シャドーイング練習: Complete IELTS Bands 6.5 - 7.5 Unit 5 - 動画で英語スピーキングを学ぶ
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Unit 5.
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Listening.
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Exercise 3.
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Hi Milton.
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I didn't see you this afternoon.
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You missed a really good talk.
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Oh, did I?
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That's a pity.
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It was Mr Brand's talk about fossils, wasn't it?
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Yeah.
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I hadn't really expected to enjoy it, but it was fascinating.
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I thought it would be.
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I'd been planning to go to the talk, but then when I was in the lab this morning, I realised I hadn't done any reading for tomorrow's history seminar.
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Well, I think he's going to repeat it sometime, but it may be next year.
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Perhaps you could tell me a bit about it then.
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Well, he talked about himself in the first part.
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I saw on the notice that went round that he went to America to study and met a famous anthropologist.
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Yeah, that's right.
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But he said he got interested in fossils well before then when he was about six,
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in fact, and he found the most amazing fossil on a school visit to a national park.
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He showed it to us.
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He still has it.
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Though he said he wasn't looking for it at the time.
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Most kids wouldn't recognise a fossil if they saw one.
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I know.
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They want to watch adventure films or play with model dinosaurs.
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But apparently he spent his school holidays hunting for fossils in the farm pits near his home.
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So, does he lecture on the subject now?
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Yes, but he also runs a business organising fossil hunts for groups of adults and children.
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Wouldn't it be great if we could do something like that?
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He showed us a lot of pictures.
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So, they all go out in a group to the cliffs or somewhere with little hammers, do they?
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Yeah, apparently.
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The kids tell everyone that's the best bit, tapping the stones to see if anything's there.
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Do they know what they're looking for?
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Yeah.
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They get shown some examples of what they might find first.
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And do they actually get to find any fossils?
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Yes.
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Mr Brand showed some photos of children proudly holding up their fossils for the camera at the end of the day.
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If they take them home, I bet they become prized possessions in their rooms as well. For sure.
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He said he never stops being amazed at how close you can be to a fossil.
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I guess the children aren't aware of history that much.
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No, but for them, the key thing they learn is that if they keep looking, they will find something.
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You have to wait.
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It's not for people who want instant success.
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So, why don't we go on one of these hunts?
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Well, yes, I'm quite keen.
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The hunts are fully booked until the end of the year, unfortunately.
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I could talk to some of the other students and see if we can form a group.
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Oh, that's a good idea.
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I'll give him a call.
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Then, if we have enough people, we might be able to get him to do an extra one for us.
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I'll look on his website when I get back to the dorm, just to get a bit more information.
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Unit 5.
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Listening.
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Exercise 5.
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So, what did he talk about in the second part? well
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that was more theoretical but just as interesting and there were lots of visuals
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you know how fossils are formed not exactly we all know
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they're the remains of living organisms sort of entombed in rock
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but i don't know how they get to be there well he basically went through the stages
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that make that happen so did he talk about the conditions that bring about fossilization Yes, and he used a fish as an example.
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Here, I'll show you my notes.
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Wow, these are great diagrams, Junie.
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Thanks.
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OK, stage one.
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Ah, yes, that's right.
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A lot of fossils form underwater, don't they?
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Yeah, like as soon as a fish dies, it sinks to the bottom of the ocean, and as long as a predator doesn't come along, it just lies there.
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Undisturbed.
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That's right.
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And since the ocean bed's soft, well, much of it is, plus it's muddy as well, the fish gradually gets covered over and can't be seen anymore.
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Hmm.
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Apparently, for a fossil to begin to form, you also need conditions where the light is minimal and there's very little oxygen.
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So the organic matter doesn't break down too quickly.
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Yes.
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And, you know, there are fault lines, even on the seabed, and the rocks can move.
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Yeah, so once the fish gets buried, I guess that has to happen quite quickly.
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All the sand and sediment piles up into layers
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and the huge pressure and weight of all the layers compacts it and you move on to stage two,
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where it gets heavier and heavier until it becomes hard rock.
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there'd be no water left so the fish skeleton would be entombed it can stay like
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that for millions of years can't it it can but during
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that time the bone in the skeleton is replaced by minerals i see
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and these minerals sort of mimic the shape of the skeleton yes
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and that's how you get a fossil but how do we find them
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if they're buried so far down again it's all down to the movement of the earth's plates.
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In the last stage, many millions of years after the fossil has formed, the rock may lift and eventually be above sea level.
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Meanwhile, the surface of the rock wears away?
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Yes.
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Another natural process called erosion wears away the rock until one day you can see the tip of the fossil.
