シャドーイング練習: Cambridge 16 Test 2 Section 2 Listening - 動画で英語スピーキングを学ぶ

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Part 2.

You will hear a head teacher talking to parents of pupils about changes at the school.

First, you have some time to look at questions 11 to 15.

Now listen carefully and answer questions 11 to 15.

Good morning and thank you for coming here today.

I'd like to bring you up to date with changes in the school that will affect your children.

As you know, the school buildings date from various times, some from the 1970s, some from the last five years,

and of course Dartfield House is over a century old.

It was commissioned by a businessman, Neville Richards, and intended as his family home, but he died before it was completed.

His heir chose to sell it to the local council, who turned it into offices.

A later plan to convert it into a tourist information centre didn't come about through lack of money,

and instead it formed the nucleus of this school when it opened 40 years ago.

The school has grown as the local population has increased, and I can now give you some news about the lower school site,

which is separated from the main site by a road.

Planning permission has been granted for development of both sites.

The lower school will move to new buildings that will be constructed on the main site.

Developers will construct houses on the existing lower school site.

Work on the new school buildings should start within the next few months.

A more imminent change concerns the catering facilities and the canteen.

The canteen is always very busy throughout the lunch period.

In fact, it's often full to capacity because a lot of our pupils like the food that's on offer there.

But there's only one serving point, so most pupils have to wait a considerable time to be served.

This is obviously unsatisfactory as they may have hardly finished their lunch before afternoon lessons start.

So, we've had a new food hall built, and this will come into use next week.

It'll have several serving areas, and I'll give you more details about those in a minute,

but one thing we ask you to do to help in

the smooth running of the food hall is to discuss with your children each morning

which type of food they want to eat that day.

So they can go straight to the relevant serving point.

There won't be any junk food.

Everything on offer will be healthy,

and there's no change to the current system of paying for lunches by topping up your child's electronic payment card online.

You may be wondering what will happen to the old canteen.

We'll still have tables and chairs in there, and pupils can eat food from the food hall or lunch they've brought from home.

Eventually, we may use part of the canteen for storage, but first, we'll see how many pupils go in there at lunchtime.

Before you hear the rest of the talk, you have some time to look at questions 16 to 20.

Now listen and answer questions 16 to 20.

OK, back to the serving points in the food hall, which will all have side dishes, desserts and drinks on sale,

as well as main courses.

One serving point we call World Adventures.

This will serve a different country's cuisine each day, maybe Chinese one day and Lebanese the next.

The menus will be planned for a week at a time, so pupils will know what's going to be available the whole of that week.

Street life is also international, with food from three particular cultures.

We'll ask pupils to make suggestions, so perhaps sometimes there'll be food from Thailand,

Ethiopia and Mexico, and then one of them will be replaced by Jamaican food for a week or two.

The Speedy Italian serving point will cater particularly for the many pupils who don't eat meat or fish.

They can be sure that all the food served there is suitable for them.

There'll be plenty of variety, so they shouldn't get bored with the food.

OK, that's all on the new food hall.

Now after -school lessons.

These are very popular with pupils, particularly swimming.

In fact, there's a waiting list for lessons.

Cycling is another favourite, and I'm delighted

that dozens of pupils make use of the chance to learn to ride in off -road conditions.

It means that more and more cycle to and from school every day.

As you know, we have a well -equipped performance centre and we're going to start drama classes in there too.

Pupils will be able to join in just for fun or work up to taking part in a play.

We hope to put on at least one a year.

We already teach a number of pupils to use the sound and lighting systems in the centre,

and a former pupil has given a magnificent grand piano to the school,

so a few pupils will be able to learn at the school instead of going to the local college,

as many of them do at the moment.

That is the end of part two.

You now have half a minute to check your answers to part two.

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 16 Test 2 Section 2 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：pupil, serving, hall, site, canteen。この動画には、シャドーイング用の文が66文、単語が865語あります。音声の長さは7:44です。話す速さは1分あたり約112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88%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
pupil 名詞	/ˈpjuːpəl/	学童, 児童
lesson 名詞	/ˈlɛs.ən/	授業, 学科
construct 動詞	/ˈkɑn.stɹʌkt/	建設する, 建てる
carefully 副詞	/ˈkɛɹf(ə)li/	じっくり, 慎重に
smooth 形容詞	/smuːð/	スムース
suitable 形容詞	[ˈsjuː.tə.bɫ̩]	相応しい, 相応な
piano 名詞	/piˈænɪː/	ピアノ
menu 名詞	/ˈmɛn.juː/	メニュー, お品書き
considerable 形容詞	/kənˈsɪdəɹəbl̩/	大切, 重要
suggestion 名詞	/səˈd͡ʒɛst.ʃən/	提案
dish 名詞	/dɪʃ/	皿
swim 動詞	/swɪm/	泳ぐ
intend 動詞	/ɪnˈtɛnd/	つもりである, 意図する
magnificent 形容詞	/mæɡˈnɪfəsənt/	素晴しい
delight 名詞	/dəˈlaɪt/	喜び

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
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	was commissioned · is separated · has been granted
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	has grown · has been granted · we've had

注意したい発音

話し手はwe'll, there'll, didn'tなど、短縮形や弱形を16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: suggestion /səˈd͡ʒɛst.ʃən/, dish /dɪʃ/
長い単語（アクセントの位置に注意）: considerable /kənˈsɪdəɹəbl̩/, developer /dɪˈvɛləpɚ/, magnificent /mæɡˈnɪfəsənt/, unsatisfactory /ˌʌnsætɪsˈfækt(ə)ɹi/

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: carefully /ˈkɛɹf(ə)li/, considerable /kənˈsɪdəɹəbl̩/
/v/ — /b/ にならないように、上の歯を下唇に当てる: developer /dɪˈvɛləpɚ/, convert /kənˈvɝt/
/f/ — 「フ」ではなく、上の歯と下唇で出す: carefully /ˈkɛɹf(ə)li/, magnificent /mæɡˈnɪfəsənt/, unsatisfactory /ˌʌnsætɪsˈfækt(ə)ɹi/

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。pupil, lesson, construct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 16 Test 2 Section 2 Listening - 動画で英語スピーキングを学ぶ

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