ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Real IELTS Listening Test – Vol. 9 Test 9 | Full Practice Test with Transcripts
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1
IELTS Listening, version 17213.
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
Write all your answers in the Listening Question Booklet.
7
At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
8
Now turn to Section 1 on page 2 of your question booklet.
9
Section 1 You will hear a woman phoning an activity center for information about weekend courses.
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First, you have some time to look at questions 1 to 4 on page 2.
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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.
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Good morning.
14
Renfrew Activity Centre, how can I help you?
15
Hello.
16
I'm calling about your activity weekends.
17
Some colleagues and I would like to learn some new skills.
18
We're fed up with the boring things like playing tennis or going to the gym.
19
We thought something like rock climbing might be quite fun.
20
That's one of the activities you do, don't you?
21
That's right.
22
The rock climbing takes place here in the Centre Grounds.
23
The woman is interested in going rock climbing.
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So, rock climbing has been written in the space.
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Now we shall begin.
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You should answer the questions as you listen, because you will not hear the recording a second time.
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Listen carefully and answer questions 1 to 4.
28
Good morning.
29
Renfrew Activity Centre, how can I help you?
30
Hello.
31
I'm calling about your activity weekends.
32
Some colleagues and I would like to learn some new skills.
33
We're fed up with the boring things like playing tennis or going to the gym.
34
We thought something like rock climbing might be quite fun.
35
That's one of the activities you do, don't you?
36
That's right.
37
The rock climbing takes place here in the Centre Grounds.
38
Fine.
39
From your website, I see that the main technique I would learn would be rope work.
40
What is that exactly?
41
Well, you need to know how to use ropes if you're going to climb.
42
So we spend the first morning learning about that, and then we practice on the indoor climb.
43
On the second day, we take you on two supervised climbs outside.
44
And what's the cost of the weekend?
45
Well, it depends how many of you there are.
46
Up to nine people is 65 pounds per person.
47
There'll be about 12 of us.
48
Right, that's 60 pounds each.
49
That's very reasonable.
50
Does that include our accommodation and food?
51
No, but it does include the equipment.
52
Right.
53
Now, I was wondering about the mountain biking weekends.
54
Oh, yes, they're very popular.
55
Do you have to be an experienced rider?
56
Not at all.
57
We do take you out in the mountains, but our routes are relatively easy.
58
The website said that we learn to do safety checks on our bikes.
59
Yes, you learn all about that.
60
That'll be very useful.
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And how much is that?
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It's 70 pounds and includes all the help you need from our guide.
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He knows all the best places.
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Before you hear the rest of the conversation, you have some time to look at questions 5 to 10 on pages 2 and 3.
65
Thank you.
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Now listen and answer questions 5 to 10.
67
Some of my colleagues might prefer something a little less energetic.
68
Maybe camping or walking.
69
There was something on the website called Wild Camping.
70
It's in the forest, the website said.
71
That's right.
72
I read a bit about it in the paper last week.
73
They said that the forest has the most amazing plants.
74
Do we get a chance to learn something about that?
75
Yes, you do.
76
And the cost?
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Fifty pounds.
78
That includes your tented accommodation.
79
Right, I've got that.
80
I think the other activity which we may be interested in is the hill -walking one.
81
That's in the National Park, isn't it?
82
Yes, it's very popular, and it gives people a chance to get to know each other.
83
And so you won't get lost when you go walking on your own.
84
We teach you some navigation skills.
85
And the cost of that?
86
90 pounds.
87
Does that include accommodation?
88
It doesn't, but there are some very inexpensive B &Bs nearby.
89
Or you can stay at the local youth hostel, but lunch is included.
90
Thanks.
91
Oh, and just a couple of other things.
92
Yes?
93
Will you need a deposit with the booking?
94
Yes.
95
When you book, we usually ask for a deposit of £25 per person.
96
But if you're booking for a group, then it'll be 20 % of the total cost.
97
OK.
98
And is there any equipment we must bring with us, or is it all provided?
99
The most important thing is to have the right shoes, so you'll need to bring those.
100
Other things like maps and wet -weather gear can be borrowed from here.
101
Right.
102
That's good to know.
103
I'll get back to my colleagues and call you when we've decided what to do.
