IELTS リスニング：証拠と回答用紙
IELTS アカデミック トピック 2 26:14 英語ナレーション・英語＋中文字幕 burning-in
章
Transcript
Listening moves between everyday and study-related situations. A conversation about a visit requires you to distinguish a final booking from an earlier suggestion. A discussion of a project may require you to identify which person chose which task. A talk or lecture may require following an extended explanation. Prepare for all of these demands instead of assuming the earlier parts cannot contain a difficult item. This lesson uses original classroom passages and worked answers from the supplement. They explain processes, but their small size and single teaching voice do not establish readiness for a complete official test.
Preparation time lets you identify what the question is asking. A gap after bring two is likely to require a plural noun. A starting time needs a time rather than a place. These predictions help direct attention but do not permit inventing an answer. Check the word limit or number of letters requested. Question wording and spoken wording may differ, so compare their meaning. Exact repeated words can still be correct evidence. Do not reject an option only because it repeats words from the question, and do not choose a plausible answer before the recording supports it.
An answer needs the right information and a suitable written form. Listen to a spelled name and check the letters rather than substitute a familiar name. For numbers, identify what is being counted. Eighteen students and twenty people describe different groups. For a gap with two before it, notice the plural noun, while still checking the spoken evidence. During review, identify whether a mistake came from hearing, meaning, spelling or answer form. These causes need different practice. The worked booking will show why a correct item written with an unnecessary article can exceed a word limit.
A plan and a process diagram require related but different skills. On a plan, establish where the visitor starts and which way they face. Left is relative to that facing direction; it is not always the west side of the page. Opposite identifies a relationship across a space, not simply the next letter. A process diagram may show stages of movement rather than a walking route. Follow the spoken sequence and the arrows together. Question order follows information order, but that does not require every map route to move clockwise or every description to start at the top.
The original notes introduce distractors and correction signals. The supplement adds an important qualification: mention order alone cannot select an answer. A speaker may accept the first option, reject it or compare it with another possibility. A word such as actually can help you follow a change, but the words after it are not automatically the requested answer. In matching, distinguish a person's hobby from their chosen role. In a reason question, distinguish cost, timetable and another person's decision. Use evidence for the exact question, rather than a shortcut that happens to work on one example.
If one answer is missed, keep following the next question so the lost item does not cost several more. Use the available checking time to review answer form, spelling and uncertain responses. Practise the actual booked delivery rather than relying on an old paper-transfer allowance. A once-only attempt and replayed study serve different purposes. Replaying afterwards can help you locate a sound or meaning you missed. Label that work as review. A later fresh once-only attempt provides better evidence of whether the same problem has reduced. None of these small examples has an official band conversion.
Imagine hearing three possible days for a visit. You cannot choose the answer merely by identifying which day was spoken first. The question may ask for the original request, the available bus day or the final booking. Each asks for different evidence. The examples that follow were written for this classroom pack and are not copied official questions. For a listening attempt, look at the task while someone reads the passage, and keep the written passage hidden until checking. If you read the passage first, you are practising analysis of text rather than hearing an unseen message.
Read these three gaps and predict what kind of answer could fit. Starts at often introduces a time. Bring two prepares you for a plural noun. Beside the can introduce a place or object. The prediction narrows attention, but the recording still needs to supply the answer. A place can have more than one word, so grammar does not settle the word limit. Check that limit separately. After answering one item, move attention to the next question. During review, compare what you expected with what the passage actually said.
Prepare four answers for an invented school garden booking. The family name needs the spelled name. The visit day needs the final booking rather than an earlier request. Group size refers to everybody attending, so pay attention to both students and teachers. The last answer is the item every student should bring. Use no more than two words and or a number for each answer. Pause now if you need more reading time. On the next step, listen to the passage while keeping these four questions visible in your notebook or handout.
