跟讀練習: Cambridge 16, Test 1 Listening audios with an answer key - 通過影片學習英語口語

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IELTS 16.

Published by Cambridge University Press and Cambridge Assessment English 2021.

This recording is copyright.

Test 1.

This is the IELTS Listening Test.

You will hear a number of different recordings and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four parts.

At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet.

Now turn to part one.

Part one.

You will hear a man phoning to find out about some children's engineering workshops.

First, you have some time to look at questions 1 to 3.

Now listen carefully and answer questions 1 to 3.

Hello, Children's Engineering Workshops.

Oh, hello.

I wanted some information about the workshops in the school holidays.

Sure.

I have two daughters who are interested.

The younger one's Lydia.

She's four.

Do you take children as young as that?

Yes.

Our tiny engineer's workshop is for four to five -year -olds.

What sorts of activities do they do?

All sorts.

For example, they work together to design a special cover that goes round an egg, so that when it's inside,

they can drop it from a height and it doesn't break.

Well, sometimes it does break, but that's part of the fun.

Right.

And Lydia loves building things.

Is there any opportunity for her to do that?

Well, they have a competition to see who can make the highest tower.

You'd be amazed how high they can go.

Right.

But they're learning all the time as well as having fun. For example, one thing they do is to design

and build a car that's attached to a balloon

and the force of the air in that actually powers the car and makes it move along.

They go really fast too.

OK, well, all this sounds perfect.

Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.

Now listen and answer questions 4 to 10.

Now Carly, that's my older daughter, has just had her seventh birthday.

So presumably she'd be in a different group.

Yes, she'd be in the junior engineers.

That's for children from six to eight.

And do they do the same sorts of activities?

Some are the same, but a bit more advanced.

So they work out how to build model vehicles, things like cars and trucks,

but also how to construct animals using the same sorts of material and technique.

And then they learn how they can program them and make them move.

So they learn a bit of coding?

They do.

They pick it up really quickly.

We're there to help if they need it, but they learn from one another too.

Right.

And do they have competitions too?

Yes.

With the junior engineers, it's to use recycled materials like card and wood to build a bridge.

And the longest one gets a prize.

That sounds fun.

I wouldn't mind doing that myself.

Then they have something a bit different,

which is to think up an idea for a five -minute movie and then film it using special animation software.

You'd be amazed what they come up with.

And of course, that's something they can put on their phone.

and take home to show all their friends.

Exactly.

And then they also build a robot in the shape of a human, and they decorate it and program it so that it can move its arms and legs.

Perfect.

So is it the same price as the tiny engineers?

It's just a bit more.

Fifty pounds for the five weeks.

And are the classes on a Monday too?

There used to be, but we found it didn't give our staff enough time to clear up after the first workshop, so we moved them to Wednesdays.

The classes are held in the morning from 10 to 11.

OK.

That's better for me, actually.

And what about the location?

Where exactly are the workshops held?

They're in Building 10A.

There's a big sign on the door.

You can't miss it.

And that's in Fradston Industrial Estate.

Sorry.

Fradston.

That's F -R -A -D -S -T -O -N -E.

And that's in Grassford, isn't it?

Yes, up past the station.

And will I have any parking problems there?

No, there's always plenty available.

So, would you like to enrol Lydia and Carly now?

OK.

So, can I have your full name and...

That is the end of part one.

You now have half a minute to check your answers to part one.

Part 2 You will hear the managing director of a company called Stevenson's welcoming a group of work experience students.

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

100

Now listen carefully and answer questions 11 to 14.

101

Good morning everyone and welcome to Stephenson's, one of the country's major manufacturers of metal goods.

102

Thank you for choosing us for your two weeks of work experience.

103

My name is Julia Simmons and since the beginning of this year I've been the Managing Director.

104

Stephenson's is quite an old company.

105

Like me, the founder, Ronald Stephenson, went into the steel industry when he left school.

106

That was in 1923.

107

He set up this company when he finished his apprenticeship in 1926,

108

although he actually started making plans two years earlier in 1924.

109

He was a very determined young man.

110

Stevenson's long -term plan was to manufacture components for the machine tools industry, although in fact that never came about,

111

and for the automotive industry, that is cars and lorries.

112

However, there was a delay of five years before that happened, because shortly before the company went into production,

113

Stevenson was given the opportunity to make goods for hospitals and other players in the healthcare industry.

114

So that's what we did for the first five years.

115

Over the years, we've expanded the premises considerably.

116

We were lucky that the site is big enough, so moving to a new location has never been necessary.

117

However, the layout is far from ideal for modern machinery and production methods,

118

so we intend to carry out major refurbishment of this site over the next five years.

119

I'd better give you some idea of what you'll be doing during your two weeks with us, so you know what to expect.

