跟讀練習: Cambridge 11 Listening test 1 Full clear Audio with answers | Full Screen HD | Comment your Score - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
314 句
如果句子過短或過長，請點選 Edit 進行調整。
1
You will hear a number of different recordings and you will have to answer questions on what you hear.
2
There will be time for you to read the instructions and questions and you will have a chance to check your work.
3
All the recordings will be played once only.
4
The test is in four sections.
5
At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.
6
Now turn to section one.
7
Section one.
8
You will hear a telephone conversation between an official at a village hall
9
and a woman who wants to hire a public room.
10
First, you have some time to look at questions 1 to 6.
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
Oh, hello.
15
I wanted to inquire about hiring a room in the village
16
hall for the evening of September the 1st. Let me just see.
17
Yes, we have both rooms available that evening.
18
There's our main hall that's got seating for 200 people.
19
Or there's the Charlton room.
20
The main hall seats 200, so 200 has been written in the space.
21
Now we shall begin.
22
You should answer the questions as you listen because you will not hear the recording a second time.
23
Listen carefully and answer questions 1 to 6.
24
Hello?
25
Oh, hello.
26
I wanted to enquire about hiring a room in the village
27
hall for the evening of September the 1st. Let me just see...
28
Yes, we have both rooms available that evening.
29
There's our main hall that's got seating for two hundred people.
30
Or there's the Charlton room.
31
Sorry?
32
The Charlton Room.
33
C-H-A-R-L-T-O-N.
34
That's got seating for up to one hundred.
35
Well, we're organising a dinner to raise money for a charity, and we're hoping for at least a hundred and fifty people.
36
So, I think we'll go for the main hall.
37
How much would that cost?
38
Let's see.. you wanted it for the evening of September the 1st?
39
Yes, that's a Saturday.
40
So, from 6pm to midnight, that'd be £115.
41
That's the weekend price.
42
It's £75 on weekdays.
43
That's all right.
44
And I have to tell you there's also a deposit of £250, which is returnable, of course, as long as there's no damage.
45
But we do insist that this is paid in cash.
46
We don't take cards for that.
47
You can pay the actual rent of the room however you like, though.
48
Cash, credit card, cheque.
49
Oh, well, I suppose that's OK.
50
So, does the charge include use of tables and chairs and so on?
51
Oh, yes.
52
And what about parking?
53
Yeah, that's all included.
54
The only thing that isn't included is, er, you said you were organising a dinner?
55
Yeah.
56
Well, you'll have to pay extra for the kitchen if you want to use that.
57
It's £25.
58
It's got very good facilities, good quality cookers and fridges and so on.
59
OK.
60
Well, I suppose that's all right.
61
We can cover the cost in our entry charges.
62
Right.
63
So I'll make a note of that.
64
Now, there are just one or two things you need to think about before the event.
65
For example, you'll have to see about getting a licence if you're planning to have any music during the meal.
66
Oh, really?
67
It's quite straightforward.
68
I'll give you the details later on.
69
And about a week or ten days before your event, you'll need to contact the caretaker,
70
that's Mr Evans, to make the arrangements for entry.
71
He'll sort that out with you.
72
And do I give him the payment as well?
73
No, you do that directly with me.
74
Before you hear the rest of the conversation, you have some time to look at questions 7 to 10.
75
Now listen and answer questions seven to ten.
76
Right.
77
Now, is there anything I need to know about what happens during the event?
78
Well, as you'll be aware, of course, the building is no smoking throughout. Of course.
79
Now, are you having a band?
80
Yes.
81
Well, they'll have a lot of equipment, so rather than using the front door, they should park their van round the back and use the stage door there.
82
You can open that from inside, but don't forget to lock it at the end.
83
OK.
84
And talking of bans, I'm sure I don't need to tell you this,
85
but you must make sure that no one fiddles about with the black box by the fire door.
86
That's a system that cuts in when the volume reaches a certain level.
87
It's a legal requirement.
88
Sure.
89
Anyway, we want people to be able to talk to one another, so we don't want anything too loud.
90
Oh, that reminds me.
91
We'll be having speeches.
92
Are there any microphones available?
93
Yep.
94
Just let the caretaker know.
95
He'll get those for you.
96
Right.
97
Now, when the event is over, we do ask that the premises are left in good condition.
98
So there's a locked cupboard and you'll be informed of the code you need to open that.
99
It's got all the cleaning equipment, brushes and detergent and so on.
100
Right.
101
So what do we need to do after everyone's gone?
102
Sweep the floors, I suppose?
103
Well, actually they have to be washed, not just swept.
