シャドーイング練習: IELTS Academic Task 1 | Line Graphs Made Easy - 動画で英語スピーキングを学ぶ
レッスンを作成中...
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I used to be an IELTS examiner and I've evaluated thousands of students' answers.
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I know what you need to do to get a high score based on the IELTS marking criteria, and I'm going to show you in this video.
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My name is Eli, and my IELTS courses have helped students score band 7, band 8, and even band 9 in IELTS writing.
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You can start all of my IELTS courses for free at englishprotips.com.
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In today's lesson, we're focusing on IELTS writing.
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We're going to write a model answer for this line graph.
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By the way, make sure to download the PDF checklist and use it when you're writing your own answers.
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Let's look at the graphic in a bit more detail.
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The graph below shows the number of tourists visiting a particular Caribbean island between 2010 and 2017.
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We have the trend for visitors staying on cruise ships, visitors staying on the island, and the total number of visitors to the island.
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Before we write a model answer, let's recap some of the vocabulary for line graphs.
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How would you describe this trend?
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Between 2010 and 2017, the number of visitors staying on cruise ships,
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something from 0.25 to 0.5 million.
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What would you put in this space?
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Perhaps increased, rose, grew, climbed,
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went up or if you're paying a lot of attention doubled.
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These are all great verbs for describing upward trends.
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I would avoid using extreme verbs like surged, plummeted, rocketed, skyrocketed.
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These aren't as appropriate for academic task one.
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We could also use a noun here.
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There was an something in the number of visitors between 2010 and 2017.
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There was an increase.
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There was an upward trend.
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There was a rise.
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There was growth in the number of visitors.
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These are all great nouns for describing upward trends.
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Now we might also want to use a different word to talk about how great the degree of the increase is.
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There was a something increase.
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You could say there was a minimal increase, a marginal increase, a slight increase, a small increase.
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These are all great adjectives.
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Or if the trend looks like this, there was a moderate increase.
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Or like this?
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There was a large increase.
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Considerable, noticeable, significant, substantial, steep, sizable.
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These are all great adjectives that you could use.
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What I'd recommend is taking, say, three or four and using them regularly in your practice answers.
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However, what would you do if the sentence started like this?
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The number of visitors increased something.
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In this case, we need to use an adverb.
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The number of visitors increased minimally, marginally, slightly, smally.
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No, we can't say smally.
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What can we put instead of small or large?
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We can put to a small extent or to a large extent.
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Now how would you describe this trend?
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Between 2010 and 2017 the number of visitors staying on cruise ships?
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Decreased, fell, declined, went down or halved.
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These are all great verbs for describing downward trends.
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And then there was a something in the number of visitors.
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There was a decrease, there was a downward trend, there was a fall, there was a decline.
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All great nouns for describing downward trends and we can use the same adjectives and adverbs.
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However, what is if you see a trend like this.
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The number of visitors staying on cruise ships, something between 2010 and 2017, stayed the same.
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Stayed constant, remained at 0.5.
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All great vocabulary for describing this trend.
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And this trend?
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This is a common thing that you'll see in line graphs.
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The number of visitors staying on cruise ships plateaued from 2014, which means it went up and then it stayed constant.
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And this, the number of visitors staying on cruise ships fluctuated throughout the period.
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Let's go back to our academic task 1 graphic and I would challenge you, how would you describe these trends?
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You can pause the video and just describe them to yourself.
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Now we're going to write our model answer for this.
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The first thing that we're going to do is analyze the graphic.
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We're going to spend one to four minutes doing this.
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The first thing to notice is visitors staying on cruise ships
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plus visitors staying on the island equals the total number of visitors.
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If you didn't notice this, you wouldn't really be able to get above band six for task achievements.
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The other thing I would pay attention to is the general trends.
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The total number goes up.
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The visitors staying on islands goes up.
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The visitors staying on cruise ships also go up.
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So I would draw these lines on the graphic.
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Then I would circle particular points in the line graph where I think important things happen.
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I'd say the most important is this point here.
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Why?
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Because this is where visitors staying on the island is surpassed by visitors staying on cruise ships.
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So I would make sure to mention that.
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The final thing you should do
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when you're analyzing the graphic is to think about a logical way to organize your body paragraphs.
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There are two ways to do this.
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You can group by category or you could group by date.