104
Or you could book it online.
105
But don't hesitate to call me if you still have questions.
106
My name's Gordon.
107
Gordon Arkwright.
108
That's A -R -K -W -R -I -G -H -T.
109
Thanks for your help.
110
That is the end of Section 1.
111
You now have half a minute to check your answers.
112
Now turn to section 2 on page 4.
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Section 2.
114
You will hear a radio show host interviewing a man called Michael McKay, who is the director of a Canadian theatre.
115
First you have some time to look at questions 11 to 14 on page 4.
116
First, you have some time to look at questions 11 to 15.
117
Now listen carefully and answer questions 11 to 15.
118
Hi, everybody.
119
Thank you very much for agreeing to participate in the next beach cleanup day.
120
These days are a real benefit for our community.
121
I'm Brenda, the organiser, and I just want to explain a bit about the day to help you prepare
122
and to answer any questions you might have.
123
The beach that's been chosen for the clean -up day is Quinlan Beach.
124
Because it's easily accessible by public transport, the beach is really popular and well -used by locals and tourists alike.
125
the town council does its best to provide bins
126
but litter is still a problem it's important to deal with
127
this as it's a threat to the groups of seals
128
that swim around there and regularly rest on the flat rocks when you observe them in their natural habitat
129
You really sense why you're picking up this litter.
130
You'll be working in groups of three to four people at the beach.
131
Some of you have signed up as groups already, which is great.
132
The rest of you will be organised into groups on the day.
133
There are different roles in the group.
134
It'll be up to you to choose who does what in the group.
135
After lunch, we'll form new groups which will give you a chance to get to know new people
136
You may be wondering what kind of equipment you'll need You
137
may have seen tools to pick up litter with They're like poles with a sharp end
138
If you want to use one of those, you'll have to bring your own After the safety briefing, we'll give you each a whistle to blow in case you
139
need to get our attention The town council is providing special collection bags for us to use Which are fully biodegradable
140
There are a few things to keep in mind regarding clothing for the day Definitely go for something comfortable
141
And wear shoes or boots
142
that will keep your feet dry We're all going to be given yellow caps so we can identify each other
143
The town council is supplying vinyl gloves,
144
but they're quite large, so your own may be more comfortable Sunscreen is up to you, but highly recommended
145
Each group that goes out picking up litter will be given a survey to fill in as you go along
146
The town council can get an estimate of the quantity
147
and the different kinds of litter we gather up by examining the bags we collect.
148
However, they are very keen to know more about where you find the rubbish, which may help them in future.
149
So that's what you're asked to indicate on the survey.
150
Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
151
Now listen and answer questions 16 to 20.
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OK, now please look at the map showing Quinlan Beach When you arrive, you can park in the car park
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which is at the bottom of the map The first aid station is close to the shore
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and will be staffed all day in case anyone needs it You can find it by taking the footpath
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that goes north from the car park towards the beach The path branches out,
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but carry on straight and there it is To get to the equipment pickup, walk along the road that leads from the car park,
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around the bend
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and past the bus stop There's a small building before you get to the golf club
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and that's where the equipment is kept You'll want to know where the toilets are They're adjacent to the car park,
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on the opposite side from where the wooded area is
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You can see the beach is sort of divided into two
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stretches by rocky point The meeting point for the beach clean -up is on the beach that's closest to the cafe
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Later in the day, you'll move to the West Beach
164
We'll be meeting for lunch at 1pm Some food is available in the cafe, or you can bring your own We'll meet in the area
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immediately outside the entrance to the Grand Pier Where there are picnic tables You get a good view from there So now,
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if there are any questions, then...
167
That is the end of Part 2 You now have 30 seconds to check your answers to Part 2
168
Part 3 You will hear a student called Aya discussing her research project about maths ability with her tutor.
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First, you have some time to look at questions 21 to 23.
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Now listen carefully and answer questions 21 to 23.
171
Right, Aya.
172
Last time we met, you decided to choose skills and attitudes in learning maths as the focus of your research project,
173
and you were thinking of splitting it into two sections.
174
Is that right?
175
Yes.
176
I decided to start by looking at people's attitude to maths, and then go on to research how people actually solve different maths problems.
