ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: IELTS LISTENING ACTUAL TEST 6-4
กำลังสร้างบทเรียน...
1
Test 3.
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.
9
You will hear a survey company representative ringing a person to obtain some information.
10
First, you have some time to look at questions 1 to 5.
11
You will see that there is an example that has been done for you.
12
On this occasion only, the conversation relating to this will be played first.
13
Hello?
14
Hello?
15
Who is this?
16
Hello, I'm a representative of the Tallyho Survey Company and I'd like to ask you a few questions regarding exercise.
17
Ah, that's an interesting subject.
18
The representative will ask questions about exercise, so exercise has been written in the space.
19
Now we shall begin.
20
You should answer the questions as you listen because you will not hear the recording a second time.
21
Now listen carefully and answer questions 1 to 5.
22
Hello?
23
Hello?
24
Who is this?
25
Hello!
26
I'm a representative of the Tallyho Survey Company and I'd like to ask you a few questions regarding exercise.
27
Ah, that's an interesting subject.
28
Yes, we think so too.
29
But I'm afraid I'm a bit busy at the moment.
30
Don't worry, this will only take about four minutes at the most.
31
It's 10 .25 now, so it will all be over by 10 .30.
32
Well, alright, if it's that short.
33
It will be.
34
So, one of the first things I need to know is where you are, that is, which suburb or area of the city.
35
The last client was in Blackburn, for example.
36
Blackburn?
37
That's close to me.
38
I'm in Box Hill.
39
Another eastern suburb, then.
40
I have a friend in Box Hill, too.
41
Interesting place.
42
Now, I need your approximate age for this survey.
43
Are you younger than 20, between 20 and 29, 30 and 39, and so on?
44
I'll turn 40 in a few months, so that puts me in the 40 to 49 age group.
45
Well, that's in a few months, so right now you're in the 30 to 39.
46
Oh, right.
47
So put that then.
48
OK.
49
Now, I need to know your occupation.
50
The last caller was a housewife, for example.
51
The one before that, a teacher.
52
I used to be a teacher too, teaching cookery. And now?
53
Now you can just put domestic duties.
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Actually, I hope to begin a new job soon as a cook, but that won't be for some time yet.
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I have to wait for my husband's restaurant to open.
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Cook?
57
That sounds interesting.
58
But it's domestic duties for now.
59
OK, that just leaves some information about your family.
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This is not obligatory at all, so if you don't want to answer, that's fine.
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What sort of information exactly?
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Oh, it's very broad.
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Married with children, single mother, that sort of thing.
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The last customer said she was a single mother.
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I'm married and not a mother put married no children I'm married with children myself
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but I'll put in your details and that finishes the profile
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and just leaves the actual survey itself if you're ready to proceed
68
Before you hear the rest of the conversation you have some time to look at questions 6 to 10
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Now listen and answer questions 6 to 10.
70
Alright, let's begin the survey now about your exercise habits.
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I'm afraid I don't exercise much at all.
72
Well, the main question is in what form you take your exercise, however little that may be.
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For example, in just cleaning, do you clean the house?
74
My husband does the cleaning actually, but I walk to the supermarket and shops very often, up to four times a week.
75
I'll put that then, unless there's something else.
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Nothing else, really.
77
But I diet.
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I'm very strict about what I eat.
79
Oh, and I do yoga, although that's not very energetic.
80
More a form of relaxation and to tighten my muscles.
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They're both important, of course.
82
But what about sport?
83
Do you undertake any sporting activities?
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This could be very infrequent.
85
In the past, for example.
86
My husband plays basketball at the local school and I sometimes watch.
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When he was younger, he was in a basketball team, but I never participated.
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Have you done anything at all?
89
I used to hike in a nearby national park.
90
Well, that's a definite physical activity, so I'll put that, but not basketball.
91
All right, that just leaves future exercise intentions.
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Do you plan or expect to do, at some stage, any form of exercise?
93
I once dreamt of doing modern dance, but that's never going to happen.
94
Realistically, I'm thinking about going swimming at the local aquatic centre, although my husband thinks we should just jog.
95
I can't see myself doing that, though.
96
Too tiring.
97
I can understand.
98
I used to jog, too, and it really makes you sweat.
99
I'd say swimming's a much better option.
100
But I'll be starting this job as a cook in my husband's restaurant.
101
I imagine I'll be very tired doing all those late shifts.
102
But if I have any energy left over, I might go to the Aquatic Centre to release some stress.
103
All right.
104
Well, that's the end of the survey.
105
Thank you very much for your time.
106
That is the end of Section 1.
107
You now have half a minute to check your answers.
