it'd be a bit boring if everyone was doing it.
176
Did you read that book on seed germination on our reading list?
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The one by Graves?
178
Hmm.
179
I looked through it for my last experiment, though it wasn't all that relevant there.
180
It would be for this experiment, though.
181
I found it quite hard to follow.
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Lots about the theory, which I hadn't expected.
183
Yes, I'd been hoping for something more practical.
184
It does include references to the recent findings on genetically modified seeds, though.
185
Yes, that was interesting.
186
I read an article about seed germination by Lee Hall.
187
About seeds that lie in the ground for ages and only germinate after a fire.
188
That's the one.
189
I knew a bit about it already, but not about this research.
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His analysis of figures, comparing the times of the fires and the proportion of seeds that germinated, was done in a lot of detail.
191
Very impressive.
192
Was that the article with the illustrations of early stages of plant development?
193
They were very clear.
194
I think those diagrams were in another article.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
197
Anyway, shall we have a look at the procedure for our experiment?
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We'll need to get going with it quite soon.
199
Right.
200
So the first thing we have to do is find our seeds.
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I think vegetable seeds would be best, and obviously they mustn't all be the same size.
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So how many sorts do we need?
203
About four different ones?
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I think that would be enough.
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There'll be quite a large number of seeds for each one.
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Then for each seed, we need to find out how much it weighs, and also measure its dimensions.
207
And we need to keep a careful record of all that.
208
That'll be quite time-consuming.
209
And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down, or several centimetres.
210
OK, so then we get planting.
211
Do you think we can plant several seeds together in the same plant pot?
212
No, I think we need a different one for each seed.
213
Right.
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And we'll need to label them.
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We can use different coloured labels.
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Then we wait for the seeds to germinate.
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I reckon that'll be about three weeks, depending on what the weather's like.
218
Then we see if our plants have come up and write down how tall they've grown.
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Then all we have to do is look at our numbers and see if there's any relation between them.
220
That's right.
221
That is the end of section 3.
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You now have half a minute to check your answers.
223
Now turn to Section 4.
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Section 4
225
You will hear part of a lecture on an environmental studies
226
course about recent research on how animals are adapting to urban environments.
227
First, you have some time to look at questions 31 to 40.
228
Thank you.
229
Now listen carefully and answer questions 31 to 40.
230
Hi.
231
Today we're going to be looking at animals in urban environments,
232
and I'm going to be telling you about some research on how they're affected by these environments.
233
Now, in evolutionary terms, urban environments represent huge upheavals,
234
the sorts of massive changes that usually happen over millions of years.
235
And we used to think that only a few species could adapt to this new environment.
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One species which is well known as being highly adaptable is the crow,
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and there have been various studies about how they manage to learn new skills.
238
Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,
239
just like they once perched on cliffs by the sea.
240
But, in fact, we're now finding
241
that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.
242
And one thing that researchers are finding especially interesting is the speed with which they're doing this.
243
We're not talking about gradual evolution here.
244
These animals are changing fast.
245
Let me tell you about some of the studies that have been carried out in this area.
246
So, in the University of Minnesota,
247
a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,
248
such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.
249
And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.
250
And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.
251
Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,
252
it does suggest that something cognitive was going on.
253
And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life, having to look in different places to find food,
254
for example, and coping with a whole new set of dangers.
255
Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,
256
who's done some experiments with blackbirds living in urban and rural areas.
257
And she's been looking not at their anatomy, but at their behavior.
258
So, as you might expect, she's found that the urban blackbirds tend to be quite bold.
259
They're prepared to face up to a lot of threats that would frighten away their country counterparts.
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But there's one type of situation that does seem to frighten the urban blackbirds,
261
And that's anything new, anything they haven't experienced before.
262
And if you think about it, that's quite sensible for a bird living in the city.
263
Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.
264
He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.
265
It's a sensible-seeming adaptation.
266
A rat that gets scared every time a subway train rolls past won't be very successful.
267
There's just one more study I'd like to mention, which is by Sarah Parton and her team.
268
And they've been looking at how squirrels communicate in an urban environment,
269
and they've found that a routine part of their communication is carried out by waving their tails.
270
You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.
271
So, what are the long-term implications of this?
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One possibility is that we may see completely new species developing in cities.
273
But on the other hand, it's possible that not all of these adaptations will be permanent.
274
Once the animals got accustomed to its new environment, it may no longer need the features it's developed.
