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Curriculum

  • 6 Sections
  • 44 Lessons
  • 4 Weeks
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  • はじめに
    2
    • 1.1
      発音の勉強方法
    • 1.2
      発音記号は学ぶべきか
  • 英語の発音 - 理論編
    9
    • 2.1
      英語が聞き取れない7つの原因
    • 2.2
      強勢拍子を理解する
    • 2.3
      強勢が置かれる位置
    • 2.4
      強勢が置かれない音節
    • 2.5
      文強勢によって音が変わる語 ①
    • 2.6
      文強勢によって音が変わる語 ②
    • 2.7
      英語と日本語の「音節構造」
    • 2.8
      英語のイントネーション
    • 2.9
      提出課題 ①
  • 英語の発音 - 基礎編
    5
    • 3.1
      発音基礎01. 英語の母音
      10 Minutes
    • 3.2
      発音基礎02. 日本人が苦手な子音①
    • 3.3
      発音基礎03. 日本人が苦手な子音②
    • 3.4
      発音基礎04. 日本人が苦手な子音③
    • 3.5
      提出課題 ②
  • 英語の発音 - 応用編
    10
    • 4.1
      発音応用01. 語頭の子音連続 [ s + 子音]
    • 4.2
      発音応用02. 語頭の子音連続 [ 破裂音 + r, l ]
    • 4.3
      発音応用03. 語頭の子音連続 [ 摩擦音 + r, l ]
    • 4.4
      発音応用04. 語頭の子音連続 [ s + 無声音(p, t, k)+ r, l ]
    • 4.5
      発音応用05. 語末の音声変化 [ 摩擦音 + 母音 ]
    • 4.6
      発音応用06. 語末の音声変化 [ 破裂音 + 母音 ]
    • 4.7
      発音応用07. 語末の音声変化 [子音 + 子音]
    • 4.8
      発音応用08. 音声変化 [t, d, s, z] + [j]
    • 4.9
      発音応用09. 音声変化 「ラ行」
    • 4.10
      発音応用10. 音声変化 「機能語」
  • 英語の発音 - 番外編
    2
    • 5.1
      発音番外編01. イギリス英語の特徴
    • 5.2
      発音番外編02. オーストラリア英語の特徴
  • 英語の発音 - フォニックス
    16
    • 6.1
      英語の発音記号一覧
    • 6.2
      子音01. [ s ] と [ z ] の発音
    • 6.3
      子音02. [ s ] と [ ʃ ] の発音
    • 6.4
      子音03. [ s ] と [ θ ] の発音
    • 6.5
      子音04. [ z ] と [ ð ] の発音
    • 6.6
      子音05. [ r ] と [ l ] の発音
    • 6.7
      子音06. [ p ] と [ b ] の発音
    • 6.8
      子音07. [ b ] と [ v ] の発音
    • 6.9
      子音08. [ t ] と [ d ] の発音
    • 6.10
      子音09. [ w ] の発音
    • 6.11
      母音02. [ æ ] の発音
    • 6.12
      母音03. [ ə ] の発音
    • 6.13
      母音04. [ ɑ: ] の発音
    • 6.14
      母音05. [ e ] の発音
    • 6.15
      母音06. [ ɪ ] の発音
    • 6.16
      母音07. [ ʊ ] の発音

TOEFL Listening Practice: Conversation08

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  • TOEFL Listening Practice: Conversation08

MP3 – SoundCloud

SOLO ENGLISH · TOEFL Listening Practice: Conversation08

Answer

  1. B
  2. D
  3. A
  4. B
  5. A

Transcript

Student: Hi, professor, can I come in?
Professor: Certainly.
Student: I just wanted to explain why I didn’t go to the workshop last week.
Professor: I see.
Student: So, I sent you an email already, explaining that I couldn’t make it. I just really want you to know that I didn’t skip it on purpose. Things have been really hectic lately and some unexpected family things came up…
Professor: I did get your email, Steven. Thank you for sending it to me. I do realize that sometimes things happen outside of our control.
Student: So, it’s okay that I missed it?
Professor: Well, yes and no. I don’t want to penalize you for something that wasn’t truly your fault, but the workshop is a really important thing to attend.
Student: I kinda figured, because isn’t one of our assignments to attend the workshop and write a summary about it?
Professor: Precisely, so you will need to attend the workshop in order to complete the assignment. Plus, I would prefer that you do the same work as your peers as opposed to receiving an alternate assignment.
Student: That’s fair. So what should I do?
Professor: I suggest that you make up the workshop as soon as possible. The sooner you go, the sooner you can write the summary and stay on track for class.
Student: Okay. By the way, are you the speaker? Like, the person who hosts the workshop?
Professor: I am not. My friend runs the workshop and you are welcome to confirm the next date with him.
Student: Oh, darn. I mean, I was just hoping you could tell me.
Professor: I’ll provide you with his contact details. Just make sure you send a professional email and I’m sure he’ll be happy to respond with the information you need. It’s important to take responsibility for your own college career, much like you did by coming here to my office today. So just keep it up.
Student: Yeah, I can manage that. I was also wondering….what material does the workshop cover? Maybe I can do some additional reading or research or something.
Professor: It covers some DNA analysis of ancient skeletal remains from Alaska. If you wanted, I’m sure you could borrow some notes from your classmates and that would give you a bit more information.
Student: Okay, cool. I do have some friends in that class that I’m sure would be willing to help out with that.
Professor: That reminds me… here are the handouts from the workshop, might as well give you those too. And now you’ll have the added benefit of a bit of background information before you attend the make-up workshop. Often times, that’ll enhance the learning experience.
Student: I guess things are working out okay after all!
Professor: Just stay focused and I’m sure they will.
Student: Alright, thanks very much! I’ll go right now and email your friend to see about the soonest I can get in the workshop.
Professor: Sounds good. Bye, Steven.
Student: Bye, professor!
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