跟读练习: Cambridge IELTS 17 Listening Test 2 with answer | #ieltslistening - 通过视频学习英语口语

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1
Cambridge 17 Listening Test 2.
2
You will hear a number of different recordings.
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All the recordings will be played once only.
4
The test is in four parts.
5
You will have 10 minutes at the end of the test to transfer your answers to the answer sheet.
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Now turn to part one.
7
First you have some time to look at questions one to seven.
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Now listen and answer questions 1 to 7.
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Hello, Jane Fairbank speaking.
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Oh, good morning.
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My name's Frank Pritchard.
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I've just retired and moved to Southo.
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I'd like to become a volunteer, and I gather you coordinate voluntary work in the village?
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That's right.
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What sort of thing could I do?
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Well, we need help with the village library.
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We borrow books from the town library, and individuals also donate them.
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So, one thing you could do is get involved in collecting them, if you've got a car, that is.
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Yes, that's no problem.
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The times are pretty flexible, so we can arrange it to suit you.
21
Oh, another thing is the records that we keep of the books we're given, and those we borrow and need to return to the town library.
22
It would be very useful to have another person to help keep them up to date.
23
Right.
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I'm used to working on a computer.
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I presume they're computerised?
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Oh, yes.
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Is the library purpose-built?
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I haven't noticed it when I've walked round the village.
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No. We simply have the use of a room in the village hall.
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The West Room.
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It's on the left as you go in.
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I must go and have a look inside the hall.
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Yes.
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It's a nice building.
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Do you run a lunch club in the village for elderly people?
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I know a lot of places do.
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Yes, we have a very successful club.
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I could help with transport, if that's of any use.
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Oh, definitely.
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People come to the club from neighbouring villages, and we're always in need of more drivers.
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And does the club have groups that focus on a particular hobby, too?
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I could get involved in one or two, particularly if there are any art groups.
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Excellent.
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I'll find out where we need help and get back to you.
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Fine.
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What about help for individual residents?
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Do you arrange that at all?
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Yes, we do it as a one-off.
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Oh, in fact, there's Mrs Carol.
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She needs a lift to the hospital next week and we're struggling to find someone.
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When's her appointment? On Tuesday.
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It would take the whole morning.
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I could do that.
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Oh, that would be great.
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Thank you.
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And also next week, we're arranging to have some work done to Mr. Salisbury's house before he moves, as he isn't healthy enough to do it himself.
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We've got some people to decorate his kitchen, but if you could do some weeding in his garden, that would be wonderful.
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OK, I'd enjoy that.
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And presumably the day and time are flexible?
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Oh yes, just say when would suit you best and we'll let Mr. Selisbury know.
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Good.
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Before you hear the rest of the conversation, you have some time to look at questions 8 to 10.
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Now listen and answer questions 8 to 10.
64
The volunteers group also organises monthly social events, which is a great way to meet other people, of course.
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So next month, on the 19th of October, we're holding a quiz.
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A couple of residents are great at planning unusual ones, and we always fill the village hall.
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That sounds like fun.
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Can I do anything to help?
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Well, because of the number of people, we need plenty of refreshments for halfway through.
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So if you could provide any, we'd be grateful.
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I'm sure I could.
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I'll think about what to make and let you know.
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Thank you.
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Then on November the 18th, we're holding a dance, also in the village hall.
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We've booked a band that specialises in music of the 1930s.
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They've been before, and we've had a lot of requests to bring them back.
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I'm not really a dancer, but I'd like to do something to help.
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Well, we sell tickets in advance, and having an extra person to check them at the door as people arrive would be good.
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It can be quite a bottleneck if everyone arrives at once.
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OK, I'm happy with that.
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We're also arranging a New Year's Eve party.
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We're expecting that to be a really big event, so instead of the village hall, it'll be held in the Mountfort Hotel.
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The...
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Mountfort.
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M-O-U-N-T-F-O-R-T hotel.
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It isn't in Southo itself, but it's only a couple of miles away.
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The hotel will be providing dinner, and we've booked a band.
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The one thing we haven't got yet is a poster.
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That isn't something you could do by any chance, is it?
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Well, actually, yes.
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Before I retired, I was a graphic designer, so that's right up my street.
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Oh, perfect.