104
Then you'll be provided with black plastic bags, so all the rubbish must be collected up and left outside the door. Of course.
105
We'll make sure everything's left tidy.
106
Oh, and I forgot to ask, I presume we can have decorations in the room?
107
Yes, but you must take them down afterwards.
108
Sure.
109
And the chairs and tables should be stacked up neatly at the back of the room.
110
I'll make sure I've got a few people to help me.
111
That is the end of section one.
112
You now have half a minute to check your answers.
113
Now turn to section 2.
114
Section 2.
115
You will hear a guide talking to a group of visitors to a farm.
116
First, you have some time to look at questions 11 to 14.
117
Listen carefully and answer questions 11 to 14.
118
Welcome to the Fidi Working Heritage Farm.
119
This open-air museum gives you the experience of agriculture
120
and rural life in the English countryside at the end of the 19th century.
121
So you'll see a typical farm of that period, and like me, all the staff are dressed in clothes of that time.
122
I must give you some advice and safety tips before we go any further.
123
As it's a working farm, please don't frighten or injure the animals.
124
We have a lot here, and many of them are breeds that are now quite rare.
125
And do stay at a safe distance from the tools.
126
Some of them have sharp points which can be pretty dangerous, so please don't touch them.
127
We don't want any accidents, do we?
128
The ground is very uneven, and you might slip if you're wearing sandals, so I'm glad to see you're all wearing shoes.
129
We always advise people to do that.
130
Now children of all ages are very welcome here, and usually even very young children love the ducks and lambs,
131
so do bring them along next time you come.
132
I don't think any of you have brought dogs with you, but in case you have, I'm afraid they'll have to stay in the car park unless they're guide dogs.
133
I'm sure you'll understand that they could cause a lot of problems on a farm.
134
Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
135
Now listen and answer questions 15 to 20.
136
Now let me give you some idea of the layout of the farm.
137
The building where you bought your tickets is the new barn immediately to your right, and we're now at the beginning of the main path to the farmland
138
and of course the car park is on your left.
139
The scarecrow you can see in the car park in the
140
corner beside the main path is a traditional figure for keeping the birds away from crops
141
but our scarecrow is a permanent sculpture.
142
It's taller than a human being so you can see it from quite a distance.
143
If you look ahead of you, you'll see a maze.
144
It's opposite the new barn, beside the side path that branches off to the right, just over there.
145
The maze is made out of hedges which are too tall for young children to see over them, but it's quite small so you can't get lost in it.
146
Now, can you see the bridge crossing the fish pool further up the main path?
147
If you want to go to the café, go towards the bridge and turn right just before it.
148
Walk along the side path and the café's on the first bend you come to.
149
The building was originally the schoolhouse and it's well over a hundred years old.
150
As you may know, we run skills workshops here, where you can learn traditional crafts like woodwork and basket making.
151
You can see examples of the work and talk to someone about the courses in the black barn.
152
If you take the side path to the right, here, just by the new barn, you'll come to the black barn, just where the path first bends.
153
Now, I mustn't forget to tell you about picnicking, as I can see some of you have brought your lunch with you.
154
You can picnic in the field, though do clear up behind you, of course.
155
Or if you'd prefer a covered picnic area, there's one near the farmyard, just after you cross the bridge.
156
There's a covered picnic spot on the right.
157
And the last thing to mention is Fiddy House itself.
158
From here you can cross the bridge, then walk along the footpath through the field to the left of the farmyard.
159
That goes to the house, and it'll give you a lovely view of it.
160
It's certainly worth a few photographs, but as it's a private home, I'm afraid you can't go inside.
161
Right, well, if you're all ready, we'll set off on our tour of the farm.
162
That is the end of Section 2.
163
You now have half a minute to check your answers.
164
Thank you.
165
Turn to section 3.
166
Section 3.
167
You will hear two psychology students called Lisa and Greg discussing a project they have to do.
168
First, you have some time to look at questions 21 to 27.
169
Thank you.
170
OK, Greg.
171
So, I finally managed to read the article you mentioned, the one about the study on gender in physics.
172
Greg, about the study of college students done by Akira Miyake and his team.
173
Yeah.
174
I was interested that the researchers were actually a mix of psychologists and physicists.
175
That's an unusual combination.
176
Yeah.
177
I got a little confused at first about which students the study was based on.
178
They weren't actually majoring in physics.
179
They were majoring in what's known as the STEM disciplines.
180
That's science, technology, engineering and... And math.
181
Yes, but they were all doing physics courses as part of their studies.
182
That's correct.
