シャドーイング練習: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - 動画で英語スピーキングを学ぶ

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Today I'm going to talk about one theory in education that has had a big impact on the classroom.
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It's the theory of multiple intelligences.
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Multiple means many.
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Intelligence is difficult to define.
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During today's class as we discuss the theory of multiple intelligences, I'm going to use the term intelligence to mean strength.
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a strong ability.
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This is a broader way of thinking about intelligence than usual.
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So first, I'm going to go over the theory.
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Then I plan to present how the theory has affected what some teachers now do in the classroom.
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Before I do that, I want to say a few words about how intelligence is often determined.
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As we all know, Written IQ test is still the main tool used to measure intelligence.
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IQ, by the way, stands for intelligence quotient.
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Quotient means Number.
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A high school on an IQ test, say 130, is interpreted to mean A person is very intelligent.
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A skull of a hundred is average.
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However, many factors can affect someone's score, including cultural background, education, or even the fact that they aren't good at taking tests.
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For these reasons, some people say traditional IQ tests don't accurately measure intelligence.
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Another reason to question IQ tests is the theory of multiple intelligences.
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Harvard University's Dr. Howard Gardner and others have explored the notion that we each have many types of intelligence.
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What makes us different from one another is which intelligences are stronger.
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Now I'm going to present nine intelligences they have identified.
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Keep in mind that they say, We each have all of these intelligences.
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The first is verbal intelligence.
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people with strong verbal intelligence can speak and write well.
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This type of intelligence is valued in most schools and on written tests.
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The second is mathematical intelligence, the ability to work well with numbers and diagrams.
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Think of someone who uses logic to solve problems and make decisions.
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The third is musical intelligence.
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People with strong musical intelligence, they feel sound.
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They feel music.
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They connect to sounds around them.
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Are you with me so far?
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Okay.
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The fourth is artistic intelligence.
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People with strong artistic intelligence are sensitive to color, light and shapes.
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They are good at drawing, painting, fashion, lots of creative things.
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The fifth kind of intelligence is spatial.
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We use spatial intelligence to create mental images to remember information.
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Think of someone who understands charts and maps easily.
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Who has a good sense of direction and doesn't get lost on mountain hikes?
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The sixth is kinesthetic or body intelligence.
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It's related to moving, to learning, and remembering information by doing.
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The seventh is interpersonal intelligence.
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That's Enter.
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means between people.
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It's knowing how to work well with others in social situations like work or school.
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The eighth is intrapersonal intelligence.
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Inch remains within oneself.
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It's about being uniquely aware of our own emotions and needs.
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For example, My brother John doesn't like crowds.
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He doesn't go to clubs or to the mall.
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He's happier alone.
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or in a smaller group.
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The 9th kind of intelligence.
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is nature intelligence.
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Understanding one's connection with nature and the environment.
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Remember the theory says we each have all of these intelligences.
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We just vary as to which intelligence is stronger Think of your friends.
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and what each is good at.
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- Yeah.
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So now I wanna shift our discussion to the impact of the theory of multiple intelligences on teaching.
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If teachers accept the theory, how does this affect what they do in the classroom?
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There are two effects.
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One is on how they teach, the other is How do they test their students?
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To teach, they need to use a variety of teaching techniques in order to reach the most students.
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What works best for one student might not work best for another.
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to test or assess what students understand, teachers need to give students options besides taking a written test.
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Let's use an example.
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As I give the example, I want you to write down the intelligences you can identify, okay?
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So a teacher, Mrs. Sanchez, wants to teach her students about trees.
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Here's what she does: First, she talks about types of trees, She also draws a diagram on the board.
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Then they go outside, walk around, look at, and touch trees near their school.
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back in the classroom, She asked them to draw pictures of trees.
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Finally, she teaches them a song about trees.
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Did you get which intelligences she worked with when they went outside?
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How about when she had them draw pictures?
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All right, now she needs to test or assess what the students know.
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She gives them choices.
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For example, they can write about trees, draw a picture, make a chart, or create a song.
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anything is acceptable as long as it contains the tree material she taught them.
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This is a key point.
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I realize you might think drawing a picture or creating a song isn't a real test.
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but if we have multiple intelligences What's the logical conclusion?
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Isn't it that students will benefit from using a variety of ways to demonstrate what they understood?
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A written test may not be the best way to assess every student.
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- Yes.
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This brings up the whole issue of standardized tests, and whether they discriminate against students who don't have strong verbal and mathematical intelligences.
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For next time, think about this with regard to what you've heard today.
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背景とコンテキスト

この講義では、教育における重要な理論、すなわち「多重知能理論」についてお話ししています。この理論は、私たちが異なる知的能力を持っていることを示しており、それぞれの強みが異なるため、個々の才能を評価する新しい方法を提供します。特に、従来のIQテストは文化的な背景や教育に影響されるため、全ての知能を正確に測定できるわけではありません。このような背景を理解することは、効果的に英語を学ぶためにも重要です。

日常会話のためのトップ5フレーズ

  • 多重知能: 教育現場での異なる知能の重要性を認識するための基盤となる言葉です。
  • 教育的影響: 理論がどのように教師の日常業務に影響を与えるかを考える際に使います。
  • 論理的思考: 問題解決や意思決定に必要な能力です。
  • 感情の認識: 自己の感情やニーズに気づくことの重要性を示します。
  • 社会的な状況: 他者と協力して働くための能力を表現する際に役立ちます。

段階的シャドーイングガイド

この講義をシャドーイングするためのステップバイステップガイドを紹介します。まず、YouTubeで英語学習として、この動画を視聴してみましょう。以下は、シャドーイングを行うための具体的な手順です。

  1. 動画を視聴: 最初に動画を通して見てみて、講義の流れや主題を掴みましょう。
  2. フレーズをメモ: 日常会話に使えるフレーズをメモし、暗記します。特に重要なフレーズに焦点を当ててください。
  3. 音声を再生: 短いセクションを選び、音声を再生します。発音を注意深く聞き、言葉のリズムを感じます。
  4. シャドーイング実施: 聞いた音声に合わせて声に出してみてください。shadow speakを利用して、発音やイントネーションを模倣します。
  5. 繰り返し練習: 同じセクションを何度も繰り返し、自然に話せるようになるまで練習を続けましょう。

このプロセスを続けることで、英語の発音を良くすると同時に、言語能力も向上させることができます。シャドーイングサイトを活用して、自分の進捗を追跡するのもおすすめです。

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
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 affected · have explored · have identified
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 often determined · is interpreted · is valued
関係詞節 who / which + 節 — 人や物について情報を加えるsomeone who uses · someone who understands · students who don

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 →