シャドーイング練習: Cambridge 19 listening test 3 section 3 - 動画で英語スピーキングを学ぶ

レッスンを作成中...
1
Hi Jake, how are you getting on with the practical teaching?
2
It's harder than I expected, but I've got some great classes.
3
How about you?
4
Not brilliant.
5
I'm really struggling with my Year 12 science class.
6
Are they hard to control?
7
Well, I don't have discipline problems as such.
8
It's just that they don't seem to think that science has anything to do with their lives.
9
It's depressing.
10
They listen to what I say and I gave them a test last week and the results weren't too bad.
11
But there's no real engagement.
12
Right.
13
And as part of my teaching practice, I have to design an experiment for them to do.
14
I was wondering about something on the children's diets, you know, asking them to record what they eat and maybe linking it to their state of health.
15
Hmm, let's think.
16
So your methodology would involve the children recording what they eat, OK, but you'd also need to have access to the children's medical records,
17
and I don't think people would be happy about that.
18
Confidentiality would be an issue.
19
If you could get the right data, the conclusions might be significant, but I suspect it's not going to be easy.
20
Right.
21
Have you thought about doing an experiment using animals?
22
Wouldn't that be upsetting for the children?
23
Well, the animals don't have to be harmed in any way.
24
It could just be an experiment where they're given a certain diet and the effects are observed.
25
Would I have to get permission to use animals?
26
Yes, you'd have to submit an outline of the experiment and fill in a form, but it's quite straightforward.
27
But if we found out that, say, a particular diet affects the health of animals, the same thing wouldn't necessarily be true for people, would it?
28
No, that's true.
29
But the findings for any experiment are going to be limited.
30
It's inevitable.
31
I suppose so.
32
So what animals could I use to investigate the effects of diet?
33
Mice?
34
Yes, you'd need experimental mice, ones that have been specially bred for experiments.
35
OK, so what will your experiment be investigating exactly?
36
Well, something to do with nutrition.
37
So maybe we could look at food supplements, things like extra iron and extra protein, and their impact on health.
38
That might be rather broad.
39
Maybe just look at the effects of one supplement, like sugar, on the health of the mice?
40
In fact, maybe the focus could be on whether mice can control their own diet.
41
So what happens when they have access to more sugar that they don't really need?
42
Exactly.
43
Do they eat it or do they decide to leave it?
44
Great.
45
Then later on you could do a follow-up experiment adding another variable, like you could give some of the mice the chance to be more active,
46
running on a wheel or something, and the others just sit around and don't do much.
47
Or I could repeat the experiment but change the type of food I provided, or use mice with a different genetic structure.
48
But I think your idea would be more interesting.
49
I might think about that some more.
50
So, can I talk through a possible procedure for the experiment where mice are given a sugar supplement?
51
Sure.
52
I did a similar experiment in college, actually.
53
Great.
54
So, how many mice would I need?
55
I'd say about 12, and all young ones, not a mixture of old and young.
56
Okay.
57
And I'd need two groups of equal sizes, so six in each group.
58
And how would I tell
59
I suppose I could put some sort of tag on one group or just mark them in some way.
60
You could use food colouring.
61
That wouldn't hurt them.
62
Perfect.
63
Then each group would go into a separate cage and one group, let's call them group A, would be the control group.
64
So they'd just have ordinary mouse food.
65
I suppose you can buy that?
66
Yes, it comes in dry pellets.
67
And the other group would have the same as the first group, but they'd also have the extra sugar.
68
Would you just give them straight sugar?
69
It might be better to give them something like cereal with it.
70
Then you'd need to weigh the mice, I should think, once a week.
71
And you'd need an electronic balance.
72
But we can't hold them on the balance, or it'd affect the reading.
73
Exactly.
74
So you need something called a weighing chamber to stop the mice from running away.
75
It sounds complicated, but actually you can just use a plastic box with holes in the top.
76
OK.
77
So once we've measured the weight gain of each mouse, we can work out the average for each group, as well as the standard deviation,
78
and then see where we go from there.
79
That sounds cool.
80
I think the students will enjoy it.
81
Yes.
82
One thing you must remember...
📺 同じチャンネル
Cambridge 19 listening test 4 section 3B1
1

Cambridge 19 listening test 4 section 3

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 19 listening test 1 section 1B1
11

Cambridge 19 listening test 1 section 1

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 19 listening test 2 section 4C1
4

Cambridge 19 listening test 2 section 4

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge 19 listening test 1 section 4C1
5

Cambridge 19 listening test 1 section 4

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge 19 listening test 2 section 1B1
11

Cambridge 19 listening test 2 section 1

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 19 listening test 2 section 2B2
16

Cambridge 19 listening test 2 section 2

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge 19 listening test 3 section 1B1
9

Cambridge 19 listening test 3 section 1

Cambridge Exam PrepDaily ConversationHigh School Students
Cambridge 19 listening test 4 section 1B1
8

