跟讀練習: cam14 test 3 - 通過影片學習英語口語

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301 句

如果句子過短或過長，請點選 Edit 進行調整。

Section 1.

You will hear a man phoning the customer services manager of a hotel to get information about holding a conference there.

First, you have some time to look at questions 1 to 5.

You will see that there is an example that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello, Flanders Conference Hotel.

Oh, hi.

I wanted to ask about conference facilities at the hotel.

Have I come through to the right person?

You have.

I'm the Customer Services Manager.

My name's Angela.

The name of the customer services manager is Angela.

So Angela has been written in the space.

Now we shall begin.

You should answer the questions as you listen because you will not hear the recording a second time.

Listen carefully and answer questions 1 to 5.

Hello, Flanders Conference Hotel.

Oh, hi.

I wanted to ask about conference facilities at the hotel.

Have I come through to the right person?

Mm -hmm, you have.

I'm the customer services manager.

My name's Angela.

So, how can I help you?

Well, I'm calling from Barrett & Stansons.

We're a medical company based in Perth.

Oh, yes?

And we're organising a conference for our clients to be held in Sydney.

It'll be held over two days and we're expecting about 50 or 60 people.

When were you thinking of having it?

Sometime early next year, like the end of January.

It'd have to be a weekend.

Ah, let me see.

Our conference facilities are already booked for the weekend beginning January the 28th.

We could do the first weekend in February.

How about January the 21st?

Ah, I'm afraid that's book two.

Well, let's go for the February date then.

So, that's the weekend beginning the 4th.

OK.

Now, can you tell me a bit about what conference facilities you have?

Sure.

So, for talks and presentations, we have the Tesla Room.

Sorry?

Tesla.

That's spelled T -E -S -L -A.

It holds up to 100 people and it's fully equipped with a projector and so on.

How about a microphone?

Yes, that'll be all set up ready for you.

And there'll be one that members of the audience can use too, for questions if necessary.

Fine.

And we'll also need some sort of open area where people can sit and have a cup of coffee.

And we'd like to have an exhibition of our products and services there as well.

So that'll need to be quite a big space.

Mm -hmm.

That's fine.

There's a central atrium with all those facilities.

And you can come before the conference starts if you want to set everything up.

Great.

And I presume there's Wi -Fi?

Oh yes, that's free and available throughout the hotel.

Okay.

Would you also like us to provide a buffet lunch?

We can do a two -course meal with a number of different options.

What sort of price are we looking at for that?

Well, I can send you a copy of the standard menu.

That's $45 per person.

Or you can have the special for $25 more.

I think the standard should be OK, but yes, send me the menu.

Before you hear the rest of the conversation, you have some time to look at questions 6 to 10.

Thank you.

Now listen and answer questions 6 to 10.

Now we're also going to need accommodation on the Saturday night for some of the participants.

I'm not sure how many, but probably about 25.

So what do you charge for a room?

Well, for conference attendees, we have a 25 % reduction.

So we can offer you rooms at $135.

Normally a standard room's $180.

And does that include breakfast?

Sure.

And of course, guests can also make use of all the other facilities at the hotel.

So we've got a spa where you can get massages and facials and so on.

And there's a pool up on the roof for the use of guests.

Oh, great.

Now, what about transport links?

The hotel's downtown, isn't it?

Yes.

It's about 12 kilometres from the airport, but there's a complimentary shuttle bus for guests,

and it's only about 10 minutes' walk from the central railway station.

OK.

Now, I don't know Sydney very well.

Can you just give me an idea of the location of the hotel?

Ah, well, it's downtown on Wilby Street.

That's quite a small street and it's not very far from the sea.

And of course, if the conference attendees want to go out on their Saturday evening, there's a huge choice of places to eat.

Then, if they want to make a night of it, they can go on to one of the clubs in the area.

There are a great many to choose from.

Okay, so if we go ahead with this, can you give me some information about how much we're looking at?

100

That is the end of section one.

101

You now have half a minute to check your answers.

