シャドーイング練習: English Pronunciation Study: What did you do Today? (Ben Franklin Exercise) - YouTubeで英語スピーキングを学ぶ
C1
In this American English pronunciation exercise,
279 文
文が短すぎたり長すぎる場合は、Editをタップして調整してください。
1
In this American English pronunciation exercise,
2
we're going to study some conversation.
3
Today it's going to be a Ben Franklin exercise,
4
where we analyze the speech together.
5
Today's topic, what did you do today?
6
Great.
7
Let's get started.
8
Tom, what did you do today?
9
Tom, what did you do today?
10
Lots of interesting things happening here.
11
I noticed first of all that I've dropped the T here.
12
What did?
13
What did?
14
What did you do?
15
I'm also noticing I'm getting more of a J sound here.
16
Ju, ju, what did you, did you?
17
So the D and the Y here are combining to make the J sound.
18
So we have, what did you,
19
what did you, what did you?
20
Tom, what did you do today?
21
The other thing I notice is that the T here is really more of a flap sound, a D.
22
Do-da, do-da, do-da-day.
23
This is most definitely a schwa,
24
so we're reducing this unstressed syllable to be the schwa.
25
Today, today, do-da-day, do-da-day.
26
Tom, what did you do today?
27
Tom, what did you do today?
28
Today.
29
Today.
30
Today I woke up.
31
Now here we have today three times.
32
Always the first syllable is reduced to the schwa sound,
33
but I'm noticing that these T's are all true T's and not flap T's.
34
That's because they're beginning sentences.
35
So we're not going to reduce that to a flap T.
36
In the case up here,
37
do today, it came, the T in today came between a vowel,
38
do, the oo vowel, and schwa sound,
39
and that's why we made this a flap sound.
40
But here, we're beginning a sentence,
41
so we're going to go ahead and give it the true T sound,
42
though we will most definitely reduce to the schwa.
43
Today.
44
Today.
45
Today.
46
Today.
47
Today.
48
Today.
49
Today.
50
Today.
51
Today.
52
I woke up.
53
Everything was very connected there,
54
and I know that when we have something ending in a vowel or diphthong sound,
55
and the next word beginning in a vowel or diphthong sound,
56
that we want that to really glide together.
57
Today I, today I, today I.
58
And any time we have a word that begins with a vowel,
59
we want to say, hmm,
60
does the word before end in a consonant sound?
61
It does.
62
It ends in the K consonant sound.
63
Woke up, woke up.
64
So to help us link,
65
we can almost think of it as beginning the next word.
66
Woke up.
67
Today I woke up.
68
Today.
69
Today.
70
Today I woke up, and I went for a run.
71
And I went for a run.
72
Tom dropped the D here,
73
connected this word and to I,
74
and I, and I, and I.
75
This was the schwa sound.
76
So he's reduced and, and I, and I.
77
And I went for a run.
78
Fura, fura.
79
Tom reduced the vowel in the word for to the schwa,
80
and we've connected these two function words together.
81
Fura, fura, fura.
82
This is also a schwa.
83
Fura, fura, fura run, fura run,
84
and I went for a run.
85
Can you pick out the two stressed words here?
86
Went, run.
87
Those are the two words that have the most shape in the voice, the most length.
88
And I went for a run.
89
And I went for a run.
90
Again, he's got the intonation going up here at the end because,
91
comma, he's giving us a list here.
92
And there's more information about to come.
93
Today I woke up and I went for a run,
94
and I went for a run,
95
and I went for a run,
96
and then I just worked.
97
And now here Tom did pronounce the D,
98
he linked it to the next word beginning with a vowel,
99
which is just this thought word that we say when we're thinking.
100
And, and, again, the intonation of the voice is going up at the end,
101
and signaling, comma, not a period, more information coming.
102
And, and, and, then I just worked.
103
Worked, worked, then I just worked.
104
Here finally we have the intonation of the voice going down at the end so we know period,
105
end of the sentence, end of the thought.