Here is the classroom passage. Good morning. I am booking the school garden visit. My family name is Vale: V, A, L, E. I first asked about Tuesday, but our bus is available on Thursday, so please book Thursday. There are eighteen students. Two teachers will come too, making twenty people in all. Every student should bring a water bottle. We provide gloves at the garden. That is the end of the passage. Pause the lesson and finish your four answers before moving to the worked explanation.
The answers are Vale, Thursday, twenty and water bottle. The spelled letters establish the family name. Tuesday was the earlier request, while Thursday is the final booking. Eighteen students plus two teachers gives twenty people, which answers group size. If the question asked for students only, eighteen would be correct. Water bottle has two words and fits the stated limit. Adding a makes three words, so it exceeds this task's limit. Gloves are provided rather than brought by students. Explain each answer with the relevant evidence instead of saying that it sounded likely.
After the first attempt, use the visible transcript to locate the evidence. The booking changes from Tuesday to Thursday. V-A-L-E supplies the spelling, while eighteen students plus two teachers gives twenty people. Water bottle fits the two-word limit. Keep group size distinct from student count. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
This table separates time, location and equipment. Prepare the starting time, the room number and the item supplied by the workshop. Notice that the row already says Room, so the missing information is its number. Use no more than two words and or a number for each answer. The passage also describes steps in a recording exercise. Listen for both the table details and the order of those steps. You can review the two demands separately afterwards. Pause for preparation before hearing the next step.
Here is the classroom passage. The recording workshop begins at nine thirty in Room four. We supply headphones, so leave yours at home. First, choose a short text. Next, record it in a quiet room. Then replay the recording. Finally, write one note about a word that needs clearer pronunciation. That is the end of the passage. Complete the three table gaps and identify the step between recording and writing a note. Pause now to check the answer form before hearing the explanation.
The table answers are nine thirty, four and headphones. Each fits its row: time, room number and supplied equipment. Do not add a different item because it would be useful. The missing sequence step is replay it. The passage explicitly places replaying after recording and before writing a note. A flow chart represents this stated sequence, not a sequence you would prefer. The organising words make the order clear here. Other passages may show a sequence without these exact words, so keep following the actual meaning rather than listening only for one fixed list of signals.
After the first attempt, use the visible transcript to locate the evidence. The opening gives nine thirty, Room Four and provided headphones. The sequence then moves from choosing a text to recording, replaying and writing a note. Replay it belongs between recording and the note, not before recording. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
These two tasks use the same invented museum passage but ask for different information. The sentence completion needs the thing from which display cases must stay away. The short question needs the reason for choosing the new room. Both answers must use no more than two words. Notice the distinction between the old room and the new one. A quality mentioned for the old room does not automatically explain the new choice. Pause for preparation, then listen to the next passage without looking at its transcript.
Here is the classroom passage. Direct sunlight can damage some objects, so we place the display cases away from it. The old room was large, but visitors found it noisy. The new room was chosen for its quiet location. That is the end of the passage. Pause to complete the sentence and answer the reason question. Keep your answers short enough for the stated two-word limit. Check which room each description refers to before deciding which phrase supplies the requested reason.
The completion answer is direct sunlight. It identifies what the display cases must stay away from. The short-answer response is quiet location, which states why the new room was chosen and fits the two-word limit. Large describes the old room, so it does not answer the requested reason. Because it is quiet would exceed the stated limit. A completion needs suitable meaning and grammar, while a short answer directly supplies requested information. When a task requires words from the recording, do not replace a supported phrase with a synonym you invented yourself.
After the first attempt, use the visible transcript to locate the evidence. Direct sunlight is the thing that can damage objects. Large describes the old room. Quiet location is the reason for selecting the new one. Match the requested reason to the correct room rather than remember only a descriptive word. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
Answer quantity and answer length are different checks. A task might require two letters, each identifying a different item. Another might require one short phrase within a word limit. Count the words in your written answer rather than in the surrounding printed sentence. The supplement notes that a hyphenated word such as check-in counts as one word in official instructions. Do not join separate words with invented hyphens to escape a limit. Follow the exact task and answer-entry instructions. A correct idea can still be incomplete or invalid if its form does not meet them.