108
Now turn to Section 2.
109
Section 2.
110
You will hear the director of a language centre library explaining about its facilities to some new students.
111
First, you have some time to look at questions 11 to 16.
112
Now listen carefully and answer questions 11 to 16.
113
Welcome to the library, or the ILC, which means Independent Learning Centre, and let me explain about some of its facilities.
114
We're standing here at the entry gates next to the borrowing desk, that's where you check out any books,
115
but you are also advised to study in the library here, since most of our material cannot be borrowed.
116
Thus we have seating along the middle of the library, and in
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that far corner in front of us on the left we have the quiet reading section for some serious reading activity.
118
We used to have the computers there, but then realised that that corner was very quiet and thus better suited for the purpose it now has.
119
The computers were instead shifted to a more central location, right beside us here on the left.
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Again, somewhat confusingly, this area once housed the newspaper and magazine section,
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but the people in the quiet reading area had to walk too far to collect this literature, so it was moved to right beside them in the adjacent corner.
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So feel free to read the newspapers there, but the reference books, those huge weighty dictionaries,
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atlases and encyclopedias were all situated at the opposite end of the building, against the wall.
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This was because they weren't generally that popular, and we wanted more space for the magazine racks, always a favourite with readers.
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Okay, as well as reading, you need to work on your listening skills, and for that you need the audio section.
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Again, such an activity needs a quiet area, so we put this in the last remaining corner up there on your right, as you can see.
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There are CD players and headphones, so just borrow the listening packs, sit down there and listen away.
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Right, that just leaves the main library.
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In other libraries, that's often right beside the newspaper and magazine section,
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allowing freedom to choose from all genres of literature but here we've got them further apart.
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For the main library just follow your nose past the central seating there
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and it's there among all that shelving upon which you'll find an abundance of interesting books and listening packs to use.
133
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.
135
Now, I'd like to tell you a bit more about an excellent service offered in the ILC here
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that we call the Special Sessions.
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What can you do in them?
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For a start, many of you need practice in speaking English, and for that we hold a special Discussion Session, led by a teacher.
139
That can be noisy.
140
In fact, we hope that it is noisy, since that would mean many people are talking.
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It's in the central seating area, and it used to be from 10 .30 to 1 .30,
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but we found that the noise was disturbing the regular ILC patrons
143
so we shortened and moved this discussion to the morning 9am time slot when fewer people are in the centre.
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It goes for one and a half hours.
145
Alright, what about writing skills?
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Well, we can help you there with another teacher.
147
Now, writing is a fairly quiet activity so that teacher stations him
148
or herself in the quiet reading area from 1 .30 until 3 .00.
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The 10 .30 to midday time slot cannot have a teacher
150
for such writing skills as they are all teaching in the morning.
151
For this reason, of course, there cannot be an on -call teacher in the morning either.
152
Although many people would like one, particularly the 10 .30 to noon crowd, having just finished their early morning class.
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These students all have to wait until midday onwards, when, for three hours, a teacher will be stationed in the audio section,
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ready to deal with all those questions.
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Until recently, we had another teacher doing the 3pm to 6pm time slot in the central seating,
156
but all the noise interfered with the late users of the ILC, so we had to cancel that.
157
Also noisy can be the language exchange, where local students who want to learn your language will help you practice English.
158
This is generally done in pairs, so the noise level is low enough not to need this exchange to run at 9am,
159
but at the more congenial time of 10 .30, among the central seating.
160
That must finish by 1 .30 though, after which quieter and more individual activities take place
161
that is the end of section 2 you now have half a minute to check your answers
162
now turn to section 3 Section 3 You will hear two students,
163
Dylan and Emily, discussing the techniques they use when listening to lectures.
164
First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
166
Hi, Emily.
167
What did you think of that lecture?
168
A bit hard to follow, but I have some good lecture listening note -taking strategies which really help, so I can review the lecturer's message later.
169
Lecture listening note -taking strategies?
170
Review it later?
171
That sounds interesting.
172
I must admit, I struggle a bit to take down the gist of what I hear.
173
Look at my notes.
174
Well, I can see a basic problem immediately.
175
You're writing full words, such as century, when all you need is a C.
176
And don't write increase, just draw an up arrow.
177
And why write thousand when a TH will do?
178
I see.
179
Just use symbols.
180
That's not a bad idea at all.
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It's the most basic strategy, allowing you to record information at a faster pace.
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These lecturers can talk faster than others too, so you don't want to waste any time.
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But you need to be very familiar with your set of symbols.
184
Why?
