シャドーイング練習: Complete IELTS Band 5-6.5 - UNIT 3 - 動画で英語スピーキングを学ぶ

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1
Complete IELTS, Bands 5 to 6 .5, by Guy Brookhart and Vanessa Jakeman,
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published by Cambridge University Press.
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This recording is copyright.
4
Track 10, Unit 3, Listening, Exercise 3.
5
Come in.
6
Hi.
7
Oh, hi, Amanda.
8
You've come to discuss your midterm assignment, haven't you?
9
Yes, that's right.
10
So, what have you decided to do?
11
Well, I thought I could base my study on pronunciation
12
and get students to do some self -assessment of their own pronunciation skills.
13
That's interesting.
14
You mean get them to record themselves.
15
That's right.
16
Then listen back and see where their weaknesses lie.
17
Good idea.
18
You could also do some peer evaluation.
19
Oh, yes.
20
See whether their assessment of themselves matches what their classmates think.
21
Uh -huh.
22
So, how are you planning to do the assignment?
23
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
24
Maybe something from one of the textbooks we're reading.
25
Why don't you look up one of my lectures on the website and find a suitable extract there?
26
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
27
Oh yes, that's a much better idea.
28
I'll still have to write it out though, won't I?
29
Yes, I don't think you can expect them to remember it.
30
Even a sentence is hard to recall.
31
No, and it isn't a memory test.
32
So, when I choose the extract, what features do I need to think about?
33
Um, first I'd say pick something, well, something that's about a paragraph long,
34
but that makes sense out of the context of the lecture.
35
Right.
36
A clear, well -structured passage.
37
Yes, because to read something well, you've got to be able to understand it, haven't you?
38
Yes.
39
That might mean taking a while to make the selection.
40
I guess it shouldn't consist entirely of short words.
41
No, that's an obvious one.
42
You need to think about what features of pronunciation you're going to focus on.
43
Then make sure that your extract has examples of these.
44
So, some multi -syllable words.
45
Things like probably and approximately.
46
Yes, some challenges.
47
And then there's sentence length.
48
Hmm.
49
I should include some complex sentences so that the students have to show they know where to pause.
50
Exactly.
51
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
52
So that they can stress things.
53
Yes, particular words or phrases should stand out as significant.
54
You know, we've already covered this in our classes over the weeks.
55
Now, let me see.
56
Is there a lecture that I could recommend for you?
57
What about the one you did at the start of term on the history of English?
58
Yes, you could go for that.
59
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
60
The topic's a bit dull, though.
61
Uh -huh.
62
I guess it's good to use something enjoyable.
63
Yes, you might as well.
64
You have a choice.
65
So, um, the lecture on gestures and signs certainly went down well.
66
I really liked that one, but I'm not sure that the content is related to what I'm doing.
67
Hmm.
68
Does that matter?
69
OK, there's the one on intonation patterns.
70
I didn't take long to put that together though.
71
It might be a bit...
72
The topic's certainly more closely linked to the whole area of pronunciation.
73
OK.
74
So, could be good.
75
Just watch out in case there are too many examples or models.
76
The assignment after that lecture was fun.
77
What about language and rhythm?
78
That was one of my mini -lectures.
79
Oh, right!
80
So I wouldn't have to spend too much time going through the content to find something.
81
No, whereas the one on intonation patterns was a lot longer.
82
Well, you've got a few to choose from there.
83
So whatever I choose, I'll need to type it out
84
and give them a copy each and then get them to record themselves reading the paragraph aloud.
85
Yes, give them about ten minutes to prepare.
86
You can record in next Tuesday's class if you like.
87
Oh, thanks.
88
Do we have the equipment?
89
That's also important, yes.
90
They could use mobile phones, couldn't they?
91
Though the sound quality may not be good on all of them.
92
Technology can be unreliable at times, but OK.
93
Well, we can also bring in some of the department's digital recorders.
94
You just need to book those in advance.
95
OK, thanks.
96
Well, good luck and let me know if you need any more help.
97
It'll certainly be interesting to look at your findings afterwards.
98
Thanks, Dr White.
99
Thank you.
100
Track 10, Unit 3, Listening, Exercise 3 Come in.
101
Hi.
102
Oh, hi, Amanda.
103
You've come to discuss your midterm assignment, haven't you?
104
Yes, that's right.
105
So, what have you decided to do?
106
Well, I thought I could base my study on pronunciation.
107
and get students to do some self -assessment of their own pronunciation skills.
108
That's interesting.
109
You mean get them to record themselves.
110
That's right.
111
Then listen back and see where their weaknesses lie.
112
Good idea.
113
You could also do some peer evaluation.
114
Oh, yes.
115
See whether their assessment of themselves matches what their classmates think.
116
Uh -huh.
117
So, how are you planning to do the assignment?
118
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
119
Maybe something from one of the textbooks we're reading.
120
Why don't you look up one of my lectures on the website and find a suitable extract there?
121
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
122
Oh yes, that's a much better idea.
123
I'll still have to write it out though, won't I?
124
Yes, I don't think you can expect them to remember it
125
Even a sentence is hard to recall
126
No, and it isn't a memory test
127
So, when I choose the extract, what features do I need to think about?
128
Um, first I'd say pick something
129
Well, something that's about a paragraph long
130
But that makes sense out of the context of the lecture Right.
131
A clear, well -structured passage.
132
Yes, because to read something well, you've got to be able to understand it, haven't you?
133
Yes.
134
That might mean taking a while to make the selection.
135
I guess it shouldn't consist entirely of short words.
136
No, that's an obvious one.
137
You need to think about what features of pronunciation you're going to focus on.
138
Then make sure that your extract has examples of these.
139
So, some multi -syllable words, things like probably and approximately.
140
Yes, some challenges.
141
And then there's sentence length.
142
Hmm.
143
I should include some complex sentences so that the students have to show they know where to pause.
144
Exactly.
145
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
146
So that they can stress things.
147
Yes, particular words or phrases should stand out as significant.
148
You know, we've already covered this in our classes over the weeks.
149
Track 11, Unit 3, Listening, Exercise 6.
150
Now, let me see.
151
Is there a lecture that I could recommend for you?
152
What about the one you did at the start of term on the history of English?
153
Yes, you could go for that.
154
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
155
The topic's a bit dull, though.
156
Uh -huh.
157
I guess it's good to use something enjoyable.
158
Yes, you might as well.
159
You have a choice.
160
So, um, the lecture on gestures and sign certainly went down well.
161
I really liked that one, but I'm not sure that the content is related to what I'm doing.
162
Hmm, does that matter?
163
OK, there's the one on intonation patterns.
164
I didn't take long to put that together, though.
165
It might be a bit...
166
The topic's certainly more closely linked to the whole area of pronunciation.
167
OK, so could be good.
168
Just watch out in case there are too many examples or models.
169
The assignment after that lecture was fun.
170
What about language and rhythm?
171
That was one of my many lectures.
172
Oh, right.
173
So I wouldn't have to spend too much time going through the content to find something.
174
No. whereas the one on intonation patterns was a lot longer.
175
Well, you've got a few to choose from there.
176
So whatever I choose, I'll need to type it out
177
and give them a copy each and then get them to record themselves reading the paragraph aloud?
178
Yes.
179
Give them about ten minutes to prepare.
180
You can record in next Tuesday's class if you like.
181
Oh, thanks.
182
Do we have the equipment?
183
That's also important, yes.
184
They could use mobile phones, couldn't they?
185
Though the sound quality may not be good on all of them.
186
Technology can be unreliable at times, but OK.
187
Well, we can also bring in some of the department's digital recorders.
188
You just need to book those in advance.
189
OK, thanks.
190
Well, good luck and let me know if you need any more help.
191
It'll certainly be interesting to look at your findings afterwards.
192
Thanks, Dr White.
193
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「Complete IELTS Band 5-6.5 - UNIT 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：lecture, pronunciation, extract, sentence, assignment。 この動画には、シャドーイング用の文が193文、単語が1553語あります。 音声の長さは11:16です。 話す速さは1分あたり約138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
lecture 名詞/ˈlɛk.t͡ʃə/講義
extract 名詞/ˈɛkstɹækt/エキス, 越幾斯
pronunciation 名詞/pɹəˌnʌn.siˈeɪ.ʃən/発音, 読み
assessment 名詞/əˈsɛsmənt/評価
paragraph 名詞/ˈpæɹəɡɹæf/段落
aloud 副詞/əˈlaʊd/大声で
select 動詞/sɪˈlɛkt/選ぶ
afterwards 副詞/ˈæf.tɚ.wɚdz/その後, それから
skill 名詞/skɪl/腕, 技
recall 動詞/ɹɪˈkɔl/呼び返す
suitable 形容詞[ˈsjuː.tə.bɫ̩]相応しい, 相応な
sequence 名詞/ˈsiː.kwəns/順序
phrase 名詞/ˈfɹeɪ̯z/句, 語句
passage 名詞/ˈpæsɪd͡ʒ/一節
evaluation 名詞/ɪˌvæljuˈeɪʃn̩/評価