275
So now we've had a look at adaptation...
276
That is the end of Section 4.
277
You now have half a minute to check your answers.
278
That is the end of the listening test.
279
In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
บทเรียนฝึกพูดระดับ B2 นี้ใช้วิดีโอ “Cambridge 13 Listening Test 1 With Answers1” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: seed, questions, answer, section, road วิดีโอนี้มี 279 ประโยค และ 3057 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 27:56 ผู้พูดพูดช้า ประมาณ 109 คำต่อนาที จึงมีเวลาเลียนแบบทุกเสียง 86% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก
คำศัพท์สำคัญในวิดีโอนี้
คำที่ยากที่สุด 15 คำในวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| supermarket คำนาม | /ˌsupɚˈmɑɹkət/ | ซูเปอร์มาร์เก็ต |
| mammal คำนาม | /ˈmæməl/ | สัตว์เลี้ยงลูกด้วยน้ำนม, สัตว์กินนม |
| biologist คำนาม | /baɪˈɒləd͡ʒɪst/ | นักชีววิทยา |
| pedestrian คำนาม | /pəˈdɛstɹiən/ | คนเดินเท้า, ผู้เดินเท้า |
| metre คำนาม | /ˈmiːtəɹ/ | เมตร |
| module คำนาม | /ˈmɑd͡ʒul/ | มอดูล, โมดูล |
| propose คำกริยา | /pɹəˈpəʊz/ | เสนอ |
| bend คำกริยา | /bɛnd/ | งอ |
| lecture คำนาม | /ˈlɛk.t͡ʃə/ | การบรรยาย, เล็กเชอร์ |
| centimetre คำนาม | /ˈsɛn.tɪ.miː.tə/ | เซนติเมตร |
| millimetre คำนาม | มิลลิเมตร | |
| sharpen คำกริยา | /ˈʃɑɹpən/ | ลับ, เหลา |
| calorie คำนาม | /ˈkæləɹi/ | แคลอรี |
| pigeon คำนาม | /ˈpɪ.dʒɪn/ | พิราบ |
| accustomed คำคุณศัพท์ | /əˈkʌs.təmd/ | ชิน, คุ้นเคย |
กริยาวลีที่คุณจะได้ยิน
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| carry out คำกริยา | /ˈkæ.ɹi aʊt/ | กระทำ |
ประโยคที่ควรฝึกพูดซ้ำ
ประโยคสั้น ๆ ที่สมบูรณ์จากวิดีโอ ซึ่งนำไปใช้ในบทสนทนาประจำวันได้:
- How can I help you?
- I'm not sure exactly, but they'll be quite small.
- I don't know if I'd be interested in that.
- Do they have a website I could check?
- Were you thinking of something to do with seeds?
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Present perfect continuous have/has been + -ing — การกระทำที่เริ่มก่อนหน้านี้และยังดำเนินอยู่ | she's been looking · they've been looking |
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | has been done · has been written · I've heard |
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | will be played · will be given · has been done |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | woman who wants · people who attend · friends who don |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 81 ครั้ง เช่น we're, they're, don't ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “sh” และ “zh”: adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, junction /ˈd͡ʒʌŋkʃən/, sharpen /ˈʃɑɹpən/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, germination /ˌdʒɜːɹ.mɪˈneɪ.ʃən/, biologist /baɪˈɒləd͡ʒɪst/, ingredient /ɪnˈɡɹiːdi.ənt/
เสียงที่คนไทยมักออกเสียงยาก:
- เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: mammal /ˈmæməl/, perch /pɝt͡ʃ/, disable /dɪsˈeɪbəl/, module /ˈmɑd͡ʒul/, sensible /ˈsɛn.sɪ.bəl/
- /v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: visibility /ˌvɪz.əˈbɪl.ɪ.ti/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, cognitive /ˈkɑɡ.nɪ.tɪv/, upheaval /ʌpˈhiːvəl/, pavement /ˈpeɪvm(ə)nt/
- /z/ — เสียงก้อง ไม่ใช่ /s/: visibility /ˌvɪz.əˈbɪl.ɪ.ti/, propose /pɹəˈpəʊz/, specialize /ˈspɛʃəˌlaɪz/, noisy /ˈnɔɪzi/, seasonal /ˈsiːzənəl/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง supermarket, mammal, biologist เป็นพิเศษ
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