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If you group by category you would have one paragraph on cruise ships, one paragraph on islands and one paragraph describing the total trend.
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If you group by date you would potentially have 2010 to 2013 roughly in the middle and then 2013 to 2017.
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Or you would choose a date where something significant happens.
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So that's how we would analyze the graphic.
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Let's move on to how we would write the introduction.
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For that we use this part and we can use a bit of a cheat sheet.
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The graphic type plus the verb plus the description.
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So it says the graph below and we can change that to the line graph.
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We've got the word shows and we can change that to presents.
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The number of tourists visiting a particular Caribbean island changes in
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the number of people traveling to a Caribbean island between 2010 and 2017.
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From 2010 to 2017, that would be a fine introduction.
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Let's just add a bit more.
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Separating those who stayed on cruise ships from those who stayed on the island alongside the combined total.
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We've now written our introduction.
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If you want to practice writing introductions for a range of different task 1 graphics, check out my academic task 1 writing course.
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I'll show you how to write high-scoring answers for any graphic type.
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You can watch video lessons, read model answers, do quizzes, download PDFs, and even get AI feedback on your answers.
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You can start for free at EnglishProtips.com.
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Let's move on to the overview.
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For the overview, you would look at the general trends.
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So the total number goes up, the visitors staying on the island goes up, and the visitors staying on cruise ships go up.
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So let's say that overall visitor numbers increased markedly across the period.
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We always start our overview with the word overall.
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We've got this phrase increased markedly.
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Increased markedly means a sizable increase, a steep increase, a large increase across the period.
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So we're showing the examiner that we're describing the trend throughout the whole period, from the beginning until the end.
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Now that would be enough for a good overview, however we can also mention some other details.
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Let's for example focus on this particular point here.
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So we'll notice that from 2010 to 2015 slash 16 the visitors staying on the island are the dominant group.
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However from that point onwards it's the visitors staying on cruise ships that take up a larger proportion of the total.
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Although island-based travelers accounted for the larger share for most years, so we've got accounted for the larger share, we're using comparative language.
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Let's continue.
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The sharp rise in cruise ship tourism played a decisive role
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towards the end of the time frame in pushing total arrivals to their highest level.
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We've got vocabulary like a sharp rise played a decisive role,
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it means was very important in pushing total arrivals to their highest level.
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So a superlative phrase.
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So we've now written a very high scoring overview.
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Let's go to the body paragraphs.
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Now, like I said earlier, there are two ways to organize the body paragraphs by category or by date.
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In this lesson, I'm going to show you how you can organize it by date.
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So I would have body paragraph one that looks at 2010 to 2013
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and then body paragraph two that looks at 2013 to 2017.
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Let's write body paragraph one first.
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Let's start by talking about what happens at the beginning of the trend.
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So this point here.
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At the beginning of the period total visitor numbers stood around
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one million with approximately three quarters staying on the island and the remaining quarter on cruise ships.
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Okay, great.
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We've got phrases like at the beginning of the period.
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We're showing the examiner immediately that we're talking about the very first year.
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We've also got approximately three quarters.
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So approximately or around is great vocabulary for describing data.
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We're not saying it is exactly three quarters.
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It's approximately three quarters.
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And the remaining quarter on cruise ships.
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So we've identified now
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that the total number is the figure for the cruise ships plus the figure for the islands
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and we're describing them as fractions.
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Three quarters on islands, one quarter on cruise ships.
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Now let's focus on what else happens between 2010 and 2013.
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Between 2010 and 2013 the overall figure climbs steadily to two million.
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Okay we're showing the examiner what period we're talking about and we're using vocabulary like climbed steadily.
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This increase was mainly the result of growth in island-based tourism
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which rose to about 1.5 million while cruise ship figures remained comparatively modest and showed only minor variation.
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This increase, we're referring back to the previous sentence, which rose to about 1.5 million.
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This is a non-defining relative clause which is advanced grammar I'll teach you in this lesson.
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Comparatively modest.
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A great phrase for describing how the trend changes.
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Minor variation.
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There's only small differences as the trend continues.
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Let's move now to body paragraph two.
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That's going to look at 2013 to 2017.
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After 2013 the pattern shifted noticeably.
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We're starting with a short topic sentence that tells the examiner that we're now looking at the period after 2013.
