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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: Conversation20

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  • TOEFL Listening Practice: Conversation20

MP3 – SoundCloud

SOLO ENGLISH · TOEFL Listening Practice: Conversation20

Answer

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

Transcript

Professor: Hi, Adam, could you come here for a second?
Student: Okay. Is something wrong?
Professor: Well, I just noticed that you didn’t bring your assignment to class today. Can you tell me why?
Student: My printer broke.
Professor: And you were trying to print it this morning?
Student: Well, yeah, but…
Professor: Couldn’t you have tried to use someone else’s printer, or at least emailed it to me?
Student: I guess…I didn’t really think about it though.
Professor: Because to me it looks like you just didn’t complete the assignment and now you’re trying to make up an excuse so that you don’t get in trouble for it.
Student: I really did do the assignment though! I promise. I mean, I’ve always turned everything else in on time and it just happened this once and I didn’t think it would be a big deal. Everybody leaves things to the last minute, don’t they?
Professor: A lot of students certainly do leave things to the last minute, but given how that has worked out for you, do you really think that’s a good idea?
Student: If my printer hadn’t broken, things would’ve been fine.
Professor: But it did.
Student: Yeah. So…I guess it worked out pretty bad for me. I mean, I’m probably going to get a zero on this paper, huh?
Professor: Some professors come down really hard on this kind of issue. Because it’s the first time something like this has happened to you, I will give you another chance. But like I illustrated earlier, it’s important to know how something like this looks, especially because there are a lot of ways you can prevent something like this from happening.
Student: You’ll really give me another chance?
Professor: Yes, but you have to be more prepared in the future and not leave things to the last minute. I was even thinking of having this assignment due earlier, but I could tell that most students wouldn’t have the time to prepare.
Student: Yikes. I would have been even worse off.
Professor: As would have many of your peers. So again, I want to stress the importance of preparedness. If an assignment is due a week from Friday, have it finished by Tuesday and try to print it then. That way, if your printer breaks or something else happens, you have a few days to figure things out and still get the assignment in on time.
Student: Yeah. I guess I just have to turn things around and be more on top of assignments and stuff.
Professor: It’s a good strategy that will help you with your college career. All things considered, it’s good you’re learning this lesson now and not later.
Student: Okay. I’m really sorry about all this. And thank you for the chance you’re giving me. I’ll get that paper to you first thing tomorrow.
Professor: Alright. Thanks, Adam. I hope we don’t have any more issues like this in the future.
Student: Yeah…yeah I’ll get better at it, don’t worry!
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