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And you break open the rock and there it is.
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It's incredible, really.
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unit 5 speaking exercises 2 and 3 actually there are a number of objects
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that i could talk about in my home
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so it's quite hard for me to decide what to choose
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however i'm going to talk about a very special necklace
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that i keep in my attic first i think i'll tell you where it came from Basically, it was an inheritance from my grandmother,
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who was ninety -five years old when she died.
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As far as I know, she'd been given it by someone, possibly an aunt, who'd bought it in a market in India.
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It's a pity I didn't ask my grandmother.
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I'd know its origins for certain if I'd asked her.
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Anyway, undoubtedly it's pretty ancient now, probably an antique, although I've no idea what it's worth.
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But, as my mother says, you can't put a price on something that has sentimental value.
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If I were to lose it, I'd be really upset.
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Just looking at it, I don't think you get an idea of its age.
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You wouldn't realize how old it was unless you examined it closely.
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I wouldn't say that it's strikingly beautiful, or something you'd choose to put on to go out for the evening.
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It's just a long line of blue beads that are quite chipped and faded now.
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They look pretty worthless, not as eye -catching as the gold necklace that I got for my twenty -first birthday.
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Actually, I don't use the beads for anything because, as I said earlier, I don't wear them.
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They're not at all fashionable.
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In fact, I don't really like beads, but having said that, I'll always keep them.
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If I were to throw the beads out, I wouldn't be able to forgive myself.
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I'll pass them on to my children, so that they become an equally important family treasure for them.
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It's funny to think, but if it hadn't been for my granny's aunt, I wouldn't have inherited that necklace.
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Unit 5.
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Speaking.
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Exercise 7.
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Why do you think some people like to keep old things, while others don't have any interest in doing this?
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Actually, I'm sure there are all sorts of reasons, but perhaps the main one is space.
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You know, if I were to live in a small apartment, I wouldn't be able to store much.
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On the whole, people who are hoarders tend to have large attics or spare rooms or cupboards where they can put things.
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I think it must be a question of personality.
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And by that, I mean, well, some people are really sentimental, so they don't like to throw away things like cards or presents.
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even though they don't want them anymore i guess you know
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were they to throw them away they'd feel a sense of loss whereas other people maybe don't care
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that much they're just happy to focus on the present unit
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five pronunciation exercise two well old things are full of memories and i think that's the main reason why people keep them.
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Perhaps the most obvious example is photographs.
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I mean, although people might get rid of the ones that they don't like themselves in, they often keep others because they remind them of a special person or event.
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この動画がスピーキング練習に最適な理由
日常的な会話が自然に展開されるこの動画は、英語スピーキング練習にぴったりです。フォッシルの話をめぐる2人の会話は、リアルな口語表現やイントネーションが満載。特に「That's a pity.」「I bet they become prized possessions」など、教科書にはない自然なフレーズが多く、shadow speak（シャドーイング）の素材として最適です。会話の流れもスムーズで、聞き取りやすいだけでなく、自分で話すときのパターンも学べます。
自然な表現を分解してみよう
- 「I hadn't really expected to enjoy it, but it was fascinating.」
過去の予想と現実の対比を表す文で、「hadn't expected」が自然な過去完了形の使い方。「but」で逆接をつなぐことで、会話にリズムが生まれます。 - 「He said he wasn't looking for it at the time.」
「wasn't looking for」は過去進行形で、「その時探していたわけではなかった」というニュアンスを正確に伝えます。日常会話では進行形を使うことで、状況をリアルに描けます。 - 「It's not for people who want instant success.」
「instant success」（即効的な成功）というフレーズが印象的。「who want...」の関係代名詞節を使って、対象を明確にしながら、短く力強い意見を述べています。
シンプルなシャドーイング練習ルーティン
英語シャドーイングの基本は「聞いて即座に繰り返す」こと。この動画を使った練習方法は次の通りです。まず、10秒ほどの会話を再生し、すぐに同じ速さ・イントネーションで繰り返します。その時、声を出して自分の発音を録音しましょう。録音したものを元の会話と比べて、「リズムが合っているか」「弱音や強調が同じか」をチェック。1文ずつ徹底的に練習し、3回繰り返したら、次の部分に進みます。このshadowspeakの方法で、自然な発音と会話の流れを身につけることができます。
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 |
|---|---|
| 条件文 if + 節, will/would + 動詞 — 条件とその結果 | if they keep looking, they will find · If I were to lose it, I'd be |
| 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 | being amazed · are formed · can't be seen |
| 関係詞節 who / which + 節 — 人や物について情報を加える | people who want · people who are |
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。