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The number of cruise ship visitors rose substantially, climbing from roughly 1 million in 2014 to 2 million in 2017.
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Rose substantially.
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Great vocabulary to say that it goes up to a large degree.
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We've also got this word climbing.
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Climbing from roughly 1 million to 2 million.
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Again, we're using what's called a participle clause.
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Again, advanced grammar I'm going to teach you in this lesson.
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As a result of this increase, by 2016 the number of visitors staying on cruise ships had surpassed that of island-based visitors.
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Now we've got the word increase here.
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Notice within two sentences we're using the word rise, climb, and increase.
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We're showing the examiner that we have lots of different vocabulary for describing the same trend.
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This shows a high variety of vocabulary which can help you to get a high score for LexCore resource.
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We also have the grammar had surpassed.
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This is the past perfect.
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Again, advanced grammar I'm going to teach you in this lesson.
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In contrast, the number of visitors staying on the island changed little, staying constant at around 1.5 million for most of the remaining period,
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apart from a temporary fall to about 1.25 million in 2016.
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In contrast, a great linking word that says we're going to describe a different trend.
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staying constant at around 1.5 million.
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Great vocabulary that we looked at at the beginning of this lesson.
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Together, these trends resulted in total arrivals reaching approximately 3.5 million in the final year.
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Approximately 3.5 million.
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Again, great vocabulary for describing data.
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We've now written high-scoring body paragraphs.
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Before you go, I want to teach you some of that advanced grammar that I told you about.
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Before that, let's look at some of the cohesive devices.
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So here's our answer in its entirety.
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Look at the words that I use.
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Words like overall, although, at the beginning of the period, between 2010 and 2013.
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This increase after 2013, as a result of this increase, In contrast, together, we use these cohesive devices,
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these linking words, to organize our answer in a logical and easy to read way.
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Some of the grammar.
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The first thing I want to teach you is participle clauses.
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This is such good grammar for academic task one.
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Let me show you what it is.
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The number of cruise ship visitors rose substantially.
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Now, we could write that as a sentence, and if we did, it's a good sentence.
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We've got rise substantially.
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Brilliant.
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However, if we add this second part, we go from say band six or seven to band eight or nine.
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Climbing from roughly one million in 2014 to two million in 2017.
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Okay, let me show you another example.
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In contrast, the number of visitors staying on the island changed little.
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Again, fine.
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Let's add something.
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Staying constant at around 1.5 million.
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Again, we've gone from a simple sentence to a complex sentence.
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The figure fell steadily.
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Fine.
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Declining from 80% to 40%.
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Okay, these are called participle clauses.
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We start with a main clause and then we add a participle clause starting ing.
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The way to do it is to make sure that these words mean the same thing.
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We're using a synonym here in the participle clause.
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The figure fell steadily, declining from 80% to 40%.
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Use participle clauses in your answers.
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I also want to teach you relative clauses.
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These are also used to give extra information.
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So we could say the increase was mainly the result of growth in island-based tourism.
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And we could stop there.
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Or we could improve it, which rose to about 1.5 million.
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So this which refers back to island-based tourism.
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We've got the noun and then we've got a comma with which and then we've got a verb.
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For example, The figure reached a peak in 2017.
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That's fine.
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That could be our sentence, or we add the non-defining relative clause, which marked the highest point of the period.
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Much better.
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Retail became less popular.
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Fine.
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Which resulted in a decline in applications.
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Much better.
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I also want to teach you the past perfect.
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We use this to describe an event that happens before a date.
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So if we look at our line graph and we want to describe what happens here, we could say, By 2016, the number of visitors staying on cruise ships,
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something that of island-based visitors.
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What would you put in this space?
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If you put had surpassed, you're showing advanced grammar.
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This is the past perfect.
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We form it by having by plus the time and then had and then a past participle.
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So by 2018, sales had reached 500,000 units.
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By 2020, the unemployment rate had fallen to 4%.
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The final grammar I want to teach you that's very useful for line graphs are comparatives and superlatives.
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This allows us to compare the trends.
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So in the essay, I said, island-based travelers accounted for the larger share, pushing total arrivals to their highest level.
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So the first one larger is a comparative.
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Now with comparatives we take the word large and then if it has one syllable we add er so larger.
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If the word that we're describing has more than one syllable for example beautiful or interesting then we add more or less.
