跟讀練習: Cookery classes ielts listening | HD Audio | 720p - 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。

284 句

如果句子過短或過長，請點選 Edit 進行調整。

Test 1.

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 sections.

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

Now turn to Section 1.

Section 1

You will hear a telephone conversation between a woman who wants to attend a cookery class

and an official at a tourist information centre.

First, you have some time to look at questions 1 to 6.

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, Tourist Information Centre.

Mike speaking.

How can I help you?

Oh, hi.

I wanted to find out about cookery classes.

I believe there are some one -day classes for tourists.

Well, they're open to everyone, but tourists are always welcome.

OK, let me give you some details of what's available.

There are several classes.

One very popular one is at the food studio.

The first cooking class is at the food studio.

So studio 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 6.

Hello, Tourist Information Centre.

Mike speaking.

How can I help you?

Oh, hi.

I wanted to find out about cookery classes.

I believe there are some one -day classes for tourists.

Well, they're open to everyone, but tourists are always welcome.

OK, let me give you some details of what's available.

There are several classes.

One very popular one is at the food studio.

OK.

They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.

Right, that sounds good.

How big are the classes?

I'm not sure exactly, but they'll be quite small.

And could I get a private lesson there?

I think so.

Let me check.

Yes, they do offer those.

Though, in fact, most of the people who attend the classes find it's a nice way of getting to know one another.

I suppose it must be, yes.

And this company has a special deal for clients where they offer a discount of 20 %

if you return for a further class.

OK, but you said there were several classes.

That's right.

Another one you might be interested in is Bonds Cookery School.

They're quite new.

They just opened six months ago, but I've heard good things about them.

They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.

So, is that food for people on a diet and things like that?

I don't know if I'd be interested in that.

Well, I don't think they particularly focus on low -calorie diets or weight loss.

It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger,

that sort of thing.

I see.

Well, I might be interested.

I'm not sure.

Do they have a website I could check?

Yes.

Just key in the name of the school.

It'll come up.

And if you want to know more about them, every Thursday evening they have a lecture at the school.

It's free, and you don't need to book or anything.

Just turn up at 7 .30.

And that might give you an idea of whether you want to go to an actual class.

Before you hear the rest of the conversation, you have some time.

to look at questions 7 to 10.

Now listen and answer questions 7 to 10.

OK, there's one more place you might be interested in.

That's got a rather strange name.

It's called the Arezza Centre.

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

OK.

They've got a very good reputation.

They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.

Right.

That's certainly an area I'd like to learn more about.

I've got lots of friends who don't eat meat.

In fact, I think I might have seen that school today.

Is it just by the market?

That's right.

So they don't have any problem getting their ingredients.

They're right next door.

And they also offer a special two -hour course in how to use a knife.

They cover all the different skills – buying them, sharpening, chopping techniques.

It gets booked up quickly though, so you'd need to check it was available.

Right, well, thank you very much.

I'll go and check that out.

That is the end of section one.

You now have half a minute to check your answers.

Section two.

100

You will hear the chairman of the Highways Committee of Granford

101

speaking to members of the public about proposed changes to traffic and parking in the area.

102

First, you have some time to look at questions 11 to 13.

103

Now listen carefully and answer questions 11 to 13.

104

Good evening everyone.

105

My name's Phil Sutton and I'm Chairman of the Highways Committee.

106

We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.

107

I'll start by summarising these changes before we open the meeting to questions.

108

So why do we need to make these changes to traffic systems in Granford?

109

Well, we're very aware that traffic is becoming an increasing problem.

110

It's been especially noticeable with the increase in heavy traffic

111

while they've been building the new hospital

112

but it's the overall rise in the volume of traffic of all kinds that's concerning us.

113

To date, there's not been any increase in traffic accidents but that's not something we want to see happen, obviously.

114

We recently carried out a survey of local residents and their responses were interesting.

115

People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.

116

We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up,

117

but this was on top of the list, and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.

118

We think these new traffic regulations would make a lot of difference, but we still have a long way to go.

119

We've managed to keep our proposals within budget, just so they can be covered by the Council.

120

But of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them.

121

And that's an area we're still working on with the help of representatives from the police force.

122

Before you hear the rest of the talk, you have some time to look at questions 14 to 20.

123

Thank you.

124

Now listen and answer questions 14 to 20.

125

OK, so this slide shows a map of the central area of Granford with the High Street in the middle

126

and School Road on the right.