120

Most mornings you'll have a presentation from one of the managers to learn about their department,

121

starting this morning with research and development.

122

And you'll all spend some time in each department, observing what's going on and talking to people,

123

as long as you don't stop them from doing their work altogether. In the past, a teacher from your school has come in at the end

124

of each week to find out how the group were getting on, but your school isn't able to arrange that this year.

125

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

126

OK.

127

Now listen and answer questions 15 to 20.

128

OK, now I'll briefly help you to orientate yourselves around the site.

129

As you can see, we're in the reception area, which we try to make attractive and welcoming to visitors.

130

There's a corridor running left from here, and if you go along that, the door facing you at the end is the entrance to the coffee room.

131

This looks out onto the main road on one side

132

and some trees on the other and that'll be where you meet each morning.

133

The factory is the very big room on the far side of the site.

134

Next to it is the warehouse

135

which can be accessed by lorries going up the road to the turning area at the end.

136

You can get to the warehouse by crossing to the far side of the courtyard

137

and then the door is on your right.

138

Somewhere you'll be keen to find is the staff canteen.

139

This is right next to reception.

140

I can confidently say that the food's very good, but the view isn't.

141

The windows on one side look onto a corridor and courtyard, which aren't very attractive at all,

142

and on the other onto the access road, which isn't much better.

143

You'll be using the meeting room quite often

144

and you'll find it by walking along the corridor to the left of the courtyard and continuing along it to the end.

145

The meeting room is the last one on the right and I'm afraid there's no natural daylight in the room.

146

Then you'll need to know where some of the offices are.

147

The Human Resources Department is at the front of this building.

148

So you head to the left along the corridor from reception and it's the second room you come to.

149

It looks out onto the main road.

150

And finally the boardroom where you'll be meeting sometimes.

151

That has quite a pleasant view as it looks out onto the trees.

152

Go along the corridor past the courtyard right to the end.

153

The boardroom is on the left next to the factory.

154

OK, now, are there any questions before we move...

155

Part 3.

156

You will hear two students called Jess and Tom discussing their art projects.

157

First you have some time to look at questions 21 to 24.

158

Now listen carefully and answer questions 21 to 24.

159

How are you getting on with your art project, Tom?

160

OK.

161

Like, they gave us the theme of birds to base our project on, and I'm not really all that interested in wildlife, but I'm starting to get into it.

162

I've pretty well finished the introductory stage.

163

So have I.

164

When they gave us all those handouts with details of books and websites to look at, I was really put off.

165

But the more I read, the more interested I got.

166

Me too.

167

I found I could research so many different aspects of birds in art.

168

Colour, movement, texture.

169

So I was looking forward to the bird park visit.

170

What a letdown.

171

It poured with rain and we hardly saw a single bird.

172

Much less used than the trip to the Natural History Museum.

173

Yeah.

174

I liked all the stuff about evolution there.

175

The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.

176

Ah, I missed those because I was ill.

177

I wish we could have seen the projects last year students did.

178

Hmm, I suppose they want us to do our own thing, not copy.

179

Have you drafted your proposal yet?

180

Yes, but I haven't handed it in.

181

I need to amend some parts.

182

I've realised the notes from my research are almost all just descriptions.

183

I haven't actually evaluated anything, so I'll have to fix that.

184

Oh, I didn't know we had to do that.

185

I'll have to look at that too.

186

Did you do a timeline for the project?

187

Yes, and a mind map.

188

Yeah, so did I.

189

I quite enjoyed that.

190

But it was hard having to explain the basis for my decisions in my action plan.

191

What?

192

You know, give a rationale.

193

I didn't realise we had to do that.

194

OK, I can add it now.

195

And I've done the video diary presentation.

196

and worked out what I want my outcome to be in the project.

197

Someone told me it's best not to be too precise about your actual outcome at this stage, so you have more scope to explore your ideas later on.

198

So I'm going to go back to my proposal to make it a bit more vague.

199

Really?

200

OK, I'll change that too then.

201

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

202

Thank you.

203

Now listen and answer questions 25 to 30.

204

One part of the project I'm unsure about is where we choose some paintings of birds

205

and say what they mean to us.

206

Like, I chose a painting of a falcon by Landseer.

207

I like it because the bird's standing there with his head turned to one side, but he seems to be staring straight at you.

208

But I can't just say it's a bit scary, can I?

209

Hmm.

210

You could talk about the possible danger suggested by the bird's look.

211

Oh, OK.

212

There's a picture of a fish hawk by Audubon I like.

213

It's swooping over the water with a fish in its talons, and with great black wings which take up most of the picture.

214

So you could discuss it in relation to predators and food chains?

215

Well, actually, I think I'll concentrate on the impression of rapid motion it gives.

216

Right.

217

Do you know that picture of a kingfisher by Van Gogh?

218

It's perching on a reed growing near a stream.