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We don't say beautifuler, interestinger, no we say more beautiful, less beautiful.
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The same happens with superlatives.
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If it's one syllable we add EST, the highest.
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If it's two or more syllables we add most or least.
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So the most beautiful, the least beautiful.
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Now guys what I would recommend is that you write your own answers to this question.
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I'll put a link to the lesson below the video
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and you can write your own answer and get AI feedback on your writing.
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Best of luck with all of your studies and I'll see you in the next lesson.
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Bye then.
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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「IELTS Academic Task 1」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：visitor, trend, staying, island, cruise。 この動画には、シャドーイング用の文が254文、単語が2671語あります。 音声の長さは18:00です。 話す速さは1分あたり約148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82%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 |
|---|---|---|
| visitor 名詞 | /ˈvɪzɪtɚ/ | 訪問者, 客人 |
| paragraph 名詞 | /ˈpæɹəɡɹæf/ | 段落 |
| vocabulary 名詞 | /vəˈkæb.jə.lə.ɹi/ | 語彙, 語彙力 |
| clause 名詞 | /klɔːz/ | 節 |
| graph 名詞 | /ɡɹæf/ | グラフ, 図表 |
| participle 名詞 | /ˈpɑɹtɪˌsɪpəl/ | 分詞 |
| verb 名詞 | /vɝb/ | 動詞 |
| surpass 動詞 | /sɚˈpæs/ | 超える, 勝る |
| syllable 名詞 | /ˈsɪl.ə.bəl/ | 音節 |
| noun 名詞 | /naʊn/ | 名詞 |
| substantially 副詞 | 少なからず | |
| organize 動詞 | /ˈɔɹɡənaɪz/ | 組織する |
| adjective 名詞 | /ˈæd͡ʒ.ɪk.tɪv/ | 形容動詞 |
| superlative 名詞 | /suˈpɝlətɪv/ | 最上級 |
| analyze 動詞 | /ˈæn.əˌlaɪz/ | 分析する |
動画に出てくる句動詞
| 単語 | 意味 |
|---|---|
| go up 動詞 | 上がる, 登る |
| check out 動詞 | 試験する, 検査する |
| go down 動詞 | 降りる, 降下する |
繰り返し練習したい文
動画に出てくる短く完結した文です。日常会話でそのまま使えます。
- How would you describe this trend?
- What would you put in this space?
- However, what would you do if the sentence started like this?
- No, we can't say smally.
- What can we put instead of small or large?
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 you didn't notice this, you wouldn't really · If you group by category you would have · If you group by date you would potentially |
| 「used to」 used to + 動詞 — 今はもう違う過去の習慣や状態 | used to be · used to give |
| 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 | I've evaluated · have helped · We've now written |
| 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 surpassed · is advanced · are called |
注意したい発音
話し手はwe're, we've, I'llなど、短縮形や弱形を63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。
- 「sh」と「zh」の音: variation /ˌvɛəɹiˈeɪʃn̩/, fraction /ˈfɹæk.ʃən/
- 長い単語（アクセントの位置に注意）: vocabulary /vəˈkæb.jə.lə.ɹi/, participle /ˈpɑɹtɪˌsɪpəl/, examiner /əɡˈzæmɪnɚ/, comparative /kəmˈpæɹətɪv/, superlative /suˈpɝlətɪv/
日本語話者が苦手な音：
- /r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: vocabulary /vəˈkæb.jə.lə.ɹi/, participle /ˈpɑɹtɪˌsɪpəl/, markedly /ˈmɑɹ.kɪd.li/, comparatively /kəmˈpæɹ.ə.tɪvli/, marginally /ˈmɑɹd͡ʒɪnəli/
- /v/ — /b/ にならないように、上の歯を下唇に当てる: visitor /ˈvɪzɪtɚ/, vocabulary /vəˈkæb.jə.lə.ɹi/, verb /vɝb/, comparative /kəmˈpæɹətɪv/, adjective /ˈæd͡ʒ.ɪk.tɪv/
- /f/ — 「フ」ではなく、上の歯と下唇で出す: paragraph /ˈpæɹəɡɹæf/, graph /ɡɹæf/, fluctuate /ˈflʌkt͡ʃu.eɪt/, fraction /ˈfɹæk.ʃən/
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。visitor, paragraph, vocabulary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。