Prepare to identify why Mei chooses the morning workshop. Option A says it costs less. Option B says it fits her timetable. Option C says her friend attends it. Here is the classroom passage. The morning workshop costs the same as the afternoon one. My friend chose the afternoon session. I have science class then, so the morning session is the one I can attend. Pause and choose one letter. Explain which part of the passage supports your choice and which details rule out the other reasons.
B is supported because Mei has science class during the afternoon session. The morning workshop fits her available timetable. The sessions cost the same, so lower cost does not explain the choice. Her friend chose the afternoon session, so the friend's attendance does not explain choosing morning. The right option summarises the meaning rather than copying a single sentence exactly. However, exact-word evidence is not automatically wrong. The decision comes from the question and passage together. A distractor may be mentioned clearly but describe another person, another time or an explicitly rejected reason.
After the first attempt, use the visible transcript to locate the evidence. The cost is the same for both sessions, and the friend chose the afternoon. Mei has science class then, so the morning fits her timetable. Those three relationships reject cost and friend attendance as reasons for her choice. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
This question asks for two items included in the workshop fee. Read all five options and notice that choosing just one cannot satisfy the instruction. Here is the classroom passage. Headphones and printed notes are included. Bring your own notebook. Lunch and the bus journey are paid for separately. Pause and choose two letters. Keep the categories separate: included items, an item you bring yourself and items requiring separate payment. Do not turn every item mentioned into an included item.
The answers are B and C: headphones and printed notes. Both are explicitly included. The notebook is something the participant brings, so E is not included. Lunch and bus travel require separate payment, rejecting A and D. This classroom task accepts B and C in either order; follow the actual test's entry instructions when practising official material. Selecting only B would leave one requested answer missing. Adding E would introduce an unsupported item. Review both the number of answers and the meaning of each selected option.
After the first attempt, use the visible transcript to locate the evidence. Headphones and printed notes are included. A notebook must be brought, while lunch and bus travel cost extra. Use both requested letters and distinguish included, self-provided and separately paid items. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
The matching task gives four possible activities and three students. For this classroom task, each option may be used once. Here is the passage. Rui considered helping at reception, but chose to organise the photo files instead. Sam enjoys fixing things, yet this week he will work with the garden team outside. Hana will greet people when they arrive. The tool repair role is still empty. Pause to match Rui, Sam and Hana with the lettered activities. Distinguish what each person considered or enjoys from the activity they actually chose.
Rui matches B because he chose to organise photo files, despite considering reception earlier. Sam matches A because his role this week is outside with the garden team. His interest in fixing things is background information, not the selected activity. Hana matches C because greeting arriving people means welcoming visitors. D is unused in this classroom task. There are more options than students, and the passage states that tool repair remains empty. During review, write a brief evidence note for each match, but do not add those notes to the answer boxes.
After the first attempt, use the visible transcript to locate the evidence. Rui chooses photo files after considering reception. Sam likes fixing things but chooses the outside garden team this week. Hana greets visitors. The tool-repair role remains empty. Keep each actual choice with the correct speaker. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
Look at the original classroom plan. The entrance is at the south end and the arrow shows the visitor walking north along the corridor. The lower pair of rooms is A on the west and B on the east. The upper pair is C on the west and D on the east. In the next passage, identify the reading room, workshop and office with one letter each. Pause to study the plan before listening. Do not label a room only because it is near the printed north arrow; follow the described relationships.
Here is the classroom passage. Enter from the south and walk north along the main corridor. The reading room is the first room on your left. Continue north to the next pair of rooms. The workshop is on your right there. The office is opposite the workshop. That is the end of the passage. Pause and use the plan in the handout or previous frame to complete the three letters. Check what first, right and opposite refer to at each stage of the actual route.
The reading room is A because the visitor starts at the south and faces north. Left is therefore west at the lower pair. Continuing north reaches the upper pair, where the room on the right is D. The office opposite that workshop is C across the corridor at the same upper position. B is below D on the same side, so B is not opposite D. The answer combines start, direction, movement and position. A different starting direction could change left and right, which is why the plan itself cannot establish them without the spoken route.