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I'll give you the details, and then perhaps you could send me a draft? Of course.
94
That is the end of part one.
95
You now have half a minute to check your answers.
96
Now turn to part two.
97
First, you have some time to look at questions 11 to 14.
98
Now listen and answer questions 11 to 14.
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Good morning and welcome to Oniton Hall, one of the largest estates in the area.
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My name's Nick and I'm one of the guides.
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I'll give you a brief introduction to the estate while you're sitting down and then we'll walk round.
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The estate consists of the house, gardens, parkland and farm and it dates back to the 14th century.
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The original house was replaced in the late 17th century and of course it has had a large number of owners.
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Almost all of them have left their mark, generally by adding new rooms,
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like the ballroom and conservatory, or by demolishing others.
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The farm looks much as it's always done, although the current owner has done a great deal of work to the flower beds.
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In the 17th century, the estate was owned by a very wealthy man called Sir Edward Downes.
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His intention was to escape from the world of politics, after years as an active politician,
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and to build a new house worthy of his big collection of books, paintings and sculptures.
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He broke off contact with his former political allies and hosted meetings of creative and literary people,
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like painters and poets.
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Unusually for his time, he didn't care whether his guests were rich or poor, as long as they had talent.
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Big houses like Arneton had dozens of servants until the 1920s or 30s,
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and we've tried to show what their working lives were like.
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Photographs, of course, don't give much of an idea, so instead, as you go round the house,
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you'll see volunteers dressed up as 19th century servants going about their work.
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They'll explain what they're doing and tell you their recipes or what tools they're using.
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We've just introduced this feature to replace the audio guide we used to have available.
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I see there are a number of children here with you today.
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Well, we have several activities specially for children,
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like dressing up in the sorts of clothes that children wore in the past, and as it's a fine day,
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some of you will probably want to play in the adventure playground.
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Our latest addition is child-sized tractors that you can drive around the grounds.
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Before you hear the rest of the conversation, you have some time to look at questions 15 to 20.
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Now listen and answer questions 15 to 20.
126
We'll also be going into the farm that's part of the estate, where there's plenty to do.
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Most of the buildings date from the 18th century, so you can really step back into an agricultural past.
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Until recently, the dairy was where milk from the cows was turned into cheese.
129
It's now the place to go for lunch, or afternoon tea, or just a cup of coffee and a slice of homemade cake.
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The big stone building that dominates the farm is the large barn, and in here is our collection of agricultural tools.
131
These were used in the past to plough the earth, sow seeds, make gates and much more.
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There's a small barn, also made of stone, where you can groom the donkeys and horses to keep their coats clean.
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They really seem to enjoy having it done, and children love grooming them.
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The horses no longer live in the stables, which instead is the place to go to buy gifts,
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books, our own jams and pickles, and clothes and blankets made of wool from our sheep.
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Outside the shed, which is the only brick building,
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you can climb into a horse-drawn carriage for a lovely relaxing tour of the park and farm.
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The carriages are well over a hundred years old.
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And finally, the parkland, which was laid out in the 18th century with a lake and trees that are now well established.
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You'll see types of cattle and sheep that are hardly ever found on farms these days.
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We're helping to preserve them, to stop their numbers falling further.
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Okay, well, if you'd like to come with me, we will start...
143
That is the end of part two.
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You now have half a minute to check your answers.
145
Now turn to part three.
146
First, you have some time to look at questions 21 to 22.
147
Now listen and answer questions 21 to 22.
148
Did you make notes while you were watching the performances of Romeo and Juliet, Gemma?
149
Yes, I did.
150
I found it quite hard, though.
151
I kept getting too involved in the play.
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Me too.
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I ended up not taking notes.
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I wrote down my impressions when I got home.
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Do you mind if I check a few things with you, in case I've missed anything?
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And I've also got some questions about our assignment.
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No, it's good to talk things through.
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I may have missed things too.
159
OK, great.
160
So, first of all, I'm not sure how much information we should include in our reviews.
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Right.
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Well, I don't think we need to describe what happens, especially as Romeo and Juliet is one of Shakespeare's most well-known plays.
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Yeah, everyone knows the story.
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In an essay, we'd focus on the poetry and Shakespeare's use of imagery, etc. But that isn't really relevant in a review.
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We're supposed to focus on how effective this particular production is.
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Hmm.
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We should say what made it a success or a failure.
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And part of that means talking about the emotional impact the performance had on us.
169
I think that's important.
170
Yes, and we should definitely mention how well the director handled important bits of the play, like when Romeo climbs onto Juliet's balcony.
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And the fight between Mercutio and Tybalt.
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Yes.
173
It would also be interesting to mention the theatre space and how the director used it, but I don't think we'll have space in 800 words.
174
No, OK.
175
That all sounds quite straightforward.
176
Before you hear the rest of the conversation, you have some time to look at questions 23-30.
177
Now listen and answer questions 23 to 30.
178