219

Yes, it's got these beautiful blue and red and black shades.

220

Mm -hmm.

221

I've actually chosen it because I saw a real kingfisher once when I was little.

222

I was out walking with my grandfather and I've never forgotten it.

223

Oh, so we can use a personal link?

224

Sure.

225

OK.

226

There's a portrait called William Wells.

227

I can't remember the artist, but it's a middle -aged man who's just shot a bird.

228

And his expression and the way he's holding the bird in his hand suggests he's not sure about what he's done.

229

To me, it's about how ambiguous people are in the way they exploit the natural world.

230

Interesting.

231

There's Gauguin's picture, Vyramati.

232

He did it in Tahiti.

233

It's a woman with a white bird behind her that is eating a lizard.

234

And what I'm interested in is what idea this bird refers to.

235

Apparently, it's a reference to the never -ending cycle of existence.

236

Wow.

237

I chose a portrait of a little boy, Giovanni de' Medici.

238

He's holding a tiny bird in one fist.

239

I like the way he's holding it carefully so he doesn't hurt it.

240

Oh, right.

241

That is the end of part three.

242

You now have half a minute to check your answers to part three.

243

Part 4.

244

You will hear a professor of philosophy giving a talk on the ancient philosophy of Stoicism.

245

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

246

Thank you.

247

Now listen carefully and answer questions 31 to 40.

248

Ancient philosophy is not just about talking or lecturing, or even reading long, dense books.

249

In fact, it is something people have used throughout history to solve their problems and to achieve their greatest triumphs.

250

Specifically, I am referring to Stoicism,

251

which in my opinion is the most practical of all philosophies and therefore the most appealing.

252

Stoicism was founded in ancient Greece by Zeno of Citium in the early 3rd century BC, but was practiced by the likes of Epictetus,

253

Cato, Seneca, and Marcus Aurelius.

254

Amazingly, we still have access to these ideas, despite the fact that the most famous Stoics never wrote anything down for publication.

255

Cato definitely didn't, Marcus Aurelius never intended his meditations to be anything but personal.

256

Seneca's letters were, well, letters, and Epictetus's thoughts come to us by way of a note -taking students.

257

Stoic principles were based on the idea that its followers could have an unshakable happiness in this life,

258

and the key to achieving this was virtue.

259

The road to virtue, in turn,

260

lay in understanding that destructive emotions like anger and jealousy are under our conscious control.

261

They don't have to control us, because we can learn to control them.

262

In the words of Epictetus, external events I cannot control, but the choices I make with regard to them I do control.

263

The modern -day philosopher

264

and writer Nassim Nicholas Taleb defines a Stoic as someone who has a different perspective on experiences

265

which most of us would see as wholly negative.

266

A Stoic transforms fear into caution,

267

pain into transformation, mistakes into initiation, and desire into undertaking.

268

Using this definition as a model, we can see that throughout the centuries,

269

Stoicism has been practised in more recent history by kings, presidents, artists, writers, and entrepreneurs.

270

The founding fathers of the United States were inspired by the philosophy.

271

George Washington was introduced to Stoicism by his neighbours at age 17,

272

and later put on a play based on the life of Cato to inspire his men.

273

Thomas Jefferson kept a copy of Seneca beside his bed.

274

Writers and artists have also been inspired by the Stoics.

275

Eugene Delacroix, the renowned French Romantic artist, known best for his painting, Liberty Leading the People, was an ardent Stoic,

276

referring to it as his consoling religion.

277

The economist Adam Smith's theories on capitalism were significantly influenced by the stoicism

278

that he studied as a schoolboy under a teacher who had translated Marcus Aurelius's works.

279

Today's political leaders are no different, with many finding their inspiration from the ancient texts.

280

Former US President Bill Clinton re -reads Marcus Aurelius every single year,

281

and many have compared former President Obama's calm leadership style to that of Cato.

282

Wen Jiabao, the former Prime Minister of China, claims that Meditations is one of two books he travels with,

283

and that he has read it more than one hundred times over the course of his life.

284

Stoicism had a profound influence on Albert Ellis,

285

who invented cognitive behaviour which is used to help people manage their problems by changing the way that they think and behave.

286

It's most commonly used to treat depression.

287

The idea is that we can take control of our lives by challenging the irrational beliefs that create our faulty thinking,

288

symptoms and behaviours by using logic instead.

289

Stoicism has also become popular in the world of business.

290

Stoic principles can build the resilience and state of mind required to overcome setbacks,

291

because Stoics teach turning obstacles into opportunity, a lesson every business entrepreneur needs to learn.

292

I would argue that studying Stoicism is as relevant today as it was 2 ,000 years ago,

293

thanks to its brilliant insights into how to lead a good life.

294

At the very root of the thinking, there is a very simple way of living.