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Great.
178
Now, what research methods did you use?
179
Well, I explored lots of different techniques and actually tried out things like sending out questionnaires, but then I opted for a different approach.
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I thought face -to -face interviews would be more appropriate, because you can look at things in more depth when you're actually with the person.
181
How many participants did you have?
182
Quite a few, which meant interviewing was pretty demanding work.
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25 altogether, 14 men and 11 women.
184
How did you identify them?
185
Well, they were all students at this college
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and what I did was send round a really short questionnaire by email asking whether people like maths
187
and these 25 answered not at all, which is what I needed.
188
So you followed them up?
189
Yeah, and arranged to interview them.
190
Now the first question I asked them was, How good do you think you are at maths?
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And I got these results.
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A pretty even split at either end of the continuum.
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20 % for both good and poor, and the majority in the middle.
194
And I should emphasise that for this there were no distinct differences between men and women.
195
Did those figures surprise you?
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I wouldn't say so.
197
What did shock me was how violently anti -maths as a subject they were.
198
It wasn't what I'd expected at all Yes,
199
I can imagine Before you hear the rest of the discussion you have some time to look at questions 24 to 30
200
Now listen and answer questions 24 to 30.
201
Anyway, the next part of my interview asked about their experiences of learning maths and why they had become so negative about it.
202
I identified three different levels of importance, as you can see in this table.
203
Do you mean the first row shows those points which were considered most serious?
204
Yes, that's right.
205
And the second row, the second most important, and so on.
206
And I also showed the difference between female and male responses.
207
Now, you can see that for the women, they thought bad teaching was mainly to blame for their disliking maths.
208
Didn't the men think bad?
209
No. They talked mostly about the fact that they were actually, you know, scared of numbers.
210
And some of these people considered themselves to be good at maths.
211
Yeah.
212
Interesting, isn't it?
213
And then the problem for the women at the second level was the fact that they couldn't see what applications maths had, what obvious ones anyway.
214
Yes, that's been my experience as well.
215
And for the men, they found problems because they had this strong belief
216
that you have to be born with a talent for the subject to be any good at maths.
217
I've come across that quite often in my work too.
218
And then at the third level, it was striking that men and women had the same problem, which was that they weren't really aware of alternative strategies,
219
you know, for solving problems.
220
Thanks.
221
Now, what about the second part of your study, Aya?
222
Well, the method I used for my research was observation. Of what?
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of how different people solve maths problems so basically i set them a problem
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and asked them to write down any workings out
225
and i made notes on how they did it good mathematicians a mixture actually five successful
226
and five less successful now i found
227
that the most common strategy used by the people who got the correct answers was
228
that they attempted to comprehend the question taken as a whole
229
this obviously helped them a great deal in contrast with the
230
way unsuccessful participants worked for them the most common strategy was to take a solution
231
which they had learned before and try to apply it
232
and were there any other strategies yes the second most common
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technique i saw used by the good problem solvers was visualization which how interesting i've noticed that's actually how I work best.
234
Yep.
235
And what about the weaker ones?
236
Well, I have to say the strategy they used was to give up immediately after reading the question, I'm afraid.
237
Well, that's extremely interesting, Aya.
238
Now, had you thought about...
239
That is the end of part three.
240
You now have 45 seconds to check your answers to part three.
241
Thank you.
242
Part 4 You will hear part of a lecture about a marine creature called the Red Sea Urchin.
243
First, you have some time to look at questions 31 to 40.
244
Thank you.
245
Now listen carefully and answer questions 31 to 40.
246
Good morning.
247
Last week I talked about various research methods in the natural sciences, and you did some background reading on that topic.
248
Today, I want to take up that theme again
249
and look at a specific example of how data gained using newer techniques has really pushed our knowledge forward,
250
more or less overturning existing theories.
251
So I'm going to look at the case of the red sea urchin.
252
First of all, some background.
253
As the name suggests, this is a marine animal, and it's found in shallow coastal waters.
254
It grazes on plants.
255
It's an herbivore, in other words.
256
Here in North America, we can find it all along our west coast, from Alaska down to California.
257
So many of you will be familiar with it.
258
And it survives very well because it's covered in spines, which are very sharp, and these deter most predators.