185
Because you'll have to look at these notes days, weeks or even months afterwards when you begin writing your essay.
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So you'll need to be able to interpret them at a later stage.
187
I think I can do this.
188
Even by looking at your notes.
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Imed must mean immediately.
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But regarding the lecture as a whole...
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I knew the professor would be giving a set of specific recommendations and comparing two alternative approaches, so I formatted my page in advance,
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adding the features consistent with the nature of what I was going to hear.
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Err, I think I need an example of what you mean.
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Well, look at my page.
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Before the lecture, I drew large headings saying recommendations.
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You should always draw these and I drew a table saying Approach 1 and Approach 2.
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At the end, I drew a flowchart, as obviously the final recommendation would be a step -by -step approach.
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Then I was prepared in advance to simply fill in the spaces.
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Wow!
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Now that's clever!
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Before you hear the rest of the talk, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
203
Your advice about note -taking sounds great, but I still have one question, Emily.
204
How are you able to design your page in advance?
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I mean, how can you predict the nature of the talk and know which design is likely to work best?
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it's rather obvious when you think about it what's your next lecture about legal studies well
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that suggests to me
208
that you'll need a flow chart since the judicial system has a very logical do this first do
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that second approach which must be followed in
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that order you know all the processes that happen in the courtroom
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and the procedures that must take place to ensure complete legality Sure, that's the way law is, very linear and orderly.
212
But what about culture studies?
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That's just a mass of comparisons of different cultures.
214
Which tells you that you'll need a table where, in tabular form, you can efficiently write down information.
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But often the lecture's not that simple.
216
The professor throws in a really complex mix of ideas.
217
Then use a spider graph, like the web a spider makes, where there's a central idea around which you attach all the associated thoughts
218
and ideas and impressions i see i think i understand
219
and that would be very quick too very efficient i like that but what about management theory
220
how would you approach that the same as with culture studies i'd use a network
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which is basically the same as a spider graph linking thoughts although this time there are directions involved.
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It is this element that makes it different, the fact that the thoughts go one way and not the other.
223
OK, has directions.
224
It sounds logical.
225
What about the other subjects, such as political science?
226
There's no predictable order to that.
227
Well, for that I'd just put my notes in a line, that is, in linear or straight line fashion, and these notes would use symbols,
228
of course to save time okay that just leaves mass media for
229
that i wouldn't have any special design at all as you
230
say sometimes it's impossible to predict in what way lecturers will present their information in
231
which case the best you can do is pre -write headings
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but not specific just general as in main one main two sub one two
233
and three and so on okay
234
but always be prepared to adapt to the nature of the talk using any one of the other methods
235
if it becomes appropriate at the time
236
that is the end of section three you now have half a minute to check your answers
237
now turn to section four Section 4 You will hear a lecturer talking about an unusual atomic particle called a neutrino.
238
First, you have some time to look at questions 31 to 35.
239
Now listen carefully and answer questions 31 to 35.
240
When considering the smallest unit of matter, the atom, most people know of electrons,
241
protons and neutrons, but almost none know of another particle, even though they are constantly emitted from the sun in the trillions,
242
with 100 to 200 billion of them regularly passing through your body every second.
243
To repeat, that's not thousands, not millions, but billions every second.
244
You don't feel them because they are small, in fact so tiny that we can barely detect their presence at all.
245
These mysterious particles are called neutrinos.
246
Despite such an abundance, detecting them is a huge undertaking, and there are many reasons for this.
247
Firstly, the neutrino itself is so small that you need to eliminate absolutely all other particles around.
248
To do this, you need what is called a clean room, one that has an extremely low level of dust,
249
microbes, floating particles or chemical vapours.
250
You probably don't know it, but the air around you right now has almost 40 million particles per cubic metre.
251
In contrast, the cleanest of clean rooms has less than 10.
252
The second problem is that you also need an environment with absolutely no background radiation.
253
At the surface of the Earth such radiation is all around, from the sun and sky and from TVs and communication devices.
254
The only way to screen out all that is to go underground, and I mean deep underground.
255
For example, the Sudbury Neutrino Observatory in Canada uses an old nickel mine, one of the deepest in the world,
256
and puts the observatory in its lowest tunnel, more than two kilometres below the surface.
257
At such depths, stray radiation is sufficiently screened out to allow neutrinos only to pass by.
258
The final problem is that you need an elaborate detection system, and this apparatus is huge,
259
and its installation in this deep underground cavity presents quite a headache.
260
Holding such a weighty construction safe and secure requires complex engineering work, such as rock bolting and support structuring.
261
This obviously requires great care and takes a lot of effort.