183
So, as I understood it, Miyake and co started from the fact that women are underrepresented in introductory physics courses at college,
184
and also that, on average, the women who do enrol on these courses perform more poorly than the men.
185
No one really knows why this is the case.
186
Yeah, but what the researchers wanted to find out was basically what
187
they could do about the relatively low level of the women's results, but in order to find a solution, they needed to find out more about the nature of the problem.
188
Right.
189
Now, let's see if I can remember.
190
It was that in the physics class, the female students thought the male students all assumed that women weren't any good at physics.
191
Was that it?
192
And they thought that the men expected them to get poor results in their tests.
193
That's what the women thought, and that made them nervous, so they did get poor results.
194
But actually, they were wrong.
195
No one was making any assumptions about the female students at all.
196
Anyway, what Miyake's team did was quite simple, getting the students to do some writing before they went into the physics class.
197
What did they call it?
198
Values affirmation.
199
They had to write an essay focusing on things that were significant to them, not particularly to do with the subject they were studying,
200
but more general things like music or people who mattered to them.
201
Right.
202
So the idea of doing the writing is that this gets the students thinking in a positive way.
203
And putting these thoughts into words can relax them and help them overcome the psychological factors that lead to poor performance.
204
Yes, yeah.
205
But what the researchers in the study hadn't expected was
206
that this one activity raised the women's physics grades from the C to the B range.
207
A huge change.
208
Pity it wasn't to an A, but still.
209
No, but it does suggest that the women were seriously underperforming beforehand in comparison with the men.
210
Yes.
211
Mind you, Miyake's article left out a lot of details, like did the students do the writing just once or several times,
212
and had they been told why they were doing the writing, that might have affected the results.
213
You mean, if they know the researchers thought it might help them to improve, then they just try to fulfil that expectation?
214
Exactly.
215
Before you hear the rest of the discussion, you have some time to look at questions 28 to 30.
216
Now listen and answer questions 28 to 30.
217
So anyway, I thought for our project we could do a similar study, but investigate whether it really was the writing activity that had that result.
218
OK.
219
So we could ask them to do a writing task about something completely different,
220
something more factual, like a general knowledge topic.
221
Maybe.
222
Or we could have half the students doing a writing task and half doing something else, like an oral task.
223
Or even half do the same writing task as in the original research and half do a factual writing task.
224
Then we'd see if it really is the topic that made the difference or something else.
225
That's it.
226
Good.
227
So, at our meeting with the supervisor on Monday, we can tell him we've decided on our project.
228
We should have our aims ready by then.
229
I suppose we need to read the original study.
230
The article's just a summary.
231
And there was another article I read by Smolinski.
232
It was about her research on how women and men perform in mixed teams in class, compared with single-sex teams and on their own.
233
Let me guess, the women were better at teamwork.
234
That's what I expected.
235
But actually, the men and the women got the same results whether they were working in teams or on their own.
236
But I guess it's not that relevant to us.
237
What worries me anyway is how we're going to get everything done in the time.
238
We'll be OK now we know what we're doing.
239
Though I'm not clear how we assess whether the students in our experiment actually make any progress or not.
240
No, we may need some advice on that.
241
The main thing's to make sure we have the right size sample, not too big or too small.
242
That shouldn't be difficult.
243
Right, what do we need to do next?
244
We could have a look at the timetable for the science classes, or perhaps we should just make an appointment to see one of the science professors.
245
That'd be better.
246
Great.
247
And we could even get to observe one of the classes.
248
What for?
249
Well, OK, maybe let's just go with your idea.
250
Right, well, I think that's everything for now.
251
That is the end of Section 3.
252
You now have half a minute to check your answers.
253
Now turn to section 4.
254
Section 4.
255
You will hear part of a student presentation about the variety of different species that live in the world's oceans.
256
They've been surveying.
257
First, you have some time to look at questions 31 to 40.
258
Thank you.
259
Now listen carefully and answer questions 31 to 40.
260
I've been looking at ocean biodiversity, that's the diversity of species that live in the world's oceans.
261
About 20 years ago, biologists developed the idea of what they called biodiversity hotspots.
262
These are the areas which have the greatest mixture of species, so one example is Madagascar.
263
These hotspots are significant because they allow us to locate key areas for focusing efforts at conservation.
264
Biologists can identify hotspots on land fairly easily,
265
but until recently very little was known about species distribution and diversity in the oceans,
266
and no one even knew if hotspots existed there.
267
Then a Canadian biologist called Boris Worm did some research in 2005 on data on ocean species
268
that he got from the fishing industry.
