シャドーイング練習: Cambridge 15 listening (Test-2) (Part-3) - 動画で英語スピーキングを学ぶ
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Part 3.
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You will hear two students of English called Cathy
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and Graham planning a display on 19th century British life and literature for a university event.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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OK, Graham.
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So let's check we both know what we're supposed to be doing.
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OK.
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So for the university's open day, we have to plan a display on British life and literature in the mid -19th century.
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That's right.
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But we'll have some people to help us find the materials and set it up, remember?
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For the moment, we just need to plan it.
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Good.
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So, have you gathered who's expected to come and see the display?
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Is it for the people studying English or students from other departments?
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I'm not clear about it. Nor me.
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That was how it used to be, but it didn't attract many people, so this year it's going to be part of an open day to raise the university's profile.
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It'll be publicised in the city to encourage people to come and find out something of what goes on here.
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And it's included in the information that's sent to people who are considering applying to study here next year.
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Presumably, some current students and lecturers will come?
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I would imagine so.
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But we've been told to concentrate on the other categories of people.
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Right.
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We don't have to cover the whole range of 19th century literature, do we?
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No, it's entirely up to us.
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I suggest just using Charles Dickens.
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That's a good idea.
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Most people have heard of him and have probably read some of his novels or seen films based on them.
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So, that's a good lead -in to life in his time.
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Exactly.
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And his novels show the awful conditions that most people had to live in, don't they?
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He wanted to shock people into doing something about it.
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Did he do any campaigning other than writing?
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Yes, he campaigned for education and other social reforms and gave talks.
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But I'm inclined to ignore that and focus on the novels.
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Yes, I agree.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
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OK, so now shall we think about a topic linked to each novel?
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Yes, I've printed out a list of Dickens' novels in the order they were published, in the hope you'd agree to focus on him.
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You're lucky I did agree.
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Let's have a look.
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OK, the first was the Pickwick Papers, published in 1836.
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It was very successful when it came out, wasn't it?
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And was adapted for the theatre straight away.
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There's an interesting point, though, that there's a character who keeps falling asleep and that medical condition was named after the book, Pickwickian Syndrome.
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Oh.
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So why don't we use that as the topic and include some quotations from the novel?
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Right.
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Next is Oliver Twist.
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There's a lot in the novel about poverty, but maybe something less obvious.
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Well, Oliver is taught how to steal, isn't he?
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We could use that to illustrate the fact that very few children went to school, particularly not poor children, so they learnt in other ways.
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Mmm, good idea.
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What's next?
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Maybe Nicholas Nickleby?
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Actually, he taught in a really cruel school, didn't he?
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That's right.
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But there's also the company of touring actors that Nicholas joins.
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We could do something on theatres and other amusements of the time.
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We don't want only the bad things, do we?
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OK.
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What about Martin Chuzzlewit?
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He goes to the USA, doesn't he?
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Yes.
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And Dickens himself had been there a year before and drew on his experience there in the novel.
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I wonder, though, the main theme is selfishness.
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So we could do something on social justice?
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No, too general.
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Let's keep to your idea.
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I think it would work well.
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He wrote Bleak House next.
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That's my favourite of his novels.
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Yes, mine too.
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His satire of the legal system is pretty powerful.
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That's true.
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But think about Esther, the heroine.
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As a child, she lives with someone she doesn't know is her aunt, who treats her very badly.
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Then she's very happy living with her guardian, and he puts her in charge of the household.
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And at the end, she gets married and her guardian gives her and her husband a house, where of course they're very happy.
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Yes, I like that.
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What shall we take next?
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Er, little Dorrit?
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Old Old Mr Dorrit has been in a debtor's prison for years.
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So was Dickens's father, wasn't he?
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That's right.
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What about focusing on the part when Mr Dorrit inherits a fortune and he starts pretending he's always been rich?
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Good idea.
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OK.
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So next we need to think about what materials we want to illustrate each issue.
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That's going to be quite hard.
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That is the end of part three.
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You now have 30 seconds to check your answers to part 3.
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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94文、単語が841語あります。 音声の長さは7:07です。 話す速さは1分あたり約118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 |
|---|---|---|
| topic 名詞 | /ˈtɑpɪk/ | 話題, テーマ |
| guardian 名詞 | /ˈɡɑɹ.din/ | 保護者 |
| ignore 動詞 | /ɪɡˈnɔː/ | 無視する, 忽略する |
| awful 形容詞 | /ˈɔːfʊl/ | 怖い |
| carefully 副詞 | /ˈkɛɹf(ə)li/ | じっくり, 慎重に |
| poverty 名詞 | /ˈpɑːvɚti/ | 貧乏, 貧困 |
| shock 名詞 | /ʃɔk/ | 衝撃, ショック |
| encourage 動詞 | /ɪnˈkʌɹ.ɪd͡ʒ/ | 勇気付ける, 奨励する |
| badly 副詞 | /ˈbæd.li/ | 悪く |
| steal 動詞 | /stiːl/ | 盗む |
| asleep 形容詞 | /əˈsliːp/ | 寝ている, 眠っている |
| fortune 名詞 | /ˈfɔːtjuːn/ | 運命, 宿命 |
| attract 動詞 | /əˈtɹækt/ | 引きつける |
| aunt 名詞 | /ɑːnt/ | おば, 叔母 |
| cruel 形容詞 | /ˈkɹuːəl/ | 残酷, 酷い |
動画に出てくる句動詞
| 単語 | 発音 | 意味 |
|---|---|---|
| come out 動詞 | /ˌkʌm ˈaʊt/ | 出る |
| find out 動詞 | 見出す, 調べる |
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 you gathered · we've been told · have heard |
| 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 publicised · we've been told · were published |
注意したい発音
話し手はdon't, didn't, doesn'tなど、短縮形や弱形を21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: shock /ʃɔk/, quotation /kwoʊˈteɪʃn̩/, selfishness /ˈsɛl.fɪʃ.nəs/
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。topic, guardian, ignore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。