Cambridge 19 listening test 4 section 1

Cambridge Exam PrepBusiness EnglishHigh School Students
Cambridge 19 listening test 2 section 3B2
1

Cambridge 19 listening test 2 section 3

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 19 listening test 3 section 2B1
10

Cambridge 19 listening test 3 section 2

Cambridge Exam PrepKidsTeens
Cambridge 19 listening test 1 section 2B2

Cambridge 19 listening test 1 section 2

Cambridge Exam PrepUniversity StudentsWorking Adults
✨ おすすめ動画
Science experiment for Year 12 students: Đề thi IELTS LISTENING (actual test)B2
1
93 文

Science experiment for Year 12 students: Đề thi IELTS LISTENING (actual test)

IELTS PrepTOEFL PrepCambridge Exam Prep
[CAM 11] Test 2 Section 3B2
3
91 文

[CAM 11] Test 2 Section 3

Cambridge Exam PrepHigh School StudentsUniversity Students
PET 2 Listening Part 4 Test 2 (Transcript + Key)B1
4
89 文

PET 2 Listening Part 4 Test 2 (Transcript + Key)

Cambridge Exam PrepHigh School StudentsUniversity Students
B1 PRELIMINARY (PET) SPEAKING EXAM SIMULATION PRACTICEB1
1
57 文

B1 PRELIMINARY (PET) SPEAKING EXAM SIMULATION PRACTICE

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 11 - Listening - Test 2 - Section 1B1
2
118 文

Cambridge 11 - Listening - Test 2 - Section 1

Cambridge Exam PrepHigh School StudentsUniversity Students
UNIT 7 26 COMPLETE FIRSTB2
4
48 文

UNIT 7 26 COMPLETE FIRST

Cambridge Exam PrepHigh School StudentsUniversity Students
FCE1 TEST2 PART3B2
2
91 文

FCE1 TEST2 PART3

Cambridge Exam PrepHigh School StudentsUniversity Students
IELTS Cambridge 8 test 1 section 2B2
4
45 文

IELTS Cambridge 8 test 1 section 2

IELTS PrepCambridge Exam PrepHigh School Students
SIMPLY KET | TEST 2 | ANSWER KEY & AUDIOSCRIPTSB1
3
189 文

SIMPLY KET | TEST 2 | ANSWER KEY & AUDIOSCRIPTS

Cambridge Exam PrepHigh School StudentsUniversity Students
Listening Test 1. Part 3: Jess and Tom art project.B1
2
84 文

Listening Test 1. Part 3: Jess and Tom art project.

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 17- Listening Test 3 part 3B2
2
89 文

Cambridge 17- Listening Test 3 part 3

Cambridge Exam PrepBusiness EnglishInterview English

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82文、単語が816語あります。 音声の長さは5:10です。 話す速さは1分あたり約158語で、日常会話に近い自然なペースです。 単語の85%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
mouse 名詞/maʊs/鼠, ネズミ
experiment 名詞/ɪkˈspɛɹ.ə.mənt/実験
investigate 動詞/ɪnˈvɛs.tə.ɡeɪt/調べる, 調査する
weigh 動詞/weɪ/重さを計る, 量る
practical 形容詞/ˈpɹæk.tɪ.kəl/実践的な
chamber 名詞/ˈt͡ʃeɪ̯mbɚ/寝室, 部屋
complicated 形容詞/ˈkɑm.plɪˌkeɪ.tɪd/複雑な
procedure 名詞/pɹəˈsiː.d͡ʒə/手段, やり方
ordinary 形容詞/ˈɔɹdɪnɛɹi/通常な, 普通な
conclusion 名詞/kənˈkluːʒən/終わり, 結び
genetic 形容詞/d͡ʒəˈnɛt.ɪk/遺伝的
submit 動詞/səbˈmɪt/提出する
discipline 名詞/ˈdɪsəplɪn/規律
cage 名詞/keɪd͡ʒ/檻, 篭
variable 形容詞[ˈvæɹ.i.ə.bl̩]可変, 変えられる

動画に出てくる句動詞

単語意味
find out 動詞見出す, 調べる
run away 動詞逃げる, 逃走する

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
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 harmed · are observed · be limited
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 · we've measured

注意したい発音

話し手はdon't, you'd, wouldn'tなど、短縮形や弱形を25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: conclusion /kənˈkluːʒən/, nutrition /njuːˈtɹɪʃ.ən/, specially /ˈspɛʃəli/, deviation /ˌdiː.viˈeɪʃən/
  • 長い単語（アクセントの位置に注意）: experiment /ɪkˈspɛɹ.ə.mənt/, investigate /ɪnˈvɛs.tə.ɡeɪt/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, ordinary /ˈɔɹdɪnɛɹi/

この動画での練習方法

  1. 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。
  2. まず0.75倍速で一文ずつシャドーイングし、慣れてきたら通常の速度に戻します。
  3. 自分の声を録音して元の音声と比べます。mouse, experiment, investigate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 →