106
Then I, he connected this ending consonant to the beginning vowel,
107
the diphthong I, I, to smooth that out.
108
Then I, then I, then I just worked.
109
Did you notice Tom dropped the T here?
110
We did not get just worked.
111
Just worked.
112
He didn't release it.
113
This happens often when we have a word that ends in a cluster with a T,
114
when the next word also begins with a consonant.
115
In these cases often, the T will get dropped.
116
I just worked.
117
I just worked.
118
I just worked.
119
Do you notice that the ED ending here is pronounced as a T sound?
120
That's because the sound before, The K is unvoiced.
121
So this ending will also be unvoiced.
122
Worked.
123
Worked.
124
And I went for a run,
125
and then I just worked.
126
And then I just worked.
127
And then I just worked.
128
So where do you run?
129
So where do you run?
130
Now this is a question,
131
but did you notice the intonation went down at the end?
132
Run.
133
Run.
134
That's because it's a question that cannot be answered with just yes or no. Yes,
135
no questions go up in pitch at the end.
136
All other questions tend to go down in pitch at the end.
137
Where do you run?
138
Do you hear the stressed words in that question?
139
Where?
140
Run.
141
So where do you run?
142
Longer words, more up, down shape of the voice.
143
Where?
144
Run.
145
So where do you run?
146
I run in Fort Greene Park.
147
What do you hear as being the stressed syllables there?
148
I run in Fort Greene Park.
149
I run in Fort Greene Park.
150
I hear da-da-da-da-da-da.
151
Definitely I hear Fort, Greene,
152
and Park all being longer,
153
all having that shape in the voice.
154
I run in Fort Greene Park.
155
Also I is a little bit more stressed than runnin'.
156
I, I, da-da-da, da-da-da.
157
I runnin'.
158
I runnin'.
159
Runnin'.
160
Runnin'.
161
So those two words are really linked together because we have an ending consonant and a beginning vowel.
162
Runnin', runnin', I runnin'.
163
I runnin' Fort Green Park.
164
I runnin' Fort Green Park.
165
I runnin' Fort Green Park.
166
I runnin' Fort Green Park in Brooklyn.
167
In Brooklyn.
168
Brooklyn, a two-syllable word.
169
One of the syllables will be stressed.
170
What do you hear as being stressed?
171
Brooklyn.
172
Brooklyn.
173
Definitely it's that first syllable.
174
Brook.
175
Brooklyn.
176
Brooklyn.
177
In Brooklyn.
178
In Brooklyn.
179
In Brooklyn.
180
So what are you doing after this?
181
So what are you doing after this?
182
How was I able to say so many words quickly but still be clear?
183
First of all, I'm dramatically reducing the word R to the schwa R sound, er, er.
184
That means the T here is now coming between two vowel sounds,
185
and I'm making that a flap T sound,
186
which sounds like the D between vowels.
187
Water, water, water.
188
Also the word you is unstressed.
189
So it's going to be in that same line,
190
what are you, what are you,
191
what are you, what are you.
192
Very fast, quite flat, lower in volume.
193
What are you doing?
194
Now here we have a stressed word.
195
Do, doing, doing.
196
What are you doing?
197
Do you hear how the syllable Do.
198
Sticks out of that phrase more than anything else.
199
What are you doing?
200
What are you doing?
201
After this.
202
Another stressed word here.
203
So what are you doing after this?
204
So what are you doing after this?
205
So what are you doing after this?
206
After this, nothing.
207
Tom's speaking a little bit more slowly than I am here.
208
After this, nothing.
209
We have two, two-syllable words here.
210
Which syllable is stressed?
211
Let's take first the word after.
212
If you think you hear the first syllable as being stressed, you're right.
213
AF.
214
After.
215
Der, der, der.
216
The second syllable, very low in pitch, flat and quick.
217
After.
218
What about the word nothing?
219
Again, it's the first syllable.