102

Now turn to section 2.

103

Section 2.

104

You will hear a woman talking to a group of college students about volunteering to help other people.

105

First, you have some time to look at questions 11 to 14.

106

Now listen carefully and answer questions 11 to 14.

107

Good morning, my name's

108

Lucy Crittenden and I'm the Director of Operations for an organisation that arranges volunteering in this part of the country.

109

I'm hoping I can persuade one or two of you to become volunteers yourselves.

110

Let me start by briefly explaining what we mean by volunteering.

111

Volunteers are teenagers and adults who choose to spend some time unpaid helping other people in some way.

112

Most volunteers devote two or three hours to this every week, while a few do much more.

113

The people they help may have physical or behavioural difficulties, for example.

114

volunteers can do all sorts of things depending on their own abilities and interests

115

if they're supporting a family that's struggling for example they may be able to give them tips on cooking

116

or recommend how to plan their budget

117

or how to shop sensibly on their income they might even do some painting

118

or wallpapering perhaps alongside any members of the family who were able to do it

119

or even do some babysitting so the parents can go out for a while.

120

The benefit from volunteering isn't only for the people being helped.

121

Volunteers also gain from it.

122

They're using their skills to cope with somebody's mental or physical ill health.

123

And volunteering may be a valuable element of their CV when they're applying for jobs.

124

employers usually look favourably on someone who's given up time to help others.

125

Significantly, most volunteers feel that what they're doing gives them a purpose in their lives, and in my opinion, they're lucky in that respect,

126

as many people don't have that feeling.

127

Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

128

Thank you.

129

Now listen and answer questions 15 to 20.

130

Now I'd like to tell you what some of our volunteers

131

have said about what they do to give you an idea of the range of ways in which they can help people.

132

Habib supports an elderly lady who's beginning to show signs of dementia.

133

Once a week they, along with other elderly people, go to the local community centre where a group of people come in and sing.

134

The songs take the listeners back to their youth

135

and for a little while they can forget the difficulties that they face now.

136

Our volunteer Consuela is an amazing woman.

137

She has difficulty walking herself but she doesn't let that stop her.

138

She helps a couple of people with similar difficulties who had almost stopped walking altogether.

139

By using herself as an example, Consuela encourages them to walk more and more.

140

Min visits a young man who lives alone and can't leave his home on his own, so he hardly ever saw anyone.

141

But together they go out to the cinema

142

or to see friends the young man hadn't been able to visit for a long time.

143

Tanya visits an elderly woman once a week.

144

When the woman found out that Tanya is a professional dressmaker, she got interested.

145

Tanya showed her some soft toys she'd made and the woman decided to try it herself.

146

And now she really enjoys it and spends hours making toys.

147

They're not perhaps up to Tanya's standard yet, but she gains a lot of pleasure from doing it.

148

Alexi is a volunteer with a family that faces a number of difficulties.

149

By calmly talking over possible solutions with family members,

150

he's helping them to realise that they aren't helpless and that they can do something themselves to improve their situation.

151

This has been great for their self -esteem.

152

And the last volunteer I'll mention, though there are plenty more, is Juba.

153

She volunteers with a teenage girl with learning difficulties who wasn't very good at talking to other people.

154

Juba's worked very patiently with her, and now the girl is far better at expressing herself and at understanding other people.

155

OK, I hope that's given you an idea of what volunteering is all about.

156

Now I'd like to talk to you about...

157

That is the end of Section 2.

158

You now have half a minute to check your answers.

159

Now turn to section 3.

160

Section 3 You will hear a trainee music teacher called Joe talking to his supervisor about the school marching band

161

that he has been given responsibility for.

162

First, you have some time to look at questions 21 to 26.

163

Thank you.

164

Now listen carefully and answer questions 21 to 26.

165

So, how are you getting on with your teaching practice at the high school, Joe?

166

Well, I've been put in charge of the school marching band, and it's quite a responsibility.

167

I'd like to talk it over with you.

168

Go ahead.

