シャドーイング練習: Cambridge IELTS 19 Test 2 Section 3 - 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 You will hear two students,
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called Bella and Don, discussing a presentation they plan to do on recycling footwear.
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First you have some time to look at questions 21 -24.
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Now listen carefully and answer questions 21 to 24.
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Hi Don.
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Did you get the copy of the article on recycling footwear that I emailed you?
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Yeah, it's here.
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I've had a look at it.
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So, do you think it's a good topic for our presentation?
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Well, before I started reading it, I thought recycling footwear.
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Well, although it's quite interesting, perhaps there isn't enough to say about it.
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Because we put shoes in recycling bins, they go to charity shops, and that's about it.
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But there's much more to it than that.
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I realise that now, and I'm keen to research the topic more.
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That's great!
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One of the things I didn't realise until I read the article was just how many pairs of trainers get recycled.
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Well, a lot of young people wear them all the time now.
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They've become more popular than ordinary shoes.
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I know.
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I guess they are very hard -wearing.
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But don't they look a bit casual for school uniform?
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I don't think they're right for that.
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Actually, I think some of them look quite smart on pupils.
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Better than a scruffy old pair of shoes.
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So, do you keep shoes a long time?
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Yes, though I do tend to wear my old pairs for doing dirty jobs, like cleaning my bike.
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I must admit, I've recycled some perfectly good shoes that haven't gone out of fashion and still fit, just because they don't look great on me anymore.
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That's awful, isn't it?
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I think it's common because there's so much choice.
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The article did say that recent sales of footwear have increased enormously.
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That didn't surprise me.
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No, but then it said that the amount of recycled footwear has fallen.
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It's 6 % now compared to a previous level of 11%.
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That doesn't seem to make sense.
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That's because not everything goes through the recycling process.
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Some footwear just isn't good enough to resell, for one reason or another, and gets rejected.
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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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So, let's find some examples in the article of footwear that was rejected for recycling.
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Okay.
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I think there are some in the interview with the recycling manager.
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Um, yeah, here it is.
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Hmm.
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Let's start with the ladies' high -heeled shoes.
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What did he say about those?
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He said they were probably expensive.
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The material was suede and they were beige in colour.
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It looked like someone had only worn them once, but in a very wet field, so the heels were too stained with mud and grass to resell them.
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Okay, and the leather ankle boots, what was wrong with them?
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Apparently the heels were worn, but that wasn't the problem.
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One of the shoes was a much lighter shade than the other one.
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It had obviously been left in the sun.
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I suppose even second -hand shoes should look the same.
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Sure.
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Then there were the red baby shoes.
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Oh, yes.
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We're told to tie shoes together when we put them in a recycling bin, but people often don't bother.
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You'd think it would have been easy to find the other, but it wasn't.
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That was a shame because they were obviously new.
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Hmm.
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The trainers were interesting.
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He said they looked like they'd been worn by a marathon runner.
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Yeah.
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Weren't they split?
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Not exactly.
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One of the soles was so worn under the foot that you could put your finger through it.
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Well, we could certainly use some of those examples in our presentation to explain why 90 % of shoes
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that people take to recycling centres or bins get thrown into landfill.
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Hmm.
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What did you think about the project his team set up
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to avoid this by making new shoes out of the good parts of old shoes?
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It sounded like a good idea.
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They get so many shoes.
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They should be able to match parts.
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I wasn't surprised that it failed, though.
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I mean, who wants to buy second -hand shoes, really?
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Think of all the germs you could catch.
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Well, people didn't refuse them for that reason, did they?
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It was because the pairs of shoes weren't identical.
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They still managed to ship them overseas, though.
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That's another area we need to discuss.
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You know, I used to consider this topic just from my own perspective, by thinking about my own recycling behaviour, without looking at the bigger picture.
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So much happens once shoes leave the recycling area.
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It's not as simple as you first think, and we can show that by taking a very different approach to it.
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Absolutely.
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So let's discuss how we're going to split up the presents.
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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 three.
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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B2レベルのスピーキングレッスンは、動画「Cambridge IELTS 19 Test 2 Section 3」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：shoes, recycling, footwear, worn, pair。 この動画には、シャドーイング用の文が88文、単語が832語あります。 音声の長さは6:48です。 話す速さは1分あたり約122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83%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
動画の中で特に難しい単語12語を、発音と意味つきで紹介します。
| 単語 | 発音 | 意味 |
|---|---|---|
| recycle 動詞 | /ɹəˈsaɪkəl/ | 再生する, リサイクルする |
| footwear 名詞 | /ˈfʊtwɛə(ɹ)/ | 履物, 履き物 |
| heel 名詞 | /hil/ | 踵, ヒール |
| resell 動詞 | /ɹiːˈsɛl/ | 転売する |
| trainer 名詞 | /ˈtɹeɪnɚ/ | トレーナー, コーチ |
| stain 名詞 | /steɪn/ | 染み |
| pupil 名詞 | /ˈpjuːpəl/ | 学童, 児童 |
| ankle 名詞 | /ˈæŋ.kəl/ | 足首, 踝 |
| shade 名詞 | /ʃeɪd/ | 影 |
| marathon 名詞 | /ˈmæɹəθən/ | マラソン |
| runner 名詞 | /ˈɹʌnɚ/ | 走者, ランナー |
| boot 名詞 | /but/ | ブーツ, ブート |
繰り返し練習したい文
動画に出てくる短く完結した文です。日常会話でそのまま使えます。
- I've had a look at it.
- I don't think they're right for that.
- I think it's common because there's so much choice.
- Let's start with the ladies' high -heeled shoes.
- I wasn't surprised that it failed, though.
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 | They've become · I've recycled · have increased |
| 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 rejected · were worn · been left |
注意したい発音
話し手はdon't, didn't, isn'tなど、短縮形や弱形を26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。
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: recycle /ɹəˈsaɪkəl/, resell /ɹiːˈsɛl/
- /f/ — 「フ」ではなく、上の歯と下唇で出す: footwear /ˈfʊtwɛə(ɹ)/, landfill /ˈlæn(d).fɪl/, scruffy /ˈskɹʌf.i/
- 子音の連続 — 間に母音を入れない: trainer /ˈtɹeɪnɚ/, landfill /ˈlæn(d).fɪl/, scruffy /ˈskɹʌf.i/, stain /steɪn/, pupil /ˈpjuːpəl/
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。recycle, footwear, heel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。