127

Now, we already have a set of traffic lights in the High Street at the junction with Station Road,

128

but we're planning to have another set at the other end

129

at the School Road junction to regulate the flow of traffic along the High Street.

130

We've decided we definitely need a pedestrian crossing.

131

We considered putting this on school road just outside the school, but in the end we decided that could lead to a lot of traffic congestion.

132

So we decided to locate it on the high street, crossing the road in front of the supermarket.

133

That's a very busy area, so it should help things there.

134

We're proposing some changes to parking.

135

At present, parking isn't allowed on the High Street outside the library, but we're going to change that and allow parking there,

136

but not at the other end of the High Street near School Road.

137

There'll be a new

138

No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.

139

This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.

140

As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces,

141

so we've got two new disabled parking spaces on the side road up towards the bank.

142

It's not ideal, but probably better than the present arrangement.

143

We also plan to widen the pavement on School Road.

144

We think we can manage to get an extra half metre on the bend just before you get to the school,

145

on the same side of the road.

146

Finally, we've introduced new restrictions on loading and unloading for the supermarket,

147

so lorries will only be allowed to stop there before 8am.

148

That's the supermarket on School Road.

149

We kept to the existing arrangements with the High Street supermarket.

150

OK, so that's about it.

151

That is the end of Section 2.

152

You now have half a minute to check your answers.

153

Section 3 You will hear two biology students called Emma and Jack discussing an experiment they are going to do together.

154

First, you have some time to look at questions 21 to 25.

155

Now listen carefully and answer questions 21 to 25.

156

We've got to choose a topic for our experiment, haven't we, Jack?

157

Were you thinking of something to do with seeds?

158

That's right.

159

I thought we could look at seed germination, how a seed begins to grow.

160

OK.

161

Any particular reason?

162

I know you're hoping to work in plant science eventually.

163

Yeah, but practically everything we do is going to feed into that.

164

No, there's an optional module on seed structure and function in the third year that I might do,

165

so I thought it might be useful for that.

166

If I choose that option, I don't have to do a dissertation module.

167

Good idea.

168

Well, I thought for this experiment, we could look at the relationship between seed size and the way the seeds are planted.

169

So we could plant different sized seeds in different ways and see which grow best.

170

OK.

171

Would need to allow time for the seeds to come up.

172

That should be fine if we start now.

173

A lot of the other possible experiments need quite a bit longer.

174

So that'd make it a good one to choose.

175

And I don't suppose it'd need much equipment.

176

We're not doing chemical analysis or anything.

177

Though that's not really an issue.

178

We've got plenty of equipment in the laboratory.

179

Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.

180

I'm sure our aim's OK.

181

It's not very ambitious, but the assignment's only ten percent of our final mark, isn't it?

182

But we need to be sure we're the only ones doing it.

183

Yeah, it's only five percent, actually, but it'd be a bit boring if everyone was doing it.

184

Did you read that book on seed germination on our reading list?

185

The one by Graves?

186

Hmm.

187

I looked through it for my last experiment, though it wasn't all that relevant there.

188

It would be for this experiment, though.

189

I found it quite hard to follow, lots about the theory which I hadn't expected.

190

Yes, I'd been hoping for something more practical.

191

It does include references to the recent findings on genetically modified seeds, though.

192

Yes, that was interesting.

193

I read an article about seed germination by Lee Hall.

194

About seeds that lie in the ground for ages and only germinate after a fire.

195

That's the one.

196

I knew a bit about it already, but not about this research.

197

George.

198

His analysis of figures comparing the times of the fires

199

and the proportion of seeds that germinated was done in a lot of detail.

200

Very impressive.

201

Was that the article with the illustrations of early stages of plant development?

202

They were very clear.

203

I think those diagrams were in another article.

204

Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.

205

Now listen and answer questions 26 to 30.

206

Anyway, shall we have a look at the procedure for our experiment?

207

We'll need to get going with it quite soon.

208

Right.

209

So the first thing we have to do is find our seeds.

210

I think vegetable seeds would be best, and obviously they mustn't all be the same size.

211

So how many sorts do we need?

212

About four different ones?

213

I think that would be enough.

214

There'll be quite a large number of seeds for each one.

215

Then for each seed we need to find out how much it weighs and also measure its dimensions,

216

and we need to keep a careful record of all that.

217

That'll be quite time -consuming.

218

And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down or several centimetres.

