シャドーイング練習: CAM 20 | IELTS LISTENING TEST | TEST 3 - SECTION 3 #english #listeningpractice #ielts #education - 動画で英語スピーキングを学ぶ
レッスンを作成中...
1
Part 3 You will hear two Theatre Studies students, Maya and Finn, discussing their project on theatre programmes.
2
First, you have some time to look at questions 21 to 26.
3
Thank you.
4
Now listen carefully and answer questions 21 to 26.
5
So, Finn, I've done as much as I can for our project on theatre programmes.
6
How's your research coming along?
7
OK, Maya.
8
I didn't know theatre programmes are called playbills in the USA till I started looking into the topic.
9
Even though I struggled to find many useful websites, I'm glad we picked this subject.
10
No one else on the course is doing the same as us, although it is one of the research areas of the module convener.
11
That might actually put some people off.
12
I suppose so.
13
Anyway, I hadn't realised there are actually companies specialising in creating theatre programmes.
14
Yes, they're quite common nowadays.
15
Contrary to what many people think, theatres don't hire people to do the programmes.
16
In fact, companies buy the rights to publish programmes on the theatre's behalf
17
and then make their money selling advertising space within the programme booklet.
18
It must be easier for theatres to do it that way.
19
Yes.
20
I remember reading something about programmes in early British theatre.
21
It said that the cast was always very important.
22
Yeah, audiences were very familiar with leading actors and big names would draw huge crowds.
23
But I hadn't realised that if the programme named a famous actor, that's who the public expected to perform.
24
And if that didn't happen, people accused the theatre of breaking their agreement with the audience.
25
They would demand refunds and if they didn't get them, there were riots.
26
Outrageous!
27
That'd never happen now.
28
No, people are too polite, even when they're disappointed if the star of the show misses a performance.
29
We should definitely include that information about early audiences in our project.
30
I also think it's important to mention that lots of ordinary people at that time were illiterate,
31
so theatre programmes were of limited value in advertising plays.
32
When a company of actors arrived in a town, they'd parade around the streets in their costumes, beating drums and announcing their upcoming performances.
33
Interesting.
34
I couldn't imagine that happening now either.
35
There's also an interesting comparison to make between 18th and 19th century programmes.
36
Wasn't it in the 19th century that theatre programmes started to resemble programmes today?
37
Yes, and unlike programmes from the 18th century, they always used colour.
38
And there was a greater variety of designs.
39
But personally, I think 18th century programmes were superior because they told the theatre-goers so many things, including about the actors.
40
And about the writer, the plot, and sometimes the history of the play.
41
That's right.
42
What should we say about theatre programmes in the 20th century?
43
I reckon the most important thing is the dramatic change they underwent during World War II.
44
When the government imposed restrictions on the use of paper.
45
Yeah, but that was only in the UK.
46
In the USA, programmes, or rather playbills, continued to be published in the same format.
47
While here in the UK, programmes became merely a single sheet of paper folded to create four pages for text.
48
What I don't really get is
49
that after the war they didn't go back to being more than one sheet
50
or change in any way for over 25 years.
51
I know there were paper shortages after the war, but only for 5 or 10 years.
52
Hmm, strange.
53
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
54
Now listen and answer questions 27 to 30.
55
I've got some pictures of programmes we could include on the slides for our presentation.
56
I found a couple too, Maya.
57
Let's go through and see what we think.
58
Um, oh, this is an old one for a play called Rui Blass.
59
Never heard of that, but the programme looks very decorative.
60
Good enough to put in a frame on the wall.
61
The images are just beautiful.
62
Finn, what did you find?
63
I've got some pages from a programme for Man of La Mancha.
64
I thought this was a good programme to show, not because of the pictures, but because it contains articles written by members of the theatre company.
65
So we can learn how the production was created and the thoughts and feelings of the cast.
66
Good.
67
I've got a copy of a programme that's now in a museum.
68
It's for The Tragedy of Jane Shaw, and it's said to be the earliest surviving document to have been printed on Australia's first printing press.
69
Fantastic!
70
Another programme to talk about is for the Sailors Festival.
71
It comes from the British Library's digitised collection of programmes that was started a few years ago.
72
It already comprises over 200,000 programmes, which is amazing!
73
Huh!
74
Wish I'd known about it while I was doing my research!
75
That is the end of part three.
76
You now have 30 seconds to check your answers to part 3.
77
you
このビデオでスピーキングを練習する理由
このビデオでは、劇場プログラムに関するプロジェクトについて話し合う二人の学生の会話が収録されています。英語スピーキング練習を通して、リスニングスキルや発音はもちろんのこと、実際の会話の流れや語彙の使い方を学ぶことができます。特に、会話の中での情景描写や意見交換のスタイルは、IELTS スピーキング対策にも非常に役立ちます。そして、ビデオで学んだ内容を使って、自分自身でそのテーマについて話すことができれば、より実践的なスピーキング能力が身につくでしょう。
文法と表現の使い方
ビデオの中で使用されているいくつかの重要な文法構造や表現を分析しましょう。これにより、英語の文を構築する際の理解が深まります。
- 「I suppose so」: 自分の意見をやんわりと確認する表現。
- 「it said that」: 情報を引用する際のフレーズ。
- 「wasn't it」: 誰かの意見に同意する時に使う反語的な表現。
- 「I reckon」: 自分の考えや見解を表現するカジュアルな言い回し。
これらの表現を使用することで、日常会話の中でより自然に感じられる英語を話すことができます。動画を視聴しながらぜひ shadow speak を試してみてください。
共通の発音の落とし穴
ビデオ内で特に注意したい発音のトラップはいくつか存在します。例えば、「theatre」と「theater」は発音が異なるため、使う地域によって注意が必要です。また、「programmes」と「playbills」といった単語も、話す際には明確に発音する必要があります。これらの言葉は、特に YouTubeで英語学習 を行う際にしばしば混同されるため、練習しておくことが重要です。
こうしたトピックに関する知識を深め、正確な発音を身につけることで、英語スピーキング練習はもちろん、IELTS スピーキング対策にも効果的です。会話の流れをマスターし、中身のある対話ができるよう努めましょう。
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。