So, what about the Emporium Theatre's production of the play?
179
I thought some things worked really well, but there were some problems too.
180
Yeah.
181
What about the set, for example?
182
I think it was visually really stunning.
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I'd say that was probably the most memorable thing about this production.
184
You're right.
185
The set design was really amazing.
186
But actually, I have seen similar ideas used in other productions.
187
What about the lighting?
188
Some of the scenes were so dimly lit it was quite hard to see.
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I didn't dislike it.
190
It helped to change the mood of the quieter scenes.
191
That's a good point.
192
What did you think of the costumes?
193
I was a bit surprised by the contemporary dress, I must say.
194
Yeah, I think it worked well, but I'd assumed it would be more conventional.
195
Me too.
196
I liked the music at the beginning, and I thought the musicians were brilliant,
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but I thought they were wasted because the music didn't have much impact in Acts 2 and 3.
198
Yes, that was a shame.
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One problem with this production was that the actors didn't deliver the lines that well.
200
They were speaking too fast.
201
It was a problem, I agree.
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But I thought it was because they weren't speaking loudly enough, especially at key points in the play.
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I actually didn't have a problem with that.
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It's been an interesting experience watching different versions of Romeo and Juliet, hasn't it?
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Definitely.
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It's made me realise how relevant the play still is.
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Right.
208
I mean, a lot's changed since Shakespeare's time, but in many ways nothing's changed.
209
There are always disagreements and tension between teenagers and their parents.
210
Yes, that's something all young people can relate to, more than the violence and the extreme emotions in the play.
211
How did you find watching it in translation?
212
Really interesting.
213
I expected to find it more challenging, but I could follow the story pretty well.
214
I stopped worrying about not being able to understand all the words and focused on the actor's expressions.
215
The ending was pretty powerful.
216
Yes, that somehow intensified the emotion for me.
217
Did you know Shakespeare's been translated into more languages than any other writer?
218
Hmm.
219
What's the reason for his international appeal, do you think?
220
I was reading that it's because his plays are about basic themes that people everywhere are familiar with.
221
Yeah, and they can also be understood on different levels.
222
The characters have such depth.
223
Right, which allows directors to experiment and find new angles.
224
That's really important.
225
That is the end of part three.
226
You now have half a minute to check your answers.
227
Now turn to part four.
228
First you have some time to look at questions 31 to 40.
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Now listen and answer questions 31 to 40.
230
Right, everyone, let's make a start.
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Over the past few sessions, we've been considering the reasons why some world languages are in decline,
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and today I'm going to introduce another factor that affects languages, and the speakers of those languages,
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and that's technology, and in particular, digital technology.
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In order to illustrate its effect, I'm going to focus on the Icelandic language,
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which is spoken by around 321,000 people, most of whom live in Iceland, an island in the North Atlantic Ocean.
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The problem for this language is not the number of speakers, even though this number is small,
237
nor is it about losing words to other languages such as English.
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In fact, the vocabulary of Icelandic is continually increasing, because when speakers need a new word for something,
239
they tend to create one rather than borrowing from another language.
240
All this makes Icelandic quite a special language.
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It's changed very little in the past millennium, yet it can handle 21st century concepts related to the use of computers and digital technology.
242
Take, for example, the word for web browser.
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This is Vafri in Icelandic, which comes from the verb to wander.
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I can't think of a more appropriate term because that's exactly what you do mentally when you browse the internet.
245
Then there's an Icelandic word for podcast, which is too hard to pronounce, and so on.
246
Icelandic, then, is alive and growing, but, and it's a big but, young Icelanders spend a great deal of time in the digital world,
247
and this world is predominantly English.
248
Think about smartphones.
249
They didn't even exist until comparatively recently, but today young people use them all the time to read books,
250
watch TV or films, play games, listen to music and so on.
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Obviously, this is a good thing in many respects because it promotes their bilingual skills, but the extent of the influence of English in the virtual world is staggering,
252
and it's all happening really fast.
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For their parents and grandparents, the change is less concerning because they already have their native speaker skills in Icelandic, but for young speakers, well,
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the outcome is a little troubling.
255
For example, teachers have found that playground conversations in Icelandic secondary schools can be conducted entirely in English,
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while teachers of much younger children have reported situations where their
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classes find it easier to say what is in a picture using English rather than Icelandic.
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The very real and worrying consequence of all this is
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that the young generation in Iceland is at risk of losing its mother tongue.
260
Of course, this is happening to other European languages too.
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But while internet companies might be willing to offer, say, French options in their systems,
262
it's much harder for them to justify the expense of doing the same for a language
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that has a population the size of a French town, such as Nice.
264
The other drawback of Icelandic is the grammar, which is significantly more complex than in most languages.
265
At the moment, the tech giants are simply not interested in tackling this.
266
So what is the Icelandic government doing about this?
267
While large sums of money are being allocated to a language technology fund
268
that it is hoped will lead to the development of Icelandic-sourced apps and other social media and digital systems,
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but clearly this is going to be an uphill struggle.
270
On the positive side, they know that Icelandic is still the official language of education and government.
271
It has survived for well over a thousand years,
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and the experts predict that its future in this nation-state is sound and will continue to be so.
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However, there's no doubt that it's becoming an inevitable second choice in young people's lives.
274
This raises important questions.
275
When you consider how much of the past is tied up in a language, will young Icelanders lose their sense of their own identity?
276
Another issue that concerns the government of Iceland is this.
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If children are learning two languages through different routes, neither of which they are fully fluent in, will they be able to express themselves properly?
278
That is the end of part four.
279
You now have ten minutes to transfer your answers to the answer sheet.
280
Thank you.
281
Thank you.
282
Thank you.
283
Thank you.