259
Now, in the 1960s, in this country, the sea urchin was thought to be partly responsible for the sudden decline in kelp,
260
a plant which supports an extensive ecosystem.
261
So, in fact, it was considered to be a pest.
262
Incidentally, since the 1960s, the thinking on that has changed, and humans are now thought to be to blame.
263
But anyway, red sea urchins weren't popular, and people even tried to poison them to get rid of them in any way possible.
264
But then, in the 1970s, attitudes changed.
265
Interestingly, this had nothing to do with science.
266
There were no new insights into the biology of the sea urchin.
267
It was, in fact, a purely economic development.
268
It became apparent that there was a demand for the red sea urchin in Asia, where certain parts of the animal were considered to be a great delicacy.
269
And so, a commercial fishery was established based on sea urchins.
270
They brought high prices.
271
In fact, at one point during the 1990s, they were one of the most valuable marine resources in the state of California.
272
So people began to look at the sea urchin in a different light.
273
And just at this time, people noticed an apparent decline in the numbers of sea urchins.
274
This prompted a wave of scientific studies with the purpose of getting more information about the species, its life cycle, its biology,
275
survival rate, growth patterns, and so on.
276
So what did research uncover?
277
Well, the most significant findings came from research based on biochemical techniques.
278
Basically, individual sea urchins were tagged and injected with tetracycline, which allowed researchers to track their growth rates.
279
And it quickly became apparent that the sea urchins grew a lot more slowly
280
and lived a lot longer than had previously been thought.
281
Astonishingly, they can have a vast lifespan, greater than that of almost any other terrestrial or marine species.
282
They can live to be 100 years old, and some may even reach 200.
283
Just imagine, an individual red sea urchin that hatched early in the 19th century may still be thriving and even breeding.
284
It was found that this animal does grow fairly quickly when it's young.
285
At the age of two, it can grow from two to four centimeters in just one year.
286
But even then, according to scientists who conducted the research, it still takes six or seven years before it's big enough to be harvested.
287
By the time the red sea urchin is a teenager, its growth slows quite dramatically, and from the age of 22,
288
when it's about 12 centimeters long, it grows at just .1 of a centimeter a year.
289
But somehow, the animal never really stops growing, it just grows incredibly slowly.
290
Some of the largest
291
and probably the oldest sea urchins were found off the coast of British Columbia between Vancouver Island and the mainland.
292
And now another very recent study, one using an entirely different technique, has produced independent evidence for these findings.
293
The study measured levels of radiocarbon,
294
and it has shown that even very old sea urchins show almost no sign of aging when something finally kills them.
295
Unlike when someone looks at you or me, you can't look at a sea urchin and say whether it's young or middle -aged.
296
And in addition to that, even when they're incredibly ancient, they are still able to breed.
297
So, by now, you may be wondering how, with this phenomenal lifespan, there aren't a lot more sea urchins around than there actually are.
298
Well, there is a suggestion that reproduction rates for the species are low
299
because not many red sea urchins are able to survive the first year of life.
300
The study also confirmed the finding that in older sea urchins there is a very steady, very consistent rate of growth.
301
And this growth is independent of ocean conditions and other variables.
302
So, what are the implications of these findings?
303
That is the end of Part 4.
304
You now have one minute to check your answers to Part 4.
305
Section 1 You will hear a woman phoning an activity centre for information about weekend courses.
306
Good morning.
307
Renfrew Activity Centre.
308
How can I help you?
309
Hello.
310
I'm calling about your activity weekends.
311
Some colleagues and I would like to learn some new skills.
312
We're fed up with the boring things like playing tennis or going to the gym.
313
We thought something like rock climbing might be quite fun.
314
That's one of the activities you do, don't you?
315
That's right.
316
The rock climbing takes place here in the Centre Grounds.
317
Good morning.
318
Renfrew Activity Centre.
319
How can I help you?
320
Hello.
321
I'm calling about your activity weekends.
322
Some colleagues and I would like to learn some new skills.
323
We're fed up with the boring things like playing tennis or going to the gym.
324
We thought something like rock climbing might be quite fun.
325
That's one of the activities you do, don't you?
326
That's right.
