第一遍
无字幕盲听
只抓大意，明确主题、人物关系和主要信息。
🎧 雅思听力口语练习
0:00 / 0:00
五遍听力法
把一段听力内容练成可复用的英语输入
不要只听完就走。按 5 遍拆开做，先抓大意，再解决语言点，再模仿、听写、复听，最后把内容转成自己的表达。
第二遍
看英文字幕
解决生词和难句，可以查词典、做简短笔记。
第三遍
跟读 shadowing
逐句模仿语音语调、节奏和重音，尽量贴近原声。
第四遍
少量听写
挑几句关键句做听写，训练声音到句子的组织能力。
第五遍
无字幕复听
查漏补缺，回到纯听，感受英语声音和节奏。
训练后动作 1
分享与复述
分享你的笔记、新词或概念，并用自己的话复述内容，促进信息重组和输出。
训练后动作 2
精听转泛听
精听过的材料后面转成泛听。比如精听 10 期后，可以把旧材料作为日常泛听输入。
第一遍第二遍第三遍第四遍第五遍
📝 雅思口语对话文本
Ms. Carter, Science Teacher: Good morning, Mr Hayes. Thanks for coming in. How are you?
Mr. Hayes, Parent: I’m well, thanks. I wanted to check on Liam's science project.
Ms. Carter, Science Teacher: He chose a good topic. He plans to study lichen on the coastal rocks.
Mr. Hayes, Parent: Lichen sounds unusual. What exactly will he measure?
Ms. Carter, Science Teacher: Mainly carbon dioxide near the shore, to see if rising dioxide levels affect growth.
Mr. Hayes, Parent: Is that linked to the nearby naval harbour?
Ms. Carter, Science Teacher: Yes, some naval activity is close by. We want students to note any differences near the harbour.
Mr. Hayes, Parent: Will there be a field trip?
Ms. Carter, Science Teacher: We arranged a trip on Thursday. Students must acclimatise to outdoor conditions first.
Mr. Hayes, Parent: Acclimatise?
Ms. Carter, Science Teacher: I mean let them get used to wind and salt air. They should acclimatise over a short practice session.
Mr. Hayes, Parent: Anything I should remind him about?
Ms. Carter, Science Teacher: Yes. Avoid spoliation of the study site. Don’t pick or trample samples, and avoid any spoliation that would ruin results.
Mr. Hayes, Parent: Good point. I remember you mentioned lichen reacts slowly. Could that confuse results?
Ms. Carter, Science Teacher: Potentially. Slow response means we also record historical exposure. High dioxide near ships could show long term effects.
Mr. Hayes, Parent: Understood. I’ll tell him not to touch the specimens or disturb the harbour rocks, and to note any naval emissions if visible.
Ms. Carter, Science Teacher: Excellent. And we explained that spoliation in research is like destroying evidence. Here it means physical damage to samples.
📝 📚 雅思练习题
1
What is the student's chosen topic for the science project?
答案错误
正确答案:
A
解释:
Correct: The teacher says he plans to study lichen on the coastal rocks. Options B, C and D are plausible school projects but are not mentioned in the conversation.
2
What specific gas will the students mainly measure?
答案错误
正确答案:
B
解释:
Correct: The teacher says they will measure carbon dioxide and refers to 'dioxide levels'. Oxygen, nitrogen and sulfur dioxide are all gases but were not stated as the main measurements.
3
Where is the nearby facility that might influence the measurements?
答案错误
正确答案:
A
解释:
Correct: The teacher mentions a nearby naval harbour and naval activity. An airport, factory, or university lab are not mentioned and therefore incorrect, though they could plausibly influence measurements.
4
On which day is the field trip scheduled?
答案错误
正确答案:
C
解释:
Correct: The teacher explicitly says the trip is arranged on Thursday. The other days are plausible alternatives but are not given in the passage.
5
Why does the teacher advise students to acclimatise before collecting samples?
答案错误
正确答案:
B
解释:
Correct: The teacher explains acclimatise means letting students get used to wind and salt air. Option A refers to lab identification, C to equipment practice, and D to avoiding naval staff; none match the teacher's stated reason.
6
What can be inferred about 'spoliation' in the context of this project?
答案错误
正确答案:
B
解释:
Correct: The teacher warns against spoliation and explains it as destroying evidence or physical damage to samples. A is incorrect because theft is not the main idea here, C is the opposite meaning, and D incorrectly suggests preservation rather than damage.
7
In the sentence 'rising dioxide levels affect growth', what does 'dioxide' most likely refer to?
答案错误
正确答案:
B
解释:
Correct: In context the passage mentions carbon dioxide and 'dioxide levels' affecting lichen growth, so it refers to a pollutant (carbon dioxide). It is not a nutrient (A), a device (C), or a legal term (D).
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