262
Before you hear the rest of the lecture, you have some time to look at questions 36 to 40.
263
Now listen and answer questions 36 to 40.
264
So I've told you about the difficulty in detecting neutrinos.
265
They are tiny, virtually weightless, have no electric charge and hardly interact with anything at all.
266
Yet we can detect them and to see how let's consider the Sudbury installation once again.
267
The detector there consists of a spherical container filled with heavy water.
268
This rests inside another vessel filled with normal water, which helps support the weight of the inner sphere,
269
as well as providing further shielding from any stray radiation.
270
At the edge of this inner sphere are about 10 ,000 electronic detectors.
271
These are extremely sensitive, able to multiply a hundred million times any electric current which occurs.
272
So, as the neutrinos pass through this sphere of water, there is a very, very, very small chance that one of them may hit a water molecule.
273
To increase the likelihood of this, two strategies are used.
274
One, the larger the sphere of water, the better, and the Sudbury tank holds not 10 tonnes, not 100 tonnes, but 1 ,000 tonnes.
275
Two, the water is special, consisting as it does of heavier molecules.
276
So what happens is this.
277
If the neutrino hits the water molecule, the neutrino is absorbed, but the molecule itself splits apart, producing a tiny electric current.
278
It is this which is detected and analysed, giving key information about the neutrino.
279
The final question is why do we care about these elusive particles?
280
Well, just think.
281
They can pass right through the core of our sun at the speed of light without being affected or losing strength.
282
No other form of radiation can do that, meaning that the knowledge we get about neutrinos can help us to control them.
283
With this ability, we can probe the centre of our Earth, the inner layers of our Sun and the outer limits of our solar system,
284
and that makes it all worth the effort.
285
That is the end of Section 4.
286
You now have half a minute to check your answers.
287
answers.
288
That is the end of the listening test.
289
In the real IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
วิดีโอนี้มี 289 ประโยค และ 3293 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 24:54 ผู้พูดพูดด้วยความเร็วสม่ำเสมอ ประมาณ 132 คำต่อนาที เหมาะกับการฝึกพูดตาม 85% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก
คำศัพท์สำคัญในวิดีโอนี้
คำที่ควรเรียนรู้ 15 คำจากวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| lecture คำนาม | /ˈlɛk.t͡ʃə/ | การบรรยาย, เล็กเชอร์ |
| particle คำนาม | /ˈpɑɹtək(ə)l/ | อนุภาค |
| sphere คำนาม | /sfɪɚ/ | ทรงกลม |
| molecule คำนาม | /ˈmɑ.lɪ.kjul/ | โมเลกุล, อณู |
| symbol คำนาม | /ˈsɪmbəl/ | สัญลักษณ์ |
| spider คำนาม | /ˈspaɪ̯dɚ/ | แมงมุม |
| lecturer คำนาม | /ˈlɛkt͡ʃəɹə/ | อาจารย์ |
| noisy คำคุณศัพท์ | /ˈnɔɪzi/ | ดัง |
| sheet คำนาม | /ʃit/ | แผ่น |
| predict คำกริยา | /pɹɪˈdɪkt/ | ทำนาย |
| graph คำนาม | /ɡɹæf/ | กราฟ |
| borrow คำกริยา | /ˈbɑɹ.oʊ/ | ยืม, ขอยืม |
| suburb คำนาม | /ˈsʌbɝb/ | ชานเมือง |
| observatory คำนาม | /əbˈzɜːvət(ə)ɹi/ | หอดูดาว |
| chart คำนาม | /t͡ʃɑɹt/ | ผัง, แผนผัง |
กริยาวลีที่คุณจะได้ยิน
| คำศัพท์ | ความหมาย |
|---|---|
| sit down คำกริยา | นั่ง |
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| “used to” used to + กริยา — นิสัยหรือสภาพในอดีตที่ตอนนี้ไม่เป็นแล้ว | used to be · used to hike · used to jog |
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | will be played · will be given · has been done |
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | has been done · has been written · I've told |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | ILC, which means · students who want · this which is |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 45 ครั้ง เช่น I'm, don't, I'd ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “sh” และ “zh”: radiation /ˌɹeɪ.diˈeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, sheet /ʃit/, installation /ˌɪn.stəˈleɪ.ʃən/, contrast /kənˈt(ʃ)ɹæst/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: radiation /ˌɹeɪ.diˈeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, installation /ˌɪn.stəˈleɪ.ʃən/, observatory /əbˈzɜːvət(ə)ɹi/, unusual /ʌnˈjuːʒ(u)əl/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง lecture, particle, sphere เป็นพิเศษ
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