After the first attempt, use the visible transcript to locate the evidence. The visitor enters from the south facing north. The first left room is A. Continuing to the upper pair places the workshop on the right in D, with office C opposite it. B is lower, not across from D. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
This original diagram shows three blank stage labels linked by left-to-right arrows. The choices are tank, screen, bottle and pump. The next passage describes a small classroom model. Choose one letter for each stage, with each option used once in this task. Identify what the recording actually names instead of adding a machine part from your science knowledge. Pause to study the arrows and choices. This is a language exercise; its simple diagram does not establish that any real water becomes safe to drink.
Here is the classroom passage. In this small classroom model, water first passes through a screen that holds back large pieces. It then collects in a tank. Finally, we collect a sample in a bottle for observation. That is the end of the passage. Pause to write the three letters in the diagram's order. Check that each choice matches a described stage. A plausible device not mentioned in the passage should not replace one of the three named stages.
The labels are B, A and C: screen, tank and bottle. The screen is described first as holding back large pieces. The water then collects in the tank. Finally a sample is collected in a bottle. Those stages match the left-to-right arrows. Pump is unused because the passage does not name a pump. This example shows why knowledge of a possible real-world component cannot replace spoken evidence. Use the visual to organise relationships, then use the recording to identify each label. Do not claim that this simplified teaching model describes a complete water-treatment system.
After the first attempt, use the visible transcript to locate the evidence. The description names a screen, then a tank, then a bottle. These match the three arrows. No pump is named, so that option stays unused. The script describes an observation model, not a claim that the water becomes safe to drink. If a sound caused the mistake, replay that phrase during review and compare its spelling. Use fresh audio with the text covered to check transfer; the visible script is review support.
Keep an error record with the answer you wrote, the supporting evidence and the cause of the mistake. An earlier rejected detail calls for practice following the relevant final meaning. A word-limit error calls for instruction and answer-form practice. A wrong match calls for tracking the person and their chosen action. A wrong turn on a plan calls for establishing the start, facing direction and landmarks. Spelling or plural errors need sound and grammar review. Choosing a specific next action is more useful than simply writing practise more beside every wrong answer.
During learning, replay the difficult part and compare it with the transcript to locate the sound, word or meaning you missed. This can help build the skill, but it is not a new once-only result. Later use fresh suitable audio without pausing or reading its transcript. Compare whether the same error has reduced. Include suitable materials with different accents, rather than treating one voice as the whole listening demand. Keep the raw result attached to that practice set. Remembered answers and the small passages in this lesson cannot establish an official band or guarantee readiness.
Pause and attempt review questions one to six from the supplement. Explain why eighteen counts students but twenty counts the whole group. Compare water bottle with a water bottle under the two-word limit. Explain why the printed Room row needs the number four, and identify replaying as the missing sequence step. For the museum, distinguish the old room's size from the new room's quiet location. For included workshop items, identify both headphones and printed notes. Each explanation should connect the exact question, its answer form and the relevant passage evidence.
Now attempt questions seven to twelve. Sam's chosen outdoor role differs from his interest in repairing things. On the plan, facing north makes left west and right east; C is opposite D at the upper pair, while B is lower on the same side. In the process task, no pump is named, so it is not a supported label. An option mentioned first may be accepted, rejected or compared; position alone cannot choose it. Replaying can reveal a learning problem, while fresh once-only audio provides a different kind of evidence. Explain those distinctions before checking the written answers.
Finish by checking the full handout and supplement. Can you complete a form, notes, a table or flow chart; complete a sentence; answer a short question; choose the requested options; match items; and label a plan or diagram? For each, explain why the answer fits both meaning and instructions. Return to a worked example if your explanation depends only on mention order or a correction word. These classroom examples teach the process. Continue with suitable full-length practice and different voices, and keep any official-band claim separate from an uncalibrated classroom score.