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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: Conversation17

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  • TOEFL Listening Practice: Conversation17

MP3 – SoundCloud

SOLO ENGLISH · TOEFL Listening Practice – Conversation17

Answer

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

Transcript

Student: Hi, professor, how are you?
Professor: I’m doing well, thank you. How about you? Did you have a nice vacation?
Student: I did. It was definitely nice to get away for a little bit.
Professor: I can imagine.
Student: So, anyway, I wanted to talk to you about the topic for my thesis.
Professor: Alright. What were you thinking of?
Student: I’d really like to write something about dolphins. I’ve already found some articles and everything.
Professor: Do you recall when these articles were published?
Student: I’m pretty sure they were all published around 1980.
Professor: Okay, so that’s a bit of a problem. You have to remember to look for more recent articles.
Student: Oh yeah…I kind of forgot about that.
Professor: Articles published after 2004 are going to be best. And remember, this is for a good reason. Articles that are too old don’t make use of the most recent information. More recent articles are going to have newer evidence supporting the findings, which will strengthen your thesis.
Student: Right. So then, none of the ones I’ve found will work. But I can look again for more recent ones. I’m sure they’re out there. Is there anything else I need to keep in mind?
Professor: Yes. I want to see you provide an analysis to the problems at hand, not merely summarize in your thesis.
Student: Okay. I can keep that in mind. Include like my own ideas and stuff?
Professor: A lot like that. You won’t want to point out the fact that they’re your ideas, necessarily, but present them in an objective way that is supported by the research.
Student: Because it’s important to remain objective in order to get others to side with me.
Professor: Precisely. And then of course you don’t want to summarize because…
Student: Because then I’m not adding anything to the discussion, just spouting back all the stuff that’s already out there.
Professor: Perfect! The best thesis will bring something new to the table, and that newness comes from your unique analysis of the problem.
Student: Alright. It’s not going to be easy, but I’m sure I can do it!
Professor: Good. Now then, was there anything else you wanted to talk about?
Student: Oh yeah! I was going to tell you, I got offered a job while I was on vacation.
Professor: Really? That’s unexpected.
Student: Yeah, and I kind of really want to take it.
Professor: Well, I can’t say I would suggest that. I think you should stay and finish your master’s degree first. It can be difficult to come back after a break.
Student: I get what you’re saying, but I might never get this kind of job opportunity again. I’m pretty sure I have to take it, and then I can come back to finish the degree. As long as I’m determined, it shouldn’t be a problem.
Professor: That’s true in theory. Just keep what I said in mind, it can be very difficult.
Student: Alright! I’ll remember that, but I’ll do it all!
Professor: I wish you luck, then.
Student: Thanks!
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