220
ING endings, even though this isn't an ING verb, will be unstressed.
221
Nothing.
222
Nothing.
223
Nuh.
224
Nuh.
225
Nothing.
226
After this, nothing.
227
After this, nothing.
228
After this, nothing.
229
No plans.
230
No plans.
231
Nothing reduces in this phrase.
232
I'm really hearing this as two different stressed words.
233
They're both one syllable.
234
No plans.
235
No plans.
236
No plans.
237
No plans.
238
No plans.
239
No plans.
240
No plans.
241
No plans.
242
Should we get dinner?
243
Yeah.
244
Should we get dinner?
245
One of the things I notice is I'm dropping the D sound.
246
Should we, should we, should we get,
247
should we get, should we get.
248
That's helping me say this less important word even faster.
249
Should we get dinner?
250
I notice that the T here is a stop T.
251
I don't release it.
252
It's not get dinner.
253
It's get, Get, get, get dinner, get dinner.
254
Should we get dinner?
255
Should we get dinner?
256
Should we get dinner?
257
Should we get dinner?
258
Should we get dinner?
259
Do you notice in this question,
260
my voice does go up in pitch at the end.
261
Dinner, dinner.
262
That's because this is a yes, no question.
263
Pitch goes up.
264
Should we get dinner?
265
Should we get dinner?
266
Yeah.
267
As you probably know, a more casual way to say yes.
268
Should we get dinner?
269
Yeah.
270
Should we get dinner?
271
Yeah.
272
Working this way with any video or audio clip can help improve your listening comprehension and your pronunciation.
273
That's it, and thanks so much for using Rachel's English.
274
Don't stop there.
275
Keep learning with my fun American English in Real Life playlist,
276
my Reduction in Lincoln playlist,
277
or any of the playlists on my channel.
278
And don't forget to check out rachelsenglish.com,
279
where there's lots more to work with.
アプリをダウンロード
話したすべての文をAIが採点
TRENDING
人気動画
コンテキストと背景
このビデオでは、アメリカ英語の発音練習を通じて、日常会話の一部を学びます。特に「今日は何をしましたか？」というテーマに沿った会話を分析します。話し手であるトムと対話の中で、発音のニュアンスや音の連結に焦点を当てています。このレッスンは、英語の発音を良くするために非常に効果的であり、特にIELTS スピーキング対策を目指す学習者にとって役立ちます。
日常コミュニケーションのための5つのフレーズ
- 今日は何をしましたか？ - What did you do today?
- いろいろな興味深いことがありました。 - Lots of interesting things happening here.
- 今日は目覚めました。 - Today I woke up.
- トム、今日は何をしましたか？ - Tom, what did you do today?
- このTの音はフラップ音です。 - The T here is really more of a flap sound.
ステップバイステップシャドーイングガイド
このビデオで紹介されている内容を効果的に学ぶためには、以下の手順に従ってください。
- ビデオを視聴する: 最初にビデオを一度通して観覧し、全体の流れを理解しましょう。この段階では、内容を大まかに把握することが重要です。
- 発音に注目する: 特に「T」の音や「J」の音のような微妙な違いに注意を払いながら、話し手の発音を聞きます。これが英語スピーキング練習において非常に重要です。
- シャドーイングを行う: ビデオの音声を真似しながら同時に声に出してみます。この練習法は、英語の発音を良くするだけでなく、リズムやイントネーションを体に覚えさせるのに役立ちます。
- フレーズを反復練習: 上記の5つのフレーズを繰り返し練習します。特に「今日は何をしましたか？」のような基本的な質問は、日常会話でも頻繁に使われるので、積極的に使ってみましょう。
- 録音して確認する: 自分のシャドーイングを録音し、発音や流れを自己評価します。これにより、自分の成長や改善点を把握できます。
この方法を通じて、YouTubeで英語学習をしながら自然な英語の発音を身につけ、IELTS スピーキング対策に向けた確実なステップを踏むことができます。
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。