269
Worm located five hotspots for large ocean predators, like sharks, and looked at what they had in common.
270
The main thing he'd expected to find was that they had very high concentrations of food,
271
but to his surprise that was only true for four of the hotspots.
272
The remaining hotspot was quite badly off in that regard,
273
but what he did find was that in all cases the water at the surface of the ocean had relatively high temperatures,
274
even when it was cool at greater depths.
275
So this seemed to be a factor in supporting a diverse range of these large predators.
276
However, this wasn't enough on its own, because he also found that the water needed to have enough oxygen in it.
277
So these two factors seemed necessary to support the high metabolic rate of these large fish.
278
A couple of years later, in 2007, a researcher called Lisa Balance, who was working in California,
279
also started looking for ocean hotspots, but not for fish.
280
What she was interested in was marine mammals, things like seals.
281
And she found three places in the oceans which were hotspots,
282
and what these had in common was that these hotspots were all located at boundaries between ocean currents,
283
and this seems to be the sort of place that has lots of the plankton that some of these species feed on.
284
So now people who want to protect the species that are endangered need to get as much information as possible.
285
For example, there's an international project called the Census of Marine Life, oceans all over the world, including the Arctic.
286
One thing they found there which stunned other researchers was that there were large numbers of species which live below the ice,
287
sometimes under a layer up to 20 metres thick.
288
Some of these species had never been seen before.
289
They've even found species of octopus living in these conditions.
290
And other scientists working on the same project
291
but researching very different habitats on the ocean floor have found
292
large numbers of species congregating around volcanoes attracted to them by the warmth and nutrients there.
293
However, biologists still don't know how serious the threat to their survival is for each individual species.
294
So, a body called the Global Marine Species Assessment is now creating a list of endangered species on land,
295
so they consider things like the size of the population, how many members of one species there are in a particular place,
296
and then they look at their distribution in geographical terms, although this is quite difficult when you're looking at fish because they're so mobile.
297
and then thirdly they calculate the rate at which the decline of the species is happening.
298
So far only 1,500 species have been assessed, but they want to increase this figure to 20,000.
299
For each one they assess, they use the data they collect on that species to produce a map showing its distribution.
300
Ultimately, they will be able to use these to figure out not only where most species are located, but also where they are most threatened.
301
So finally, what can be done to retain the diversity of species in the world's oceans?
302
Firstly, we need to set up more reserves in our oceans, places where marine species are protected.
303
We have some, but not enough.
304
In addition, to preserve species such as leatherback turtles, which live out in the high seas but have their nesting sites on the American coast,
305
we need to create corridors for migration so they can get from one area to another safely.
306
As well as this, action needs to be taken to lower the levels of fishing quotas to prevent overfishing of endangered species.
307
And finally, there's the problem of bycatch.
308
This refers to the catching of unwanted fish by fishing boats.
309
They're returned to the sea, but they're often dead or dying.
310
If these commercial fishing boats used equipment which was more selective so that only the fish wanted for consumption were caught,
311
this problem could be overcome.
312
OK, so does anyone have any questions about...
313
That is the end of section 4.
314
You now have half a minute to check your answers.
同頻道
B22
Cambridge IELTS 14 Listening Test 3 | Full Listening Practice Test with Answers
Cambridge Exam PrepUniversity StudentsWorking Adults
C14
Cambridge 14 listening test 1 with answers | Full test | Real exam format | Comment your Score!?
