シャドーイング練習: CLASS 8-UNIT 3 TEENAGERS (practice shadowing) - 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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Pressure on Vietnamese teenagers My name is Minh,
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and I am a student in grade 8 at a secondary school in Hanoi.
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Like many other teenagers, I have a busy life.
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I go to school in the morning and afternoon, attend some extra classes in the evening, and do a lot of homework.
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My parents always have high expectations of me.
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They want me to study hard, get good marks, and be a good student at school, because they think that good students will have a better future.
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Last month, I had three tests at school and a lot of homework.
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I tried to study hard, but I could not concentrate well.
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When I felt stressed, I often used my phone to relax, but I sometimes spent too much time online.
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I usually logged on to my social media account, checked my notifications, watched short clips, and chatted with my friends.
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Sometimes I spent an hour browsing different websites and watching short clips on YouTube, Facebook, and TikTok.
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However, I didn't really help me feel better.
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I realized that I was wasting a lot of time.
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Things became worse when a boy in my class started making fun of me because I got a low mark in maths.
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He often laughed at me in front of other classmates.
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He was a bully and I didn't know what to do.
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One day, I was chatting with my friend on our class forum.
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I told him about my problem.
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He advised me to talk to my teacher and spend more time on my hobbies, such as playing football and reading,
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instead of worrying about what the bully said.
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The next day, I talked to my teacher.
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She listened to me carefully and gave me some useful advice.
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She spoke to the student who bullied me and explained that making fun of other students was not acceptable.
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After that, he stopped bothering me.
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I also changed some of my daily habits.
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I made a study timetable with short breaks.
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I stopped checking my notifications while studying, and I only browsed social media after finishing my homework.
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I also joined the school football club.
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After a few weeks, I felt much better.
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I still had tests and homework, and my parents still expected me to study hard,
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but I felt more confident and less stressed about my schoolwork.
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Teenagers can have many problems, such as study pressure, parents' expectations,
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problems with friends, and spending too much time online.
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However, when we have a problem, we should ask for help and think about what to do and how to solve the problem.
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Sometimes, a small change in our habits and a little support from others can make a big difference.
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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35文、単語が454語あります。 音声の長さは3:25です。 話す速さは1分あたり約133語で安定しており、シャドーイングしやすいペースです。 英語の頻出3,000語に含まれる単語は78%だけなので、語彙は難しめです。
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 |
|---|---|---|
| homework 名詞 | /ˈhoʊmˌwɝk/ | 宿題, 課題 |
| teenager 名詞 | /ˈtiːnˌeɪ̯d͡ʒə/ | ティーネージャー, ティーンエイジャー |
| bully 名詞 | /ˈbʊli/ | 苛め, 苛めっ子 |
| habit 名詞 | /ˈhæb.ɪt/ | 習慣 |
| expectation 名詞 | /ˌɛk.spɛkˈteɪ.ʃən/ | 期待, 予想 |
| notification 名詞 | /ˌnoʊtɪfɪˈkeɪʃn̩/ | 通知 |
| browse 動詞 | /bɹaʊz/ | 閲覧する |
| carefully 副詞 | /ˈkɛɹf(ə)li/ | じっくり, 慎重に |
| solve 動詞 | /sɒlv/ | 解決する |
| forum 名詞 | /ˈfɔːɹəm/ | 論壇, フォーラム |
| log 名詞 | /lɔɡ/ | 丸太, 丸木 |
| relax 動詞 | /ɹɪˈlæks/ | くつろがせる |
| mathematics 名詞 | /mæθ(.ə)ˈmæt.ɪks/ | 数学 |
| advise 動詞 | /ədˈvaɪz/ | 助言する, 忠告する |
| concentrate 動詞 | /ˈkɑn.sən.tɹeɪt/ | 集中させる |
注意したい発音
- 「th」の音: bother /ˈbɑðɚ/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- 「sh」と「zh」の音: expectation /ˌɛk.spɛkˈteɪ.ʃən/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/
- 長い単語（アクセントの位置に注意）: expectation /ˌɛk.spɛkˈteɪ.ʃən/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/, acceptable /əkˈsɛp.tə.bəl/, mathematics /mæθ(.ə)ˈmæt.ɪks/
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。homework, teenager, bullyなどの単語に特に注意しましょう。
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 |
|---|---|
| 動詞 + -ing enjoy, keep, stop… + -ing — 後ろに-ing形が続く動詞 | started making · stopped bothering · stopped checking |
| 過去進行形 was/were + -ing — 過去のある時点で進行中だった動作 | was wasting · was chatting |
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。