動画に出てくる句動詞

単語発音意味
go down 動詞降りる, 降下する
look up 動詞/ˌlʊk ˈʌp/見上げる

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。

  • Maybe something from one of the textbooks we're reading.
  • I'll still have to write it out though, won't I?
  • I guess it shouldn't consist entirely of short words.
  • Is there a lecture that I could recommend for you?
  • Do we have the equipment?

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You've come · have you decided · we've already covered
関係詞節 who / which + 節 — 人や物について情報を加えるinformation which was

注意したい発音

話し手はI'm, you've, don'tなど、短縮形や弱形を50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。

  • 「th」の音: rhythm /ˈɹɪð.əm/, authentic /ɔˈθɛn.tɪk/
  • 「sh」と「zh」の音: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, intonation /ɪntəˈneɪʃən/
  • 長い単語（アクセントの位置に注意）: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, intonation /ɪntəˈneɪʃən/

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: recall /ɹɪˈkɔl/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/
  • /f/ — 「フ」ではなく、上の歯と下唇で出す: paragraph /ˈpæɹəɡɹæf/, afterwards /ˈæf.tɚ.wɚdz/, phrase /ˈfɹeɪ̯z/
  • 子音の連続 — 間に母音を入れない: extract /ˈɛkstɹækt/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, assignment /əˈsaɪn.mənt/, assessment /əˈsɛsmənt/, select /sɪˈlɛkt/

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. 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。
  3. 自分の声を録音して元の音声と比べます。lecture, extract, pronunciation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 →