219

OK, so then we get planting.

220

Do you think we can plant several seeds together in the same plant pot?

221

No, I think we need a different one for each seed.

222

Right.

223

And we'll need to label them.

224

We can use different coloured labels.

225

Then we wait for the seeds to germinate.

226

I reckon that'll be about three weeks, depending on what the weather's like.

227

Then we see if our plants have come up and write down how tall they've grown.

228

Then all we have to do is look at our numbers and see if there's any relation between them.

229

That's right.

230

That is the end of Section 3.

231

You now have half a minute to check your answers.

232

Section 4

233

You will hear part of a lecture on an environmental studies

234

course about recent research on how animals are adapting to urban environments.

235

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

236

Thank you.

237

Now listen carefully and answer questions 31 to 40.

238

Hi.

239

Today we're going to be looking at animals in urban environments,

240

and I'm going to be telling you about some research on how they're affected by these environments.

241

Now, in evolutionary terms, urban environments represent huge upheavals,

242

the sorts of massive changes that usually happen over millions of years.

243

And we used to think that only a few species could adapt to this new environment.

244

One species which is well known as being highly adaptable is the crow,

245

and there have been various studies about how they managed to learn new skills.

246

Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings,

247

just like they once perched on cliffs by the sea.

248

But, in fact, we're now finding

249

that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.

250

And one thing that researchers are finding especially interesting is the speed with which they're doing this.

251

We're not talking about gradual evolution here.

252

These animals are changing fast.

253

Let me tell you about some of the studies that have been carried out in this area.

254

So, in the University of Minnesota,

255

a biologist called Emily Snellrood and her colleagues looked at specimens of urbanized small mammals,

256

such as mice and gophers, that had been collected in Minnesota and that are now kept in museums there.

257

And she looked at specimens that had been collected over the last hundred years, which is a very short time in evolutionary terms.

258

And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.

259

Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change,

260

it does suggest that something cognitive was going on.

261

And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life,

262

having to look in different places to find food, for example, and coping with a whole new set of dangers.

263

Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda,

264

who's done some experiments with blackbirds living in urban and rural areas.

265

And she's been looking not at their anatomy, but at their behavior.

266

So, as you might expect, she's found that the urban blackbirds tend to be quite bold.

267

They're prepared to face up to a lot of threats that would frighten away their country counterparts.

268

But there's one type of situation that does seem to frighten the urban blackbirds,

269

And that's anything new, anything they haven't experienced before.

270

And if you think about it, that's quite sensible for a bird living in the city.

271

Jonathan Atwell in Indiana University is looking at how a range of animals respond to urban environments.

272

He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.

273

It's a sensible -seeming adaptation.

274

A rat that gets scared every time a subway train rolls past won't be very successful.

275

There's just one more study I'd like to mention, which is by Sarah Parton and her team.

276

And they've been looking at how squirrels communicate in an urban environment,

277

and they've found that a routine part of their communication is carried out by waving their tails.

278

You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.

279

So, what are the long -term implications of this?

280

One possibility is that we may see completely new species developing in cities.

281

But on the other hand, it's possible that not all of these adaptations will be permanent.

282

Once the animals got accustomed to its new environment, it may no longer need the features it's developed.

283

So now we've had a look at adaptation...

284

Thank you.

下載應用

流利口語所需的一切

AI 發音評分逐句打分

音標練習掌握每個音

詞彙學習建立你的詞庫

詞彙遊戲邊玩邊學

掃碼

Download on theApp Store Get it onGoogle Play

同頻道

Opportunities for voluntary work in Southoe village | HD Audio | 1080p | ielts listening test

