シャドーイング練習: Battery-powered motorbikes: IELTS LISTENING Vol 3 Test 7 Section 3 - 動画で英語スピーキングを学ぶ

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1
Now turn to Section 3.
2
Section 3.
3
You will hear two engineering students discussing a presentation they are preparing about a battery-powered motorbike.
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First, you have some time to look at questions 21 to 26.
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Thank you.
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Now listen carefully and answer questions 21 to 26.
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Hi, Sarah.
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Shall we make a start on that presentation about our battery-powered motorbike project?
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Yes, let's.
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It'd be nice to do a good job for the university open day.
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I hope the lecturers write that it'll interest people thinking about coming here to study.
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Well, they certainly should.
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And at least it won't be assessed.
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Yes, and I guess we should be proud our project was chosen rather than anything done by others in our class.
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And our project's unusual because people usually think of environmentally friendly vehicles as being relatively slow.
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But our battery-powered motorbike can get up to 165 kilometers an hour, the same as lots of petrol-driven bikes.
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And it has an efficiency of 90 percent, whereas ordinary bikes are far less.
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They waste a huge amount of energy.
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And our bike doesn't need a petrol tank or an exhaust system either.
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So, markedly, the design is more straightforward and it's also lighter.
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Anyway, it's going to be quite a challenge to prepare something interesting and appropriate for all the people who might come.
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Well, time is certainly going to be an issue.
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You mean in terms of how much we have to deal with in only 15 minutes?
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Well, I was thinking more about the fact that the talk's next week, and we have a lot of other stuff on just now.
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Absolutely.
26
So, how shall we organize things?
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We could just do a short talk and allow most of the time for questions.
28
Well, it'd be good to allow plenty of time for those, but I think we need to present quite a lot, too.
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We could start by showing a couple of minutes from the film of the race it took part in.
30
Brilliant!
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I'm sure they'd love that.
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Then we can talk about how we built and tested the motorbike and so on.
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For example, one of us could talk through the project from the initial brief to prototype stage,
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and then the other take it on to testing and development.
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Well, let's deal with that later.
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It might be better to have just you or me doing the talking, but we don't need to decide just yet.
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Okay, so what about the slides for our presentation?
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Shall we work on the text for those now?
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Well, we could just use keywords.
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That'll help structure our talk.
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How about using mainly visuals?
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I took lots of photos as we went along, so it'd be easy to illustrate the progress of the project that way.
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More interesting than diagrams, and slides with lots of text can be boring.
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Okay, right you are.
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So, do you think we should discuss things with the lecturer before going much further?
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We could do that this afternoon.
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Wouldn't it be better to get a first draft done?
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Then we've got something more concrete to discuss with him.
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Sure, but I'd quite like a bit more input before we spend a lot of time preparing something
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that might not be what's needed.
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Okay.
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When did we have a work with Amish in the fourth year?
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His tutor had him doing something similar last summer, so I'm sure he'd give us some useful pointers.
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Great.
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Let's do that after lunch.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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Let's think a bit more about how the project went.
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That might give us some ideas.
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Okay.
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Well, first, I'd say that writing the report was hard.
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Yes, I was dreading having to write 80 pages in just a month.
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But actually, it was harder making sure we didn't go over length.
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Anyway, I never imagined we'd deal with it with a day to spare.
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No, it was lucky your sister had time to proofread it.
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She picked up on several careless mistakes, especially in the bibliography.
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Yes, well, she works in publishing, so she's used to checking things.
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I suppose it helped that we kept detailed notebooks throughout the year.
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That was a chore, but worth it.
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Yes, I didn't enjoy keeping mine up to date.
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I actually found it really time-consuming, noting down all the adaptations we made to the design as we went along.
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I hadn't anticipated that.
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Me too.
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And I thought the tutor could have given us a bit more advice at the beginning of the process.
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That's right.
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I like doing the concept sketches.
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For me, that was one of the best bits.
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I've always enjoyed those initial stages of the design process.
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I was relieved that the tutor picked up on that mistake we made in our aerodynamic sketches.
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It would have been disastrous if that hadn't been picked up at an early stage.
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Exactly.
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Finding sponsors took quite some time, of course.
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Yes, but we knew that'd be an issue, and I never expected it to be enjoyable.
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Not like the actual hands-on project work.
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The tutor certainly came into his own at that stage.
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Yes.
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I never expected him to have such useful contacts in industry.
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Good thing for us he did, though.
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Right.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.

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このレッスンの語彙とスピーキングのポイント

この動画には、シャドーイング用の文が92文、単語が917語あります。 音声の長さは7:28です。 話す速さは1分あたり約123語で安定しており、シャドーイングしやすいペースです。 単語の87%は英語の頻出3,000語に含まれるため、語彙は分かりやすいです。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語発音意味
tutor 名詞/ˈtjuːtəː/家庭教師
presentation 名詞/ˌpɹɛzn̩ˈteɪʃn̩/贈呈
slide 名詞/ˈslaɪ̯d/滑り台
sketch 名詞/ˈskɛt͡ʃ/スケッチ, 素描
lecturer 名詞/ˈlɛkt͡ʃəɹə/講師
carefully 副詞/ˈkɛɹf(ə)li/じっくり, 慎重に
unusual 形容詞/ʌnˈjuːʒ(u)əl/珍しい
concrete 形容詞/ˌkɑnˈkɹit/実際の, 具体的
ordinary 形容詞/ˈɔɹdɪnɛɹi/通常な, 普通な
efficiency 名詞/ɪˈfɪʃ.ən.si/効率性, 効率
sponsor 名詞/ˈspɒn.səː/スポンサー
organize 動詞/ˈɔɹɡənaɪz/組織する
bore 動詞/boɹ/いらいらさせる
enjoyable 形容詞/ɛnˈd͡ʒɔɪ.ə.bl̩/楽しい
consume 動詞/kənˈsum/消費する, 消耗する

注意したい発音

話し手はit'd, didn't, hadn'tなど、短縮形や弱形を23回使っています。聞こえたとおりの短い形で発音しましょう。

  • 「sh」と「zh」の音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, unusual /ʌnˈjuːʒ(u)əl/, efficiency /ɪˈfɪʃ.ən.si/, publish /ˈpʌblɪʃ/, adaptation /ˌæd.æpˈteɪ.ʃən/
  • 長い単語（アクセントの位置に注意）: unusual /ʌnˈjuːʒ(u)əl/, ordinary /ˈɔɹdɪnɛɹi/, efficiency /ɪˈfɪʃ.ən.si/, adaptation /ˌæd.æpˈteɪ.ʃən/, bibliography /bɪbliˈɒɡɹəfi/

この動画での練習方法

  1. まず声を出さずに動画を最後まで聞き、知らない単語をメモします。
  2. 通常の速度で一文ずつシャドーイングし、話し手のリズムに合うまで繰り返します。
  3. 自分の声を録音して元の音声と比べます。tutor, presentation, slideなどの単語に特に注意しましょう。

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。

シャドーイングのやり方: ステップ別の完全ガイドを読む →