シャドーイング練習: Cambridge 13 Test 1 Section 4 Listening - 動画で英語スピーキングを学ぶ

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Section 4.

You will hear part of a lecture about noise in cities.

First, you have some time to look at questions 31 to 40.

Thank you.

Now listen carefully and answer questions 31 to 40.

This lecture will be about the science of acoustics, the study of sound, in relation to urban environments such as cities.

As an acoustic engineer myself, I think this is an area where we're likely to see great changes.

In the past, researching urban soundscapes was simple.

We measured levels of sound in decibels.

So I used to take my sound meter and I measured the noise somewhere.

And then I might ask a sample of people to say at what level the sound became annoying.

With data like this, acoustic engineers have been able to build up what we call noise maps, maps of the sound environment.

But actually, these aren't a lot of use.

What they do show is that the highest noise levels are generally on roads.

Well, that's not really very surprising.

But there's quite a lot going on that these maps don't show, because they can't capture the complex way that sound varies over time.

So they ignore important issues such as the noise someone might hear from the open windows or gardens of their neighbours.

And this sort of noise can be quite significant in summer.

We don't have any databases on this sort of information.

As well as that, these records of sound levels take no account of the fact

that people vary in their perceptions of noise.

So someone like me with years of working in acoustics might be very different from you in that regard.

But anyway, even though these noise maps are fairly crude, they've been useful in providing information and raising awareness that noise matters.

We need to deal with it, and so it's a political matter.

And that's important.

We need rules and regulations because noise can cause all sorts of problems.

Those of you who are city dwellers know that things go on 24 hours a day, so city dwellers often suffer from interrupted sleep.

It's also known

that noise can lead to a rise in levels of stress

due to physical changes in the body affecting the composition of the blood.

And there are other problems as well.

For instance, if schoolchildren don't have a quiet place to study, their work will suffer.

Now one problem with decibel measurement is that it doesn't differentiate between different types of noise.

Some types of sounds that most people would probably think of as nice

and relaxing might well score quite highly in decibel levels.

Think of the sound made by a fountain in a town square, for example.

That's not necessarily something that we'd want to control or reduce.

So maybe researchers should consider these sorts of sounds in urban design.

This is going to be tricky, because just measuring decibel levels isn't going to help us here.

Instead, many researchers are using social science techniques, studying people's emotional response to sound by using questionnaires and so on.

So what exactly do people want to hear in an urban environment?

Some recent interdisciplinary research has come out with results that at first sight seem contradictory.

A city needs to have a sense of activity, so it needs to be lively,

with sounds like the clack of high heels on a pavement or the hiss of a coffee machine.

But these mustn't be too intrusive because at the same time we need to be able to relax.

One of the major problems in achieving this will be getting architects and town planners to use the research.

Apart from studying the basics of acoustics, these people receive very little training in this area.

But in fact, they should be regarding sound as an opportunity to add to the experience of urban living,

whereas at present they tend to see it as something to be avoided or reduced as far as possible,

or something that's just a job for engineers, like the street drainage system.

What's needed is for noise in cities to be regarded as an aesthetic quality, as something that has the qualities of an art form.

If we acknowledge this, then we urgently need to know what governs it and how designers can work with it.

We need to develop a complex understanding of many factors.

What is the relationship between sound and culture?

What can we learn from disciplines such as psychology about the way that sound interacts with human development and social relationships,

and the way that sound affects our thoughts and feelings?

Can we learn anything from physics about the nature of sound itself?

Today's powerful technologies can also help us.

To show us their ideas and help us to imagine the effect their buildings will have, architects and town planners already use virtual reality.

But these programmes are silent.

In the future, such programmes could use realistic sounds, meaning that soundscapes could be explored before being built.

So hopefully, using the best technology we can lay our hands on,

The city of the future will be a pleasure to the ears as well as the eyes.

That is the end of the listening test.

In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.

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

このスピーキングレッスンは、動画「Cambridge 13 Test 1 Section 4 Listening」を教材にしています。繰り返し出てくる語は次のとおりです：sound, noise, acoustic, urban, decibel。この動画には、シャドーイング用の文が66文、単語が889語あります。音声の長さは7:54です。話す速さは1分あたり約113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86%は英語の頻出3,000語に含まれます。残りは練習の前に確認しておきましょう。

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
acoustic 形容詞	/əˈkuː.stɪk/	音の, 音響の
suffer 動詞	/ˈsʌfɚ/	被る
regard 名詞	/ɹɪˈɡɑːd/	尊重
relax 動詞	/ɹɪˈlæks/	くつろがせる
lecture 名詞	/ˈlɛk.t͡ʃə/	講義
architect 名詞	/ˈɑɹ.kɪˌtɛkt/	建築家
researcher 名詞	/ˈɹiˌsɝ.t͡ʃɚ/	研究員, 研究者
ignore 動詞	/ɪɡˈnɔː/	無視する, 忽略する
technique 名詞	/tɛkˈniːk/	技術
carefully 副詞	/ˈkɛɹf(ə)li/	じっくり, 慎重に
silent 形容詞	/ˈsaɪ̯lənt/	静かな, 無音の
awareness 名詞	/əˈwɛɹ.nəs/	意識
ear 名詞	/ˈɪə̯/	耳
capture 動詞	/ˈkæp.(t)ʃɚ/	捕獲する
designer 名詞	/dɪˈzaɪnɚ/	デザイナー, 設計士

この動画の文法

話し手がよく使っている文型を、動画の実際の表現とともに紹介します。

文型	動画での表現
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している	have been · they've been · has come
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる	be avoided · be regarded · could be explored

注意したい発音

話し手はdon't, aren't, can'tなど、短縮形や弱形を11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: capture /ˈkæp.(t)ʃɚ/, sheet /ʃit/, regulation /ˌɹɛɡjʊˈleɪʃən/, composition /ˌkɑm.pəˈzɪʃ.ən/, relation /ɹɪˈleɪʃ(ə)n/
長い単語（アクセントの位置に注意）: necessarily /ˌnɛs.əˈsɛɹ.ə.li/, regulation /ˌɹɛɡjʊˈleɪʃən/, composition /ˌkɑm.pəˈzɪʃ.ən/, psychology /saɪˈkɑ.lə.d͡ʒi/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/

日本語話者が苦手な音：

/r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: relax /ɹɪˈlæks/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, carefully /ˈkɛɹf(ə)li/, regulation /ˌɹɛɡjʊˈleɪʃən/, virtual /ˈvɜɹt͡ʃuəl/
/v/ — /b/ にならないように、上の歯を下唇に当てる: vary /ˈvɛəɹi/, virtual /ˈvɜɹt͡ʃuəl/, lively /ˈlaɪv.li/, govern /ˈɡʌv.ən/, pavement /ˈpeɪvm(ə)nt/
/f/ — 「フ」ではなく、上の歯と下唇で出す: suffer /ˈsʌfɚ/, carefully /ˈkɛɹf(ə)li/, physics /ˈfɪz.ɪks/, fountain /ˈfaʊn.tɪn/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/

この動画での練習方法

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。
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。
自分の声を録音して元の音声と比べます。acoustic, suffer, regard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 →

シャドーイング練習: Cambridge 13 Test 1 Section 4 Listening - 動画で英語スピーキングを学ぶ

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