169

You better start by giving me a bit of background.

170

Okay.

171

Well, the band has students in it from all years, so they're aged 11 to 18, and there are about 50 of them altogether.

172

It's quite a popular activity within the school.

173

I've never worked with a band of more than 20 before, and this is very different.

174

I can imagine.

175

They aren't really good enough to enter national band competitions, but they're in a regional one later in the term.

176

Even if they don't win, and I don't expect them to, hopefully it'll be an incentive for them to try and improve.

177

Yes, hopefully.

178

Well, now the town council's organizing a carnival in the summer, and the band has been asked to perform.

179

If you ask me, they aren't really up to it yet,

180

and I need to get them functioning better as a band and in a very short time.

181

Have you been doing anything with them?

182

Apart from practicing the music, I mean.

183

I played a recording I came across of a drummer talking about how playing in a band had changed his life.

184

I think it was an after -dinner speech.

185

I thought it was pretty inspiring, because being in the band had stopped him from getting involved in crime.

186

The students seem to find it interesting, too.

187

That's good.

188

I'm planning to show them that old film from the 1940s, Strike Up the Band, and talk about it with the students.

189

What do you think?

190

Good idea.

191

As it's about a school band, it might make the students realize how much they can achieve if they work together.

192

That's what I've got in mind.

193

I'm hoping I can take some of the band to a parade that's going to take place next month.

194

A couple of marching bands will be performing, and the atmosphere should be quite exciting.

195

It depends on whether I can persuade the school to hire a coach or two to take us there.

196

Hmm.

197

They sound like good ideas to me.

198

Thanks.

199

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

200

Now listen and answer questions 27 to 30.

201

Can I tell you about a few people in the band who I'm finding it quite difficult to cope with?

202

I'm sure you'll have some ideas about what I can do.

203

Go ahead.

204

There's a flautist who says she loves playing in the band.

205

We rehearse twice a week after school, but she's hardly ever there.

206

Then she looks for me the next day and gives me a very plausible reason.

207

She says she had to help her mother or she's been ill, but to be honest, I don't believe her.

208

Oh dear.

209

Any more students with difficulties?

210

Plenty.

211

Uh, there's a trumpeter who thinks she's the best musician in the band, though she certainly isn't.

212

She's always saying what she thinks other people should do, which makes my job pretty difficult.

213

She sounds a bit of a nightmare.

214

You can say that again.

215

One of the trombonists has got an impressive sense of rhythm and could be an excellent musician,

216

except that he has breathing difficulties and he doesn't really have enough breath for the trombone.

217

He'd be much better off playing percussion, for instance, but he refuses to give up, so he ends up only playing half the notes.

218

I suppose you have to admire his determination.

219

Maybe.

220

One of the percussionists isn't too bad, but he never seems to interact with other people,

221

and he always rushes off as soon as the rehearsal ends.

222

I don't know if there are family reasons or what, but it isn't good in a band,

223

where people really need to feel they're part of a group.

224

Hmm.

225

There are others, too, but at least that gives you an idea of what I'm up against.

226

Do you have any thoughts about what I can do, Lizzie?

227

That is the end of Section 3.

228

You now have half a minute to check your answers.

229

Now turn to section 4.

230

Section 4.

231

You will hear a British University lecturer in music talking about concerts in an arts festival.

232

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

233

Thank you.

234

Now listen carefully and answer questions 31 to 40.

235

As you all know, the university is planning an arts festival for later this year,

236

and here in the music department we've planned three concerts.

237

These will be public performances, and the programme has just been finalised.

238

The theme of the festival is links between the UK and Australia, and this is reflected in the music.

239

Each concert will feature both British and Australian composers.

240

I'll tell you briefly about the Australian music, as you probably won't be familiar with that.

241

The first concert will include music by Liza Lim, who was born in Perth, Western Australia, in 1966.

242

As a child, Lim originally learned to play the piano, like so many children, and also the violin.

243

But when she was eleven, her teachers encouraged her to start composing.