295

Control what you can and accept what you can't.

296

This is not as easy as it sounds and will require considerable practice.

297

It can take a lifetime to master.

298

The Stoics also believed the most important foundation for a good and happy life is not money,

299

fame, power or pleasure, but having a disciplined and principled character,

300

something which seems to resonate with many people today.

301

That is the end of part four.

302

You now have one minute to check your answers to part four.

303

Thank you.

304

Thank you.

305

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

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本課的詞彙與口語要點

這節 C1 級別的口語課以影片“Cambridge 16, Test 1 Listening audios with an answer key”為素材。這段影片共有 305 個句子、3111 個單詞可供跟讀。講話部分時長為 29:02。說話人語速較慢，每分鐘約 107 個詞，你有足夠的時間模仿每一個音。 83% 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

影片中最難的 15 個單詞，附發音和釋義：

單詞	發音	釋義
stoicism 名詞	/ˈstoʊɪsɪzəm/	堅忍 /堅忍, 斯多葛主義 /斯多葛主義
corridor 名詞	/ˈkɒɹɪdɔː/	走廊, 甬道
courtyard 名詞	/ˈkɔɹt.jɑɹd/	庭院, 中庭
kingfisher 名詞	/ˈkɪŋˌfɪʃə/	翠鳥 /翠鳥, 魚狗 /魚狗
meditation 名詞	/mɛdɪˈteɪʃn̩/	沉思
entrepreneur 名詞	/ˌɑn.tɹə.pɹəˈnɝ/	企業家 /企業家
warehouse 名詞	/ˈwɛə(ɹ)haʊs/	倉庫 /倉庫
ardent 形容詞	/ˈɑɹdənt/	熱烈 /熱烈, 熱心 /熱心
brainstorming 名詞		頭腦風暴 /頭腦風暴, 腦力激盪 /腦力激盪
canteen 名詞	/kænˈtin/	水壺 /水壺
recycle 動詞	/ɹəˈsaɪkəl/	迴圈再造 /迴圈再造, 回收
introductory 形容詞	/ˌɪntɹəˈdʌktəɹi/	介紹的 /介紹的, 引導的 /引導的
initiation 名詞	/ɪˌnɪʃ.iˈeɪ.ʃən/	開始, 發起
rationale 名詞	/ˌɹæʃ.əˈnæl/	推理, 原理
amend 動詞	/əˈmɛnd/	修正, 修改

影片中出現的短語動詞

單詞	發音	釋義
work out 動詞	/ˌwɝk ˈaʊt/	計算 /計算, 算出
carry out 動詞	/ˈkæ.ɹi aʊt/	進行 /進行
come up with 動詞		想出, 提出
find out 動詞		找出, 查明
get on with 動詞		繼續 /繼續, 持續 /持續
go up 動詞		上昇 /上升, 上去
look forward to 動詞		期待, 嚮往
put off 動詞		推遲 /推遲, 順延 /順延

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：

Do you take children as young as that?
You'd be amazed how high they can go.
I wouldn't mind doing that myself.
Have you drafted your proposal yet?
Did you do a timeline for the project?

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 just had · I've been · we've expanded
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 · be amazed
定語從句 who / which + 從句 — 補充說明人或事物	someone who has · teacher who had · behaviour which is

需要注意的發音

說話人用了 56 次縮略和弱讀形式，例如 you'll, I'm, I've。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: kingfisher /ˈkɪŋˌfɪʃə/, meditation /mɛdɪˈteɪʃn̩/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, initiation /ɪˌnɪʃ.iˈeɪ.ʃən/, rationale /ˌɹæʃ.əˈnæl/
長單詞——注意重音位置: entrepreneur /ˌɑn.tɹə.pɹəˈnɝ/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, confidently /ˈkɑnfɪdəntli/, introductory /ˌɪntɹəˈdʌktəɹi/, initiation /ɪˌnɪʃ.iˈeɪ.ʃən/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: virtue /ˈvɝt͡ʃu/, invent /ɪnˈvɛnt/, yourselves /jəˈsɛlvz/, vague /veɪɡ/, destructive /dɪˈstɹʌktɪv/
詞尾子音 — 要讀清楚，後面不要加母音: courtyard /ˈkɔɹt.jɑɹd/, amaze /əˈmeɪz/, warehouse /ˈwɛə(ɹ)haʊs/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, ardent /ˈɑɹdənt/
/r/ 和 /l/ 的區別: lorry /ˈlɔɹi/, recycle /ɹəˈsaɪkəl/, rationale /ˌɹæʃ.əˈnæl/, irrational /ɪˈɹæʃ.(ə.)nəl/, follower /ˈfɒləʊə(ɹ)/

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 stoicism, corridor, courtyard 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: Cambridge 16, Test 1 Listening audios with an answer key - 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？