シャドーイング練習: Cambridge 17 Test 2 Section 3 Listening - 動画で英語スピーキングを学ぶ
レッスンを作成中...
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Part 3.
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You will hear two theatre studies students discussing stage and screen performances of Shakespeare's play Romeo and Juliet.
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First, you have some time to look at questions 21 and 22.
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Now listen carefully and answer questions 21 and 22.
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Did you make notes while you were watching the performances of Romeo and Juliet, Gemma?
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Yes, I did.
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I found it quite hard, though.
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I kept getting too involved in the play.
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Me too.
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I ended up not taking notes.
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I wrote down my impressions when I got home.
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Do you mind if I check a few things with you, in case I've missed anything?
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And I've also got some questions about our assignment.
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No, it's good to talk things through.
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I may have missed things too.
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OK, great.
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So, first of all, I'm not sure how much information we should include in our reviews.
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Right.
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Well, I don't think we need to describe what happens, especially as Romeo and Juliet is one of Shakespeare's most well-known plays.
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Yeah, everyone knows the story.
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In an essay, we'd focus on the poetry and Shakespeare's use of imagery, etc. But that isn't really relevant in a review.
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We're supposed to focus on how effective this particular production is.
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Hmm.
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We should say what made it a success or a failure.
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And part of that means talking about the emotional impact the performance had on us.
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I think that's important.
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Yes.
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And we should definitely mention how well the director handled important bits of the play, like when Romeo climbs onto Juliet's balcony.
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And the fight between Mercutio and Tybalt.
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Yes.
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It would also be interesting to mention the theatre space and how the director used it, but I don't think we'll have space in 800 words.
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No, OK.
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That all sounds quite straightforward.
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Before you hear the rest of the discussion, you have some time to look at questions 23 to 30.
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Thank you.
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Now listen and answer questions 23 to 30.
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So, what about the Emporium Theatre's production of the play?
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I thought some things worked really well, but there were some problems too.
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Yeah.
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What about the set, for example?
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I think it was visually really stunning.
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I'd say that was probably the most memorable thing about this production.
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You're right.
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The set design was really amazing.
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But actually, I have seen similar ideas used in other productions.
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What about the lighting?
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Some of the scenes were so dimly lit it was quite hard to see.
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I didn't dislike it.
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It helped to change the mood of the quieter scenes.
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That's a good point.
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What did you think of the costumes?
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I was a bit surprised by the contemporary dress, I must say.
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Yeah, I think it worked well, but I'd assumed it would be more conventional.
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Me too.
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I liked the music at the beginning, and I thought the musicians were brilliant,
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but I thought they were wasted because the music didn't have much impact in Acts 2 and 3.
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Yes, that was a shame.
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One problem with this production was that the actors didn't deliver the lines that well.
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They were speaking too fast.
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It was a problem, I agree, but I thought it was because they weren't speaking loudly enough especially at key points in the play.
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I actually didn't have a problem with that.
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It's been an interesting experience watching different versions of Romeo and Juliet, hasn't it?
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Definitely.
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It's made me realise how relevant the play still is.
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Right.
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I mean, a lot's changed since Shakespeare's time, but in many ways nothing's changed.
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There are always disagreements and tension between teenagers and their parents.
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Yes, that's something all young people can relate to, more than the violence and the extreme emotions in the play.
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How did you find watching it in translation?
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Really interesting.
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I expected to find it more challenging, but I could follow the story pretty well.
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I stopped worrying about not being able to understand all the words and focused on the actor's expressions.
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The ending was pretty powerful.
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Yes.
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That somehow intensified the emotion for me.
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Did you know Shakespeare's been translated into more languages than any other writer?
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Hmm.
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What's the reason for his international appeal, do you think?
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I was reading that it's because his plays are about basic themes that people everywhere are familiar with.
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Yeah.
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And they can also be understood on different levels.
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The characters have such depth right which allows directors to experiment and find new angles that's really important
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that is the end of part three you now have half a minute to check your answers to part three
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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84文、単語が767語あります。 音声の長さは6:25です。 話す速さは1分あたり約120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84%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 |
|---|---|---|
| emotion 名詞 | /ɪˈməʊ.ʃən/ | 感情, 心緒 |
| carefully 副詞 | /ˈkɛɹf(ə)li/ | じっくり, 慎重に |
| mood 名詞 | /muːd/ | 気分, 気持ち |
| poetry 名詞 | /ˈpoʊ.ə.tɹi/ | 詩, 詩歌 |
| translation 名詞 | /tɹænzˈleɪʃən/ | 翻訳, 伝達 |
| angle 名詞 | /ˈæŋ.ɡəl/ | 角度 |
| experiment 名詞 | /ɪkˈspɛɹ.ə.mənt/ | 実験 |
| impression 名詞 | /ɪmˈpɹɛʃn̩/ | 印象 |
| relate 動詞 | /ɹɪˈleɪt/ | 繋げる |
| essay 名詞 | /ˈɛs.eɪ/ | エッセイ, 随筆 |
| climb 動詞 | /ˈklaɪ̯m/ | 登る |
| tension 名詞 | /ˈtɛnʃən/ | 緊張, 不安 |
| costume 名詞 | /ˈkɑsˌt(j)um/ | 衣装, 衣裳 |
| teenager 名詞 | /ˈtiːnˌeɪ̯d͡ʒə/ | ティーネージャー, ティーンエイジャー |
| musician 名詞 | /mjuˈzɪʃən/ | 音楽家 |
動画に出てくる句動詞
| 単語 | 意味 |
|---|---|
| write down 動詞 | 書き留める, 記す |
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 | were wasted · been translated · be understood |
| 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 | I've missed · have seen |
注意したい発音
話し手はdidn't, don't, I'dなど、短縮形や弱形を18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: emotion /ɪˈməʊ.ʃən/, translation /tɹænzˈleɪʃən/, impression /ɪmˈpɹɛʃn̩/, conventional /kənˈvɛnʃənl̩/, tension /ˈtɛnʃən/
- 長い単語（アクセントの位置に注意）: experiment /ɪkˈspɛɹ.ə.mənt/, visually /ˈvɪzju.əli/, disagreement /dɪsəˈɡɹiːmənt/, intensify /ɪnˈtɛnsɪfaɪ/
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。emotion, carefully, mood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。