244

She found this was her real strength, and she studied and later taught composition,

245

both in Australia and in other countries.

246

As a composer, she has received commissions from numerous orchestras, other performers, and festivals in several countries.

247

Liza Lim's compositions are vibrant and full of energy,

248

and she often explores Asian and Australian Aboriginal cultural sources, including the native instrument the didgeridoo.

249

This is featured in a work called The Compass.

250

Her music is very expressive, so although it is complex,

251

it has the power of connecting with audiences and performers alike.

252

In the festival, we're going to give a semi -staged performance of the Oresteia.

253

This is an opera in seven parts, based on the trilogy of ancient

254

Greek tragedies by Aeschylus.

255

Lim composed this when she was in her mid -twenties, and she also wrote the text, along with Barry Kosky.

256

It's performed by six singers, a dancer, and an orchestra that, as well as standard orchestral instruments,

257

includes electric guitar and a traditional

258

Turkish stringed instrument.

259

Lim wrote that because the stories in the tragedies are not easy to tell.

260

The sounds she creates are also disturbing, and they include breathing, sobbing, laughing, and whistling.

261

The work lasts around 75 minutes,

262

and the rest of the concert will consist of orchestral works by the British composers Rafe Vaughan Williams and Frederick Delius.

263

Moving on now to our second concert.

264

This will begin with instrumental music by British composers, Benjamin Britton and Judith Weir.

265

After the interval, we'll go to Australia for a piece by Ross Edwards, The Tower of Remoteness.

266

According to Edwards, the inspiration for this piece came from nature, when he was sitting alone in the dry bed of a creek,

267

overshadowed by the leaves of palm trees, listening to the birds and insects.

268

The Tower of Remoteness is scored for piano and clarinet.

269

Edwards says he realised years after writing the piece that he had subconsciously modelled its opening phrase on a bird call.

270

Ross Edwards was born in 1943 in Sydney,

271

Australia, and studied at the Sydney Conservatorium of Music and the Universities of Adelaide and Sydney.

272

He's well known in Australia, and in fact he's one of the country's most performed composers.

273

He's written a wide range of music, from symphonies and concertos to some composed specifically for children.

274

Edwards' music has been described as being deeply connected to Australia,

275

and it can be regarded as a celebration of the diversity of cultures that Australia can be proud of.

276

The last of the three Australian composers to be represented in our festival is Carl Vine.

277

Born in 1954, Vine, like Liza Lim, comes from Perth, Western Australia.

278

He took up the cornet at the age of five, switching to the piano five years later.

279

However, he went to university to study physics before changing to composition.

280

After graduating, he moved to Sydney and worked as a freelance pianist and composer.

281

Before long, he had become prominent in Australia as a composer for dance,

282

and in fact has written 25 scores of that type.

283

In our third concert, Vine will be represented by his music for the flag handover ceremony of the Olympics held in 1996.

284

This seven -minute orchestral piece was of course heard by millions of people worldwide,

285

and we'll hear it alongside works written by British composers Edward Elgar and, more recently, Thomas Ades.

286

That is the end of Section 4.

287

You now have half a minute to check your answers.

288

Thank you.

289

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

290

Thank you.

291

Thank you.

292

Thank you.

293

Thank you.

294

Thank you.

295

Thank you.

296

Thank you.

297

Thank you.

298

Thank you.

299

Thank you.

300

Thank you.

301

Thank you.

