シャドーイング練習: Day 18 of 100 days shadowing challenge - 動画で英語スピーキングを学ぶ
レッスンを作成中...
1
Hello, this is 6 minutes English from BBC Learning English.
2
I'm Neil.
3
And I'm Pekka.
4
Neil, I noticed that you were checking your phone before you came into the studio to record this program.
5
Yes, I probably was.
6
You know, Pekka, I spend too much time looking at my phone.
7
And I really don't like it.
8
How are you?
9
I don't think you are alone.
10
I also spend way too much time looking at my phone.
11
Well, Pekka, we are both others.
12
But today, we are talking about screen time and children's screen time.
13
That's how much time you spend using devices like smartphones, tablets and laptops.
14
Yes, and it's a particular worry of many people that they shouldn't spend too much time on this device.
15
At the end of last year, Australia passed a set to choose a major IELTS for under 16.
16
And countries like the UK are considering similar measures.
17
So why did this?
18
In this episode, we will hear from a clinical psychologist
19
and researcher at the University of Cambridge talking about screen time and children.
20
As usual, we will be learning some useful new words and phrases.
21
And remember, you will find all these episodes vocabulary along with the screen on our website bbclearningenglish.com.
22
But first, Neil, I have a question for you.
23
According to the UK media regulator,
24
how many children 8, 3 to 4 have a smartphone? Is it A.
25
1 in 20, B.
26
1 in 10, or C.
27
1 in 5?
28
Wow, well, I'm gonna guess 1 in 20, but I think it's probably more than that.
29
Well, we will find out the answer later.
30
Dr. Emily Good-Arch is a research associate at the University of Cambridge.
31
Here she tells Simon M.
32
Carlton Brister of BBC World Service Program Test Live,
33
he heard her thoughts on whether we should take away a children's screen device completely.
34
Yeah, I think it's not as much as getting them away from technology,
35
but being really intentional about how we use technology with children.
36
For me, the board absolutely needs to be hired
37
and therefore I think about how to design products that think about children first.
38
and really think about how children at different stages learn and develop,
39
and then see if there's a way that technology can enable that.
40
And Emily highlights how rather than stopping children from using technology,
41
parents need to be more intentional about how the children use it.
42
An intention is a plan or reason to do something,
43
so to be intentional is to act with that plan or reason in mind.
44
This may take you act more carefully as a result.
45
Emily O says the board needs to be higher.
46
The idiom the board is low means that the standard expectations or requirements are minimal and very easy to meet.
47
Therefore, she believes that board needs to be higher.
48
Parents need to make their expectations higher.
49
They need to think or ask more carefully when considering how much time children spend with technology.
50
You might also hear people say set the board higher or lower.
51
Emily believes that being more intentional and setting the bar higher will enable children to learn and develop alongside technology.
52
If you enable something, you encourage somebody's ability to do something or to make something possible.
53
Now let's hear Dr. Becky Kennedy, a clinical faculty and founder of online parenting platform,
54
talking about how parents should have a teacher and children.
55
From BBC at World Service Program, Tech Life, I find parents are very, very eager to understand what really happening.
56
Around technology in kids and then have practical,
57
realistic things they can do in their home to make little self that feel better.
58
Becky has found that many parents are eager to understand their children's use of technology.
59
Eager is an adjective that describes wanting to do or have something very much.
60
Becky also talk about making little self.
61
Becky share has an example on a sheet that can help parents reduce.
62
Children screen time moving the device somewhere it can't be seen.
63
You can even say to a kid, you know why I'm moving?
64
It's actually
65
because it's a really hard time for me to spot the
66
best from you to see a screen in a room
67
and not once I wasn't setting you up for success then
68
explain how it's difficult for children to be expected to reduce their screen time if they can see their device.
69
Having the device is built doesn't set them up for success.
70
It says someone else for something you prepare them for it.
71
Yes, for example, earlier I said Neil for a job when I asked him a question about screen time.
72
Neil, I asked you, according to the UK media regulator, how many children in 3 to 4 have a smartphone?
73
And I said 1 in 20.
74
Well, it seems in fact C, what in FI?
75
Wow, I thought it may be more than I said.
76
Now let's recap the vocabulary we have learned.
77
Start with intentional.
78
It's an adjective to describe acting with a plan or reason in mind.
79
We have the expression the board needs to be higher.
80
To set the bar higher is to make your expectation higher.
81
We also had in the book, this is to increase someone's ability or to make something possible.
82
To be eager is to want to do or have something very much.
83
A shift is a small change.
84
You can also use it as a verb to mean changing something slightly.
85
And if you say someone else for something, you prepare them for it.
86
Once again, our 6 minutes are up.
87
If you enjoyed this episode, you will find a quiz and a free workshop to practice the vocabulary you have learned on our website.
このビデオでスピーキングを練習する理由は？
このビデオは、子供たちのスクリーンタイムについての重要な議論を提供します。子供たちとテクノロジーのバランスをとる方法について考えることは、実際の会話において非常に有益です。特に「意図的にテクノロジーを使用する」という概念を理解することで、あなたは自分の意見を述べたり、他人と対話する際に自信を持って話すことができます。このような時事問題を取り上げることで、英語のスピーキング能力が高まります。また、shadowspeakテクニックを活用することで、自然な発音やリズムを身に付けることも可能です。
文法と文脈における表現
このビデオでは、いくつかの重要な文法構造や表現が使用されています。以下に主なポイントを挙げます：
- 意図的に（be intentional）: これは、行動に計画や理由を持っていることを示す表現です。この表現を使うことで、自分の行動に対する責任感を強調できます。
- 期待を高める（set the bar higher）: 期待のレベルを上げることの重要性を示すフレーズです。これを使うことで、目標に対する高い意識を示すことができます。
- すべての段階（at different stages）: 子供たちが成長する段階に応じた対応が必要であることを表現します。また、これにより、相手に具体的な状況を伝えることができます。
一般的な発音の罠
このビデオにはいくつかの発音のトリックがあります。特に注意すべきは以下のポイントです：
- 意図的に（intentional）: 最初の母音が強く発音されることに注意が必要です。特に、英語では他の母音との違いをはっきりとさせることが肝心です。
- テクノロジー（technology）: 「テクノロジー」は、音節ごとに明確に発音する必要があります。多くの人がこの単語の発音を一気に言い切ろうとすると、誤解を生む場合があります。
これらのポイントに留意しながら練習を重ねることで、英語の発音を良くするだけでなく、スピーキング全体のスキルを向上させることができるでしょう。学んだ内容を実際の会話に活かすことによって、より自信を持って英語を話せるようになります。
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。