327
The rock climbing takes place here in the centre grounds.
328
Fine.
329
From your website, I see that the main technique I would learn would be rope work.
330
What is that exactly?
331
Well, you need to know how to use ropes if you're going to climb.
332
So, we spend the first morning learning about that, and then we practice on the indoor climb.
333
On the second day, we take you on two supervised climbs outside.
334
And what's the cost of the weekend?
335
Well, it depends how many of you there are.
336
Up to nine people is 65 pounds per person.
337
There'll be about 12 of us.
338
Right, that's 60 pounds each.
339
That's very reasonable.
340
Does that include our accommodation and food?
341
No, but it does include the equipment.
342
Right.
343
Now, I was wondering about the mountain biking weekends.
344
Oh, yes, they're very popular.
345
Do you have to be an experienced rider?
346
Not at all.
347
We do take you out in the mountains, but our routes are relatively easy.
348
The website said that we learn to do safety checks on our bikes.
349
Yes, you learn all about that.
350
That'll be very useful.
351
And how much is that?
352
It's 70 pounds and includes all the help you need from our guide.
353
He knows all the best places.
354
Some of my colleagues might prefer something a little less energetic.
355
Maybe camping or walking.
356
There was something on the website called Wild Camping.
357
It's in the forest, the website said.
358
That's right.
359
I read a bit about it in the paper last week.
360
They said that the forest has the most amazing plants.
361
Do we get a chance to learn something about that?
362
Yes, you do.
363
And the cost?
364
Fifty pounds.
365
That includes your tented accommodation.
366
Right, I've got that.
367
I think the other activity which we may be interested in is the hill -walking one.
368
That's in the National Park, isn't it?
369
Yes, it's very popular, and it gives people a chance to get to know each other.
370
And so you won't get lost when you go walking on your own.
371
We teach you some navigation skills.
372
And the cost of that?
373
90 pounds.
374
Does that include accommodation?
375
It doesn't, but there are some very inexpensive B &Bs nearby.
376
Or you can stay at the local youth hostel, but lunch is included.
377
Thanks.
378
Oh, and just a couple of other things.
379
Yes?
380
Will you need a deposit with the booking?
381
Yes.
382
When you book, we usually ask for a deposit of £25 per person.
383
But if you're booking for a group, then it'll be 20 % of the total cost.
384
OK.
385
And is there any equipment we must bring with us, or is it all provided?
386
The most important thing is to have the right shoes, so you'll need to bring those.
387
Other things like maps and wet -weather gear can be borrowed from here.
388
Right.
389
That's good to know.
390
I'll get back to my colleagues and call you when we've decided what to do.
391
Or you could book it online.
392
But don't hesitate to call me if you still have questions.
393
My name's Gordon.
394
Gordon Arkwright.
395
That's A -R -K -W -R -I -G -H -T.
396
Thanks for your help.
397
Section 2.
398
You will hear a radio show host interviewing a man called Michael McKay, who is the director of a Canadian theatre.
399
Hi everybody, thank you very much for agreeing to participate in the next beach clean -up day.
400
These days are a real benefit for our community.
401
I'm Brenda, the organiser, and I just want to explain a bit about the day to help you prepare
402
and to answer any questions you might have.
403
The beach that's been chosen for the clean -up day is Quinlan Beach, Because it's easily accessible by public transport,
404
the beach is really popular and well used by locals and tourists alike.
405
The town council does its best to provide bins, but litter is still a problem.
406
It's important to deal with this, as it's a threat to the groups of seals
407
that swim around there and regularly rest on the flat rocks when you observe them in their natural habitat
408
you really sense why you're picking up this litter
409
you'll be working in groups of three to four people at
410
the beach some of you have signed up as groups already
411
which is great the rest of you will be organized into groups on the day
412
There are different roles in the group It'll be up to you to choose who does what in the group After lunch,
413
we'll form new groups Which will give you a chance to get to know new people
414
You may be wondering what kind of equipment you'll need You
415
may have seen tools to pick up litter with They're like poles with a sharp end
416
If you want to use one of those, you'll have to bring your own After the safety briefing, we'll give you each a whistle to blow in case you
417
need to get our attention The Town Council is providing special collection bags for us to use, which are fully biodegradable
418
There are a few things to keep in mind regarding clothing for the day
419
Definitely go for something comfortable and wear shoes or boots that will keep your feet dry
420
We're all going to be given yellow caps so we can identify each other
421
The town council is supplying vinyl gloves But they're quite large so your own may be more comfortable
422
Sunscreen is up to you but highly recommended
423
Each group
424
that goes out picking up litter will be given a survey
425
to fill in as you go along The town council can get an estimate of the quantity
426
and the different kinds of litter we gather up by examining the bags we collect.