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本課的詞彙與口語要點

這節口語課以影片“cam14 test 3”為素材。影片中反覆出現的詞有：band, questions, answer。這段影片共有 301 個句子、3095 個單詞可供跟讀。講話部分時長為 34:28。說話人語速較慢，每分鐘約 90 個詞，你有足夠的時間模仿每一個音。 84% 的單詞屬於英語最常用的 3,000 詞，其餘的詞建議在練習前先學一下。

影片中的重點詞彙

影片中 15 個值得學習的單詞，附發音和釋義：

單詞	發音	釋義
volunteer 名詞	/ˌvɑlənˈtɪɹ/	志願者 /志願者
composer 名詞	/kəmˈpoʊzəɹ/	作者, 作家
difficulty 名詞	/ˈdɪfɪkəlti/	困難 /困難
carefully 副詞	/ˈkɛɹf(ə)li/	小心地
composition 名詞	/ˌkɑm.pəˈzɪʃ.ən/	成分
piano 名詞	/piˈænɪː/	鋼琴 /鋼琴
instrument 名詞	/ˈɪnstɹəmənt/	儀器, 儀表
elderly 形容詞	/ˈɛldɚli/	老
alongside	/əˌlɔŋˈsaɪd/	旁邊 /旁邊
encourage 動詞	/ɪnˈkʌɹ.ɪd͡ʒ/	鼓勵 /鼓勵, 激勵 /激勵
downtown 名詞	/ˈdaʊ̯nˌtaʊ̯n/	市中心, 中央商業區 /中央商業區
toy 名詞	/tɔɪ/	玩具
breathe 動詞	/bɹiːð/	呼吸, 吸
menu 名詞	/ˈmɛn.juː/	選單 /選單
tragedy 名詞	/ˈtɹæd͡ʒ.ɪ.di/	悲劇 /悲劇

影片中出現的短語動詞

單詞	發音	釋義
give up 動詞		投案, 自首
go ahead 動詞	/ˌɡoʊ əˈhɛd/	請便 /請便
end up 動詞		到達
find out 動詞		找出, 查明
get on with 動詞		繼續 /繼續, 持續 /持續

值得反覆跟讀的句子

影片中簡短而完整的句子，可以直接用在日常對話裡：

Have I come through to the right person?
I'm the customer services manager.
When were you thinking of having it?
Ah, I'm afraid that's book two.
Have you been doing anything with them?

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構	影片中的用法
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	has been done · Have I come · has been written
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	has been done · will be played · has been written

需要注意的發音

說話人用了 70 次縮略和弱讀形式，例如 I'm, they're, don't。請按聽到的簡短形式來說。

“th” 音: breathe /bɹiːð/, altogether /ɔl.tuˈɡɛð.ɚ/, rhythm /ˈɹɪð.əm/
“sh” 和 “zh” 音: composition /ˌkɑm.pəˈzɪʃ.ən/, musician /mjuˈzɪʃən/, rush /ɹʌʃ/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/, sheet /ʃit/
長單詞——注意重音位置: difficulty /ˈdɪfɪkəlti/, composition /ˌkɑm.pəˈzɪʃ.ən/, altogether /ɔl.tuˈɡɛð.ɚ/, ceremony /ˈsɛɹ.əˌmoʊ.ni/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: volunteer /ˌvɑlənˈtɪɹ/, impressive /ɪmˈpɹɛsɪv/, diversity /daɪˈvɜː(ɹ)sɪti/, eleven /əˈlɛv.ən/, incentive /ɪnˈsɛntɪv/
詞尾子音 — 要讀清楚，後面不要加母音: instrument /ˈɪnstɹəmənt/, alongside /əˌlɔŋˈsaɪd/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, persuade /pə(ɹ)ˈsweɪd/, rush /ɹʌʃ/
/r/ 和 /l/ 的區別: volunteer /ˌvɑlənˈtɪɹ/, carefully /ˈkɛɹf(ə)li/, briefly /ˈbɹiːfli/, railway /ˈɹeɪlˌweɪ/, reflect /ɹɪˈflɛkt/

如何用這段影片練習

先完整聽一遍影片，不要開口，記下不認識的單詞。
用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
錄下自己的聲音並與原聲對比，特別注意 volunteer, composer, difficulty 這類單詞。

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: cam14 test 3 - 通過影片學習英語口語

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本課的詞彙與口語要點

影片中的重點詞彙

影片中出現的短語動詞

值得反覆跟讀的句子

影片中的語法

需要注意的發音

如何用這段影片練習

什麼是跟讀法？