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本课的词汇与口语要点

这段视频共有 283 个句子、3043 个单词可供跟读。 讲话部分时长为 27:28。 说话人语速平稳，每分钟约 111 个词，很适合跟读。 85% 的单词属于英语最常用的 3,000 词，其余的词建议在练习前先学一下。

视频中的重点词汇

视频中 15 个值得学习的单词，附发音和释义：

单词发音释义
arrange 动词/əˈɹeɪnd͡ʒ/安排, 佈置 /布置
volunteer 名词/ˌvɑlənˈtɪɹ/志願者 /志愿者
sheet 名词/ʃit/篇, 張 /张
arrive 动词/əˈɹaɪv/到達 /到达, 到
climb 动词/ˈklaɪ̯m/登
emotion 名词/ɪˈməʊ.ʃən/感情, 情感
sheep 名词/ˈʃiːp/мянён, ён
cow 名词/kaʊ/牛母, 母牛
flexible 形容词/ˈflɛk.sɪ.bəl/靈活 /灵活
servant 名词/ˈsɝvənt/僕人 /仆人, 傭人 /佣人
retire 动词/ɹəˈtaɪɹ/退休, 引退
borrow 动词/ˈbɑɹ.oʊ/借, 貸 /贷
barn 名词[ˈbɑɹn]穀倉 /谷仓, 糧倉 /粮仓
playground 名词/ˈpleɪɡɹaʊnd/操場 /操场, 遊樂園 /游乐园
audio 形容词/ˈɔ.di.oʊ/音頻 /音频, 伴音

视频中出现的短语动词

单词释义
end up 动词到达
find out 动词找出, 查明
sit down 动词坐下, 坐
write down 动词寫下來 /写下来, 寫下 /写下

视频中的语法

说话人最常用的结构，并附上视频中的原话：

结构视频中的用法
条件句 if + 从句，will/would + 动词 — 条件及其结果if you could provide any, we'd be
现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事I've just retired · haven't noticed · We've booked
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的will be played · be held · was replaced
定语从句 who / which + 从句 — 补充说明人或事物events, which is · shed, which is · parkland, which was

需要注意的发音

说话人用了 74 次缩略和弱读形式，例如 we're, I'm, we've。请按听到的简短形式来说。

  • “th” 音: worthy /ˈwɝ.ði/, gather /ˈɡæðɚ/, wealthy /ˈwɛl.θi/
  • “sh” 和 “zh” 音: sheet /ʃit/, emotion /ɪˈməʊ.ʃən/, sheep /ˈʃiːp/, unusual /ʌnˈjuːʒ(u)əl/, translation /tɹænzˈleɪʃən/
  • 长单词——注意重音位置: unusual /ʌnˈjuːʒ(u)əl/, experiment /ɪkˈspɛɹ.ə.mənt/, literary /ˈlɪt.(ə.)ɹə.ɹi/, politician /ˌpɑ.ləˈtɪʃ.ən/, inevitable /ɪˈnɛvɪtəbəl/

如何用这段视频练习

  1. 先完整听一遍视频，不要开口，记下不认识的单词。
  2. 用正常速度逐句跟读，每句重复到你的节奏与说话人一致为止。
  3. 录下自己的声音并与原声对比，特别注意 arrange, volunteer, sheet 这类单词。

什么是跟读法？

跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。

影子跟读法: 阅读完整分步指南 →