427
However, they are very keen to know more about where you find the rubbish, which may help them in future,
428
so that's what you're asked to indicate on the survey.
429
Okay, now please look at the map showing Quinlan Beach.
430
When you arrive, you can park in the car park which is at the bottom of the map.
431
The first aid station is close to the shore and will be staffed all day in case anyone needs it.
432
You can find it by taking the footpath that goes north from the car park towards the beach.
433
The path branches out but carry on straight and there it is.
434
To get to the equipment pickup, walk along the road that leads from the car park, around the bend and past the bus stop.
435
There's a small building before you get to the golf club and that's where the equipment is kept.
436
You'll want to know where the toilets are.
437
They're adjacent to the car park, on the opposite side from where the wooded area is.
438
You can see the beach is sort of divided into two
439
stretches by rocky point The meeting point for the beach clean -up is on the beach that's closest to the cafe
440
Later in the day, you'll move to the West Beach
441
We'll be meeting for lunch at 1pm Some food is available in the cafe,
442
or you can bring your own We'll meet in the area immediately outside the entrance to the Grand Pier, where there are picnic tables.
443
You get a good view from there.
444
So now, if there are any questions, then...
445
Part 3.
446
You will hear a student called Aya discussing her research project about maths ability with her tutor.
447
Right, Aya.
448
Last time we met, you decided to choose skills and attitudes in learning maths as the focus of your research project.
449
And you were thinking of splitting it into two sections.
450
Is that right?
451
Yes.
452
I decided to start by looking at people's attitude to maths, and then go on to research how people actually solve different maths problems.
453
Great.
454
Now, what research methods did you use?
455
Well, I explored lots of different techniques and actually tried out things like sending out questionnaires, but then I opted for a different approach.
456
I thought face -to -face interviews would be more appropriate, because you can look at things in more depth when you're actually with the person.
457
How many participants did you have?
458
Quite a few, which meant interviewing was pretty demanding work.
459
25 altogether, 14 men and eleven women.
460
How did you identify them?
461
Well, they were all students at this college
462
and what I did was send round a really short questionnaire by email asking whether people like maths.
463
And these 25 answered, not at all, which is what I needed.
464
So you followed them up?
465
Yeah, and arranged to interview them.
466
Now, the first question I asked them was, how good do you think you are at maths?
467
And I got these results.
468
A pretty even split at either end of the continuum.
469
20 % for both good and poor, and the majority in the middle.
470
And I should emphasize that, for this, there were no distinct differences between men and women.
471
Did those figures surprise you?
472
I wouldn't say so.
473
What did shock me was how violently anti -maths as a subject they were.
474
It wasn't what I'd expected at all.
475
Yes, I can imagine.
476
Anyway, the next part of my interview asked about their experiences of learning maths and why they had become so negative about it.
477
I identified three different levels of importance, as you can see in this table.
478
Do you mean the first row shows those points which were considered most serious?
479
Yes, that's right.
480
And the second row, the second most important, and so on.
481
And I also showed the difference between female and male responses.
482
Now, you can see that for the women, they thought bad teaching was mainly to blame for their disliking maths.
483
Didn't the men think that?
484
No. They talked mostly about the fact that they were actually, you know, scared of numbers.
485
And some of these people considered themselves to be good at maths.
486
Yeah.
487
Interesting, isn't it?
488
And then the problem for the women at the second level was the fact that they couldn't see what applications maths had.
489
What obvious ones, anyway.
490
Yes, that's been my experience as well.
491
And for the men, they found problems because they had this strong belief
492
that you have to be born with a talent for the subject to be any good at maths.
493
I've come across that quite often in my work too.
