シャドーイング練習: American English Connected Reading 美式英语连读（下）｜Describe a Journey（part two) - 動画で英語スピーキングを学ぶ

レッスンを作成中...
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Hey, what's up?
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It's Alex.
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Today we're going to look at the sentence rhythm and intonation in my sample answer for the IELTS question, Describe a Journey You Remember Well.
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Let's take a look.
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When I was 15, when I was 15, 15, I went with my family,
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I went with my family.
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kind of go down on family, but keep went with my at a higher tone.
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I went with my family on a long trip.
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Long trip.
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So we don't go all the way down on trip.
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It's not long trip.
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Long trip.
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Just a little bit down.
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Long trip around a.. long trip around a bunch of national parks in the western United States.
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A bunch of National Parks in the Western United States.
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Western U.
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Western United States.
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We have to go low on U in United so that we can make a rhythm for the sentence.
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Western United States.
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I can't really remember.
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I can't really remember.
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Can't really.
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We keep that at an even tone.
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I can't really remember how much time we spent at each one.
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We spent.. we spent at each one.
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How much time we spent at each one?
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We.
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We goes lower, again to break up the rhythm of the high tone sentence.
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How much time we spent at each one?
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But the whole trip took about three weeks in total.
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But the whole trip took about three weeks in total.
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So three weeks.
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We go down a little bit on three weeks, but we don't go all the way down.
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It's not three weeks in total.
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Three weeks in total.
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Three weeks in total.
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At that time, at that time, at that time, I was just beginning.
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I was.
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So I was goes lower here, even though we rose on time.
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At that time I was just beginning.
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So just is quite high.
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I was just beginning to take pictures as a hobby.
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Take pictures, take pictures as a hobby.
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Take pictures as a hobby.
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So I love seeing all the different landscapes.
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So I, so I goes very low at the beginning of this sentence.
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So I love seeing all the different landscapes.
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Landscapes.
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We go much lower to finish that sentence.
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Landscapes.
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All the different landscapes.
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That was also, that was also when I first got to practice,
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first got to practice, got to, got to practice, got to practice,
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first got to practice driving a car.
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That was also when I first got to practice driving a car.
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My parents let me try driving, My parents let me try driving for a few minutes.
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My parents let me try driving for a few minutes.
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My.
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Let me.
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Furrah.
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All of those are low to break up the rhythm of the sentence.
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My parents let me try driving.
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Driving for a few minutes.
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For a few minutes.
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Out on a really lonely road in a desert.
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Out on a really lonely road in a desert.
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Really lonely road in a desert.
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In a desert.
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So we have three kind of high tones, but we don't go all the way low yet.
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Until in a.
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Really lonely road in a desert.
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Really lonely road in a desert.
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Where it was safe.
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Where it was.
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Now those three words are connected together, and they're spoken in a low tone, where it was safe.
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Where it was safe.
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It's been a long time.
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It's been a long time since I've been to parks like that, and I'd definitely like to see them again.
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It's...
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We start that sentence with a low tone.
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It's been a long time.
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It's been a long time since I've been to parks like that.
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Been to parks.
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T is unstressed, and so it goes with a low tone.
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Since I've been to parks like that, and I'd definitely like to see them again.
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That takes a falling then rising tone.
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Parks like that, that, parks like that, and I definitely like to see them again.
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And I, and it takes a low tone, and I definitely like to see them again.
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So I'm stressing definitely in my answer, definitely like to see them again.
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Like to, like to.
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It's not like to, definitely like to.
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It's not like that, it's definitely like to.
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Definitely like to see them again.
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So we kind of go up and down very quickly in this sentence. When I was 15,
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I went with my family on a long trip around a bunch of national parks in the western United States.
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I can't really remember how much time we spent at each one, but the whole trip took about three weeks in total.
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At that time, I was just beginning to take pictures as a hobby, so I loved seeing all the different landscapes.
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That was also when I first got to practice driving a car.
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My parents let me try driving for a few minutes out
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on a really lonely road in a desert where it was safe.
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It's been a long time since I've been to parks like that, and I'd definitely like to see them again.

文脈と背景

このビデオでは、アメリカ英語における文のリズムとイントネーションについて学びます。スピーカーのアレックスは、IELTSの「記憶に残る旅を描写せよ」という質問に対する模範解答を使用しています。彼は、単に旅の詳細を語るだけでなく、どのように言葉のリズムやトーンを使って表現力を高めるかを示しています。このように、アメリカ英語の連読やイントネーションを理解することで、英会話のスキルを飛躍的に向上させることができます。

日常会話のためのトップ5フレーズ

  • 「行った」 - 「私は15歳の時、家族と一緒に行った。」
  • 「旅行」 - 「それは長い旅行だった。」
  • 「国立公園」 - 「西部の国立公園を巡った。」
  • 「覚えてない」 - 「各国立公園でどれくらいの時間を過ごしたかはあまり覚えていない。」
  • 「約三週間」 - 「しかし、全体の旅行は約三週間かかった。」

段階的シャドーイングガイド

このビデオの難易度に取り組むために、以下のステップに従ってシャドーイングを行いましょう。シャドースピーチを実践し、shadow speakのスキルを向上させることができます。

  1. 最初にビデオを視聴する - アレックスの話すスピードやイントネーションを把握します。
  2. フレーズを繰り返す - 特に強調された部分や重要なフレーズを何度も声に出して練習します。たとえば、「西部の国立公園」というフレーズを意識して発声します。
  3. リズムを意識する - アレックスがどのように言葉のトーンを変えているかに注意を払い、リズムを感じながらシャドーイングします。
  4. タイミングを合わせる - アレックスの声に合わせて、自分の声を重ねてみましょう。これにより、YouTubeで英語学習の効果が得られます。
  5. 録音して確認 - 自分の発音とイントネーションを録音し、アレックスの声と聞き比べて改善点を探ります。

このようにして、効果的にシャドースピーチを実践し、アメリカ英語のリズムとイントネーションを習得することができます。最終的には、コミュニケーション能力が向上し、より自信を持って英語を話せるようになるでしょう。

シャドーイングとは？英語上達に効果的な理由

シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。