IELTS PrepUniversity StudentsWorking Adults

FOR YOU

本課的詞彙與口語要點

這節口語課以影片“Cookery classes ielts listening”為素材。影片中反覆出現的詞有：seed, questions, answer, road。這段影片共有 284 個句子、3009 個單詞可供跟讀。講話部分時長為 25:46。說話人語速平穩，每分鐘約 117 個詞，很適合跟讀。 86% 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
seed 名詞	/siːd/	種子 /種子, 種 /種
experiment 名詞	/ɪkˈspɛɹ.ə.mənt/	實驗 /實驗
supermarket 名詞	/ˌsupɚˈmɑɹkət/	超級市場 /超級市場, 超市
carefully 副詞	/ˈkɛɹf(ə)li/	小心地
regulation 名詞	/ˌɹɛɡjʊˈleɪʃən/	規則 /規則, 規例 /規例
label 名詞	/ˈleɪ.bəl/	標籤 /標籤, 簽條 /籤條
collect 動詞	/ˈkɑlɪkt/	庋藏, 收藏
arrangement 名詞	/əˈɹeɪnd͡ʒmənt/	排列, 安排
lecture 名詞	/ˈlɛk.t͡ʃə/	演講 /演講
bend 動詞	/bɛnd/	彎 /彎
cognitive 形容詞	/ˈkɑɡ.nɪ.tɪv/	認知的 /認知的
propose 動詞	/pɹəˈpəʊz/	提議 /提議
adapt 動詞	/əˈdæpt/	適應 /適應
module 名詞	/ˈmɑd͡ʒul/	模組 /模組
visibility 名詞	/ˌvɪz.əˈbɪl.ɪ.ti/	能見度 /能見度, 可見度 /可見度

影片中出現的短語動詞

單詞	發音	釋義
come up 動詞		上來 /上來
carry out 動詞	/ˈkæ.ɹi aʊt/	進行 /進行
drop off 動詞		掉落, 落下
face up to 動詞		面對 /面對
find out 動詞		找出, 查明
write down 動詞		寫下來 /寫下來, 寫下 /寫下

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：

How can I help you?
I'm not sure exactly, but they'll be quite small.
I don't know if I'd be interested in that.
Do they have a website I could check?
Were you thinking of something to do with seeds?

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	she's been looking · they've been looking
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 · has been written · I've heard
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 · people who attend · friends who don

需要注意的發音

說話人用了 81 次縮略和弱讀形式，例如 we're, they're, don't。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, junction /ˈd͡ʒʌŋkʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, reputation /ˌɹɛpjʊˈteɪʃən/
長單詞——注意重音位置: experiment /ɪkˈspɛɹ.ə.mənt/, supermarket /ˌsupɚˈmɑɹkət/, adaptation /ˌæd.æpˈteɪ.ʃən/, regulation /ˌɹɛɡjʊˈleɪʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: cognitive /ˈkɑɡ.nɪ.tɪv/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, visibility /ˌvɪz.əˈbɪl.ɪ.ti/, impressive /ɪmˈpɹɛsɪv/, evolution /ˌiːvəˈluːʃ(ə)n/
詞尾子音 — 要讀清楚，後面不要加母音: seed /siːd/, experiment /ɪkˈspɛɹ.ə.mənt/, supermarket /ˌsupɚˈmɑɹkət/, collect /ˈkɑlɪkt/, arrangement /əˈɹeɪnd͡ʒmənt/
/r/ 和 /l/ 的區別: carefully /ˈkɛɹf(ə)li/, regulation /ˌɹɛɡjʊˈleɪʃən/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, practical /ˈpɹæk.tɪ.kəl/, proposal /pɹəˈpoʊzəl/

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 seed, experiment, supermarket 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: Cookery classes ielts listening | HD Audio | 720p - 通過影片學習英語口語

選擇練習模式

下載應用

同頻道

Festival information ielts liatening | 1080p | HD AUDIO

Children's Engineering Workshops ielts listening

Hiring a Public Room ielts listening 720p | HD Audio

HOLIDAY RENTAL ielts listening | HD AUDIO | 1080p

Opportunities for voluntary work in Southoe village | HD Audio | 1080p | ielts listening test

推薦影片

CAM 21 | IELTS LISTENING TEST | TEST 2 - SECTION 1 #english #listening #ielts #education #iseeielts

Cambridge IELTS 12 | Listening Test 1 | With Answers | HD

IELTS Listening Actual Test 2024 with Answers | 04.01.2024

IELTS Speaking Part 1: Music, Reading and Daily Routine

Dreamtime Travel Agency Tour Information IELTS Listening Test With Answers

New IELTS Listening Test 2026🎧| Full Practice Test to Score High🔥 #english #ielts #fyp #foryou

Kate And Luki Conversation IELTS Cambridge LISTENING Practice test 2021 ( Exam Lvl )

Cambridge IELTS 11 | Listening Test 1 | With Answers | HD

Cam 19 Listening Test 1 Part 1 Hinnchingbrooke Country

IELTS Listening Practice Section-1(Cookery Classes)

Complete IELTS Band 5-6.5 - UNIT 3

Cambridge 16 Listening Test 1 with Answer | #english #ieltslistening

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？