494
And then at the third level, it was striking that men and women had the same problem, which was that they weren't really aware of alternative strategies,
495
you know, for solving problems.
496
Thanks.
497
Now, what about the second part of your study, Aya?
498
Well, the method I used for my research was observation. Of what?
499
Of how different people solve maths problems.
500
So, basically, I set them a problem and asked them to write down any workings out, and I made notes on how they did it.
501
Good mathematicians?
502
A mixture, actually.
503
Five successful and five less successful.
504
Now, I found that the most common strategy used by the people who got the correct answers was
505
that they attempted to comprehend the question taken as a whole.
506
This obviously helped them a great deal, in contrast with the way unsuccessful participants worked.
507
For them, the most common strategy was to take a solution which they had learned before and try to apply it.
508
And were there any other strategies?
509
Yes.
510
The second most common technique I saw used by the good problem solvers was visualization, which...
511
How interesting.
512
I've noticed that's actually how I work best.
513
Yep.
514
And what about the weaker ones?
515
Well, I have to say the strategy they used was to give up immediately after reading the question, I'm afraid.
516
Well, that's extremely interesting, Aya.
517
Now, had you thought about...
518
Part 4.
519
You will hear part of a lecture about a marine creature called the Red Sea Urchin.
520
Good morning.
521
Last week, I talked about various research methods in the natural sciences, and you did some background reading on that topic.
522
Today, I want to take up that theme again
523
and look at a specific example of how data gained using newer techniques has really pushed our knowledge forward,
524
more or less overturning existing theories.
525
So I'm going to look at the case of the red sea urchin.
526
First of all, some background.
527
As the name suggests, this is a marine animal, and it's found in shallow coastal waters.
528
It grazes on plants.
529
It's an herbivore, in other words.
530
Here in North America, we can find it all along our west coast, from Alaska down to California.
531
So many of you will be familiar with it.
532
And it survives very well because it's covered in spines, which are very sharp, and these deter most predators.
533
Now, in the 1960s, in this country, the sea urchin was thought to be partly responsible for the sudden decline in kelp,
534
a plant which supports an extensive ecosystem.
535
So, in fact, it was considered to be a pest.
536
Incidentally, since the 1960s, the thinking on that has changed, and humans are now thought to be to blame.
537
But anyway, red sea urchins weren't popular, and people even tried to poison them to get rid of them in any way possible.
538
But then, in the 1970s, attitudes changed.
539
Interestingly, this had nothing to do with science.
540
There were no new insights into the biology of the sea urchin.
541
It was, in fact, a purely economic development.
542
It became apparent that there was a demand for the red sea urchin in Asia, where certain parts of the animal were considered to be a great delicacy.
543
And so a commercial fishery was established based on sea urchins.
544
They brought high prices.
545
In fact, at one point during the 1990s, they were one of the most valuable marine resources in the state of California.
546
So people began to look at the sea urchin in a different light.
547
And just at this time, people noticed an apparent decline in the numbers of sea urchins.
548
This prompted a wave of scientific studies with the purpose of getting more information about the species, its life cycle, its biology,
549
survival rate, growth patterns, and so on.
550
So what did research uncover?
551
Well, the most significant findings came from research based on biochemical techniques.
552
Basically, individual sea urchins were tagged and injected with tetracycline, which allowed researchers to track their growth rates.
553
And it quickly became apparent that the sea urchins grew a lot more slowly
554
and lived a lot longer than had previously been thought.
555
Astonishingly, they can have a vast lifespan, greater than that of almost any other terrestrial or marine species.
556
They can live to be 100 years old, and some may even reach 200.
557
Just imagine, an individual red sea urchin that hatched early in the 19th century may still be thriving and even breeding.
558
It was found that this animal does grow fairly quickly when it's young.
559
At the age of two, it can grow from two to four centimeters in just one year.
560
But even then, according to scientists who conducted the research, it still takes six or seven years before it's big enough to be harvested.
561
By the time the red sea urchin is a teenager, its growth slows quite dramatically.
562
And from the age of 22, when it's about 12 centimeters long, it grows at just 0 .1 of a centimeter a year.
563
But somehow, the animal never really stops growing.