Cambridge Exam PrepUniversity StudentsWorking Adults
B27
Cambridge IELTS 15 Listening Test 3 (2026) | Full Test + Answers | Real IELTS Practice
IELTS PrepCambridge Exam PrepUniversity Students
B21
Cambridge IELTS 15 Listening Test 1 | Full Practice Test with Answers
IELTS PrepUniversity Students
C12
Cambridge 15 listening test 4 with answers | Full test Academic
Cambridge Exam PrepUniversity StudentsWorking Adults
FOR YOU
推薦影片
B12
118 句
Cambridge 11 - Listening - Test 1 - Section 1
Cambridge Exam PrepDaily ConversationHigh School Students
B21
314 句
Cambridge 13 Listening Test 2 With Answers
Daily ConversationUniversity Students
B2291 句
Cambridge 20 test 1 with answers full test | Latest tests by Cambridge assessment |
Daily ConversationUniversity Students
B22
268 句
Cambridge 18 Listening Test 4 with answer | Listening Test From Cambridge Book |
Daily ConversationUniversity Students
B110
84 句
cambridge 13 listening test 1 section 1#foryou #cambridge #english #listeningskills #ielts
Cambridge Exam PrepDaily ConversationUniversity Students
![[CAM 11] Test 2 Section 2](https://img.youtube.com/vi/Xh8lKulONtc/mqdefault.jpg)
C12
47 句
[CAM 11] Test 2 Section 2
Cambridge Exam PrepBusiness EnglishDaily Conversation
B22
317 句
Cambridge IELTS 11 | Listening Test 1 | With Answers | HD
IELTS PrepUniversity Students
B13
98 句
bandicam 2026 09 23 08 22 47 283
IELTS PrepTOEFL PrepDaily Conversation
B21
393 句
Cambridge CAE 2 Listening Test 2
Cambridge Exam PrepUniversity Students
B22
244 句
cambridge 9 test 2
IELTS PrepUniversity Students
B15
85 句
CAM 21 | IELTS LISTENING TEST | TEST 4 - SECTION 1 #english #listening #ielts #education #iseeielts
IELTS PrepInterview EnglishDaily Conversation
B21
66 句
Cambridge 16 Test 2 Section 2 Listening
IELTS PrepUniversity Students
本課的詞彙與口語要點
這段影片共有 314 個句子、3522 個單詞可供跟讀。 講話部分時長為 31:42。 說話人語速平穩，每分鐘約 111 個詞，很適合跟讀。 87% 的單詞屬於英語最常用的 3,000 詞，詞彙容易理解。
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 |
|---|---|---|
| physics 名詞 | /ˈfɪz.ɪks/ | 物理學 /物理學 |
| researcher 名詞 | /ˈɹiˌsɝ.t͡ʃɚ/ | 研究員 /研究員, 研究者 |
| barn 名詞 | [ˈbɑɹn] | 穀倉 /穀倉, 糧倉 /糧倉 |
| carefully 副詞 | /ˈkɛɹf(ə)li/ | 小心地 |
| hire 動詞 | /ˈhaɪɹ/ | 租借, 出租 |
| diversity 名詞 | /daɪˈvɜː(ɹ)sɪti/ | 多樣性 /多樣性, 變化 /變化 |
| endangered 形容詞 | /ɪnˈdeɪn.d͡ʒɚd/ | 瀕危 /瀕危 |
| picnic 名詞 | /ˈpɪknɪk/ | 野餐 |
| topic 名詞 | /ˈtɑpɪk/ | 主題 /主題, 話題 /話題 |
| overcome 動詞 | /ˌəʊ.vəˈkʌm/ | 征服, 克服 |
| bend 動詞 | /bɛnd/ | 彎 /彎 |
| sweep 動詞 | /swiːp/ | 打掃 /打掃, 掃 /掃 |
| predator 名詞 | /ˈpɹɛd.ə.tɚ/ | 掠食者, 天敵 /天敵 |
| maze 名詞 | /ˈmeɪz/ | 迷宮 /迷宮 |
| factual 形容詞 | /ˈfæk.tʃ(u)əl/ | 事實 /事實 |
影片中出現的短語動詞
| 單詞 | 釋義 |
|---|---|
| find out 動詞 | 找出, 查明 |
| figure out 動詞 | 弄清楚 |
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 |
|---|---|
| 現在完成進行時 have/has been + -ing — 以前開始、現在仍在繼續的動作 | They've been surveying · I've been looking |
| 條件句 if + 從句，will/would + 動詞 — 條件及其結果 | If you look ahead of you, you'll see · if you're all ready, we'll set |
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | will be played · will be given · has been done |
| 定語從句 who / which + 從句 — 補充說明人或事物 | woman who wants · points which can · hedges which are |
需要注意的發音
說話人用了 72 次縮略和弱讀形式，例如 you'll, don't, I'm。請按聽到的簡短形式來說。
- “th” 音: thick /θɪk/, mathematics /mæθ(.ə)ˈmæt.ɪks/, threaten /ˈθɹɛt.n̩/, warmth /wɔɹmθ/, footpath /ˈfʊtˌpæθ/
- “sh” 和 “zh” 音: sharp /ʃɑɹp/, wash /wɑʃ/, unusual /ʌnˈjuːʒ(u)əl/, sheet /ʃit/, occasion /əˈkeɪ̯ʒən/
- 長單詞——注意重音位置: diversity /daɪˈvɜː(ɹ)sɪti/, unusual /ʌnˈjuːʒ(u)əl/, experiment /ɪkˈspɛɹ.ə.mənt/, agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/, conservation /ˌkɑnsə(ɹ)ˈveɪʃən/
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 physics, researcher, barn 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。