シャドーイング練習: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - 動画で英語スピーキングを学ぶ

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The topic of today's class is reducing risks from natural hazards.

Notice I said natural hazards, not natural disasters.

Natural hazards are events in nature like hurricanes, earthquakes, and tsunamis.

We know they can be dangerous, but not all are.

There are many small tsunamis and earthquakes we don't even notice, and hurricanes that just die out.

By the same token, we know they can create terrible disasters in which many people die and widespread damage is sustained.

Three prime examples of this are the earthquake in Pakistan in 2005, Hurricane Katrina in the US in the same year,

and the tsunami in the Indian Ocean in 2004.

Now all of you remember those, don't you?

Well, today we'll examine ways to reduce our risks from natural hazards so they don't become natural disasters.

We can't stop earthquakes or hurricanes or tsunamis, but there are things we can do to try to minimize or limit their impact.

So, I'm going to divide this lecture into two parts.

First, we'll look at some of the factors that go into designing an emergency plan.

You may be familiar with some of this based on what's in place in your own communities.

Then I want us to turn to the role of education in reducing risks to people in disaster-prone regions.

But first, let's go over the terms we'll be using.

The first is disaster preparedness.

To prepare means to get ready, right?

Preparedness is the state of being ready.

Another term is mitigation.

To mitigate means to make less severe, not as bad.

We use the phrase disaster preparedness and mitigation to talk about what to do to prepare for natural disaster,

so that the impact will be less severe and people will suffer less.

We can try to lessen or mitigate the damage so that people can quickly return to their normal lives.

Now I'll present some factors involved in generating an emergency response plan.

First, government officials need to identify the risks.

What are the natural hazards?

For example, in Japan there are earthquakes and typhoons.

In the US, hurricanes and fires.

There are several natural hazards in every country.

Second, the government needs to establish a channel of communications with scientists.

Scientists must be able to share information regularly with the government as they collect data about risks.

Third, government officials need to work out a process for briefing the public on what scientists tell them.

The problem is, experts can't predict natural hazards with 100% accuracy.

For example, they may know a hurricane is forming, but can't say exactly when or where it will go.

Despite this, public officials still have to decide what to tell the public and when.

They can wait and say nothing, or they can tell people to evacuate.

If they wait too long, lots of people might get hurt.

But if they tell people to evacuate and then nothing happens, people may get angry.

In the future, they may not cooperate.

Communicating with the public is a huge challenge for officials.

Here's an example.

In 2005, before Hurricane Katrina hit New Orleans, people were told to evacuate.

But 61% of them didn't.

We know some stayed because they had no transportation, no choice.

But of the 61% who didn't leave, 37% said they simply ignored the order to evacuate.

Why?

Because they didn't want to leave their homes.

Scientific information doesn't do much good if it's ignored.

Yet ultimately, officials must try to keep people safe.

A fourth factor is evaluating what services are needed.

For example, are there sufficient numbers of police, firefighters and emergency workers who are trained to respond to a natural disaster?

Is there a network in place for emergency workers to distribute supplies, such as bottled water, food, blankets and medicine?

Is there a way to inform the public about the emergency plan

so that they know where to go and what to do before, during and after a natural disaster?

Related to this evaluation is the fifth and final factor, setting spending priorities.

Countries have to decide whether to spend money for things they need now, like new schools and roads,

or to allocate money to prepare for a natural disaster that may never happen.

Now let's turn to the role of education in emergency planning.

Experts agree that educating the public, especially children, about the risks is essential.

Here's one way.

The United Nations group UNESCO has launched an international campaign called Disaster risk reduction begins at school.

In turn, many schools in countries like Turkey, France, Mexico and Cuba now have disaster preparedness and safety programs.

The logic behind this UNESCO program is education will help children understand the risks where they live.

They'll know specific things to do before, during and after a natural disaster to make everyone in their communities safer.

The hope is that as more children are educated, there will be fewer victims of natural disasters.

For example, in Turkey, earthquakes threaten the safety of about 5 million children.

So there is now an earthquake education program targeted at students countrywide.

And in Cuba recently, with more school programs about hurricanes, there have been fewer hurricane victims.

That's great news.

So let's review what we've covered today.

I mentioned five factors in an emergency plan and how education of children is considered vital to disaster preparedness and mitigation.

I feel a lot of hope now because so many countries see how important a good emergency plan is.

Well that's all for today.

We'll see you next time.

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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C1レベルのスピーキングレッスンは、動画「CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT」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：disaster, natural, hurricane, emergency, risk。この動画には、シャドーイング用の文が75文、単語が919語あります。音声の長さは6:55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。単語の84%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15語を、発音と意味つきで紹介します。

単語	発音	意味
hazard 名詞	/ˈhæzəd/	ハザード, 危険
tsunami 名詞	/(t)suːˈnɑːmi/	津波, 津浪
evacuate 動詞	/ɪˈvæk.ju.eɪt/	疎開する, 避難する
educate 動詞	/ˈɛd͡ʒ.əˌkeɪt/	教える, 教育する
allocate 動詞	/ˈæl.ə.keɪt/	取り置く
firefighter 名詞	/ˈfaɪ.ɚˌfaɪ.tɚ/	消防士, 消防隊員
typhoon 名詞	/taɪˈfun/	台風, 颱風
distribute 動詞	/dɪˈstɹɪbjuːt/	分ける
cooperate 動詞	/kəʊˈɒp.ə.ɹeɪt/	協力する
minimize 動詞	/ˈmɪn.ɪˌmaɪz/	最小化する
token 名詞	/ˈtoʊkən/	トークン
threaten 動詞	/ˈθɹɛt.n̩/	脅す, 脅迫する
evaluate 動詞	/ɪˈvaljʊeɪt/	評する
blanket 名詞	/ˈblæŋ.kɪt/	毛布
predict 動詞	/pɹɪˈdɪkt/	予言する

動画に出てくる句動詞

単語	意味
die out 動詞	死に絶える

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	is sustained · were told · are needed
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	has launched · have been · we've covered

注意したい発音

話し手はwe'll, can't, didn'tなど、短縮形や弱形を18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。

長い単語（アクセントの位置に注意）: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/

日本語話者が苦手な音：

/v/ — /b/ にならないように、上の歯を下唇に当てる: evacuate /ɪˈvæk.ju.eɪt/, evaluate /ɪˈvaljʊeɪt/
/f/ — 「フ」ではなく、上の歯と下唇で出す: firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, typhoon /taɪˈfun/
子音の連続 — 間に母音を入れない: preparedness /pɹɪˈpɛɹ(ə)dnəs/, tsunami /(t)suːˈnɑːmi/, countrywide /ˌkʌn.tɹiˈwaɪd/, distribute /dɪˈstɹɪbjuːt/, prone /pɹəʊn/

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。hazard, tsunami, evacuate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 →

シャドーイング練習: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - 動画で英語スピーキングを学ぶ

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