564
It just grows incredibly slowly.
565
Some of the largest
566
and probably the oldest sea urchins were found off the coast of British Columbia between Vancouver Island and the mainland.
567
And now another very recent study, one using an entirely different technique, has produced independent evidence for these findings.
568
The study measured levels of radiocarbon,
569
and it has shown that even very old sea urchins show almost no sign of aging when something finally kills them.
570
Unlike when someone looks at you or me, you can't look at a sea urchin and say whether it's young or middle -aged.
571
And in addition to that, even when they're incredibly ancient, they are still able to breed.
572
So, by now, you may be wondering how, with this phenomenal lifespan, there aren't a lot more sea urchins around than there actually are.
573
Well, there is a suggestion that reproduction rates for the species are low
574
because not many red sea urchins are able to survive the first year of life.
575
The study also confirmed the finding that in older sea urchins there is a very steady, very consistent rate of growth.
576
And this growth is independent of ocean conditions and other variables.
577
So, what are the implications of these findings?
578
That is the end of Part 4.
579
You now have one minute to check your answers to Part 4.
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
วิดีโอนี้มี 579 ประโยค และ 6293 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 49:44 ผู้พูดพูดด้วยความเร็วสม่ำเสมอ ประมาณ 127 คำต่อนาที เหมาะกับการฝึกพูดตาม 86% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก
คำศัพท์สำคัญในวิดีโอนี้
คำที่ควรเรียนรู้ 15 คำจากวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| mathematics คำนาม | /mæθ(.ə)ˈmæt.ɪks/ | คณิตศาสตร์ |
| climb คำกริยา | /ˈklaɪ̯m/ | ปีน, ขึ้น |
| colleague คำนาม | /ˈkɒliːɡ/ | เพื่อนร่วมงาน |
| technique คำนาม | /tɛkˈniːk/ | เทคนิค, กลเม็ด |
| solve คำกริยา | /sɒlv/ | แก้, แก้ไข |
| accommodation คำนาม | /əˌkɒm.əˈdeɪ.ʃən/ | ที่พัก |
| sharp คำคุณศัพท์ | /ʃɑɹp/ | คม, แหลม |
| tennis คำนาม | /ˈtɛnɪs/ | เทนนิส |
| deposit คำนาม | /dɪˈpɑ.zɪt/ | เงินฝาก |
| biology คำนาม | /baɪˈɑ.lə.d͡ʒi/ | ชีววิทยา |
| rope คำนาม | /ɹoʊp/ | เชือก |
| bore คำกริยา | /boɹ/ | เจาะ, ไช |
| participant คำนาม | /pɑːɹˈtɪsəpənt/ | ผู้เข้าร่วม |
| topic คำนาม | /ˈtɑpɪk/ | หัวข้อ, กระทู้ |
| vast คำคุณศัพท์ | /væst/ | ว้างเวิ้ง, ไพศาล |
กริยาวลีที่คุณจะได้ยิน
| คำศัพท์ | ความหมาย |
|---|---|
| pick up คำกริยา | ยก, หยิบ |
| give up คำกริยา | ยอมแพ้ |
| go out คำกริยา | ออก, ออกไป |
| try out คำกริยา | ลอง |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 106 ครั้ง เช่น you'll, I'm, they're ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “th”: mathematics /mæθ(.ə)ˈmæt.ɪks/, clothing /ˈkloʊðɪŋ/, gather /ˈɡæðɚ/, altogether /ɔl.tuˈɡɛð.ɚ/, thrive /θɹajv/
- เสียง “sh” และ “zh”: accommodation /əˌkɒm.əˈdeɪ.ʃən/, sharp /ʃɑɹp/, contrast /kənˈt(ʃ)ɹæst/, shock /ʃɔk/, shore /ʃɔɹ/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: mathematics /mæθ(.ə)ˈmæt.ɪks/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, incredibly /ɪŋˈkɹɛdɪbli/, biology /baɪˈɑ.lə.d͡ʒi/, participant /pɑːɹˈtɪsəpənt/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง mathematics, climb, colleague เป็นพิเศษ
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | has been done · has been written · we've decided |
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | will be played · will be given · has been done |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | already, which is · groups which will · use Which are |
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