シャドーイング練習: IELTS listening actual test Part 3: organising a debate (answer+ transcript) - 動画で英語スピーキングを学ぶ

練習モードを選ぶ

各モードは全画面の練習ルームで開きます。

149 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
Now listen carefully and answer questions 21 to 26.
2
Right, now, you wanted to organise a formal discussion of some sort in the class, is that right, Daniel?
3
Yes, we thought it would be really good.
4
to end our psychology course with a formal debate, you know, where there's a statement and people argue for or against it.
5
Good idea.
6
Where did the enthusiasm come from?
7
Have either of you organised debates before?
8
Fiona?
9
No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.
10
And I know they have debates in lots of other departments here at the university.
11
I see.
12
So what do you think the students, you and the others, would get out of this?
13
Well, a debate will encourage people to study all sides of the subject matter.
14
And I also think listening to other people's ideas can have a focusing effect on your own.
15
Sometimes you kind of don't know what you truly believe until you hear something you disagree with.
16
OK, what about the topic for the debate?
17
We've got three to choose from.
18
We'll show you in a minute to check they're okay.
19
At first, we thought we'd ask the other students to suggest something.
20
but we were afraid we'd get 30 different topics.
21
So instead, we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.
22
Right.
23
But the thing is, if people don't know how debates work, they could feel at a disadvantage.
24
I mean, it wouldn't affect their grades or anything, but it could put them off.
25
So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate
26
and how to prepare for it.
27
I think that's a good idea.
28
And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,
29
and that you need to understand both sides of an argument in order to support one side effectively.
30
We think it'll be best if we can use an issue that the students already have strong opinions about.
31
Then some people will be happy to speak in support of it, and others to oppose it.
32
Right.
33
What else do you want to do at the meeting?
34
Well, we've got to think about how people will do the background research for the debate.
35
We could organise everyone into two teams.
36
That should save time for the main speakers.
37
They won't have to do it on their own.
38
And we'll need to decide on some rules, like how long each person speaks for...
39
and to select a chair for the debate, someone who's really confident.
40
Fine.
41
Now, I think you should have some sort of follow -up to the debate.
42
After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.
43
And in turn, that can feed into the work we've been doing on learning and motivation.
44
Would you be willing to read them and report back?
45
I mean, give some feedback on them?
46
I wouldn't have made the suggestion if I wasn't.
47
Thanks.
48
before you hear the rest of the discussion you have some time to look at questions 27 to 30.
49
Now listen and answer questions 27 to 30.
50
Okay, now let's think a bit more about the meeting.
51
You need to decide exactly how you'll introduce the students to different features of a debate.
52
Well, first of all we need to inform everyone about what actually happens at a debate.
53
the procedures and so on.
54
We could talk about that and write the main information on the board.
55
Or instead of that, we could make a summary of the main stages and hand that out.
56
then talk it through, Yes, okay, that's better.
57
Hmm.
58
Okay.
59
But we do need to talk about body language as well.
60
Yes, that's a very important tool.
61
I've got an interesting article on that with some good diagrams of techniques for things like eye contact.
62
I'll make some copies for you to give out.
63
Great.
64
Then we need to think about where people will find the information on the debate topic.
65
so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.
66
We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?
67
Yes, get everyone involved.
68
Right.
69
What about preparation for asking and answering questions?
70
We could try to demonstrate that, but I'm not sure how.
71
Maybe we could put up a list of points on the board...
72
Then discuss them.
73
Yes, that sounds better.
74
Thanks.
75
Okay, well, let's meet up again.
76
That is the end of Part 3.
77
you now have 30 seconds to check your answers to part three you Right,
78
now you wanted to organize a formal discussion of some sort in the class,
79
is that right, Daniel? yes we thought it would be really good to end our psychology course with a formal debate
80
you know where there's a statement and people argue for or against it.
81
Good idea.
82
Where did the enthusiasm come from?
83
Have either of you organized debates before, Fiona?
84
No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.
85
And I know they have debates in lots of other departments here at the university.
86
I see.
87
So what do you think the students, you and the others, would get out of this?
88
Well, a debate will encourage people to study all sides of the subject matter.
89
And I also think listening to other people's ideas can have a focusing effect on your own.
90
Sometimes you kind of don't know what you truly believe until you hear something you disagree with.
91
OK, what about the topic for the debate?
92
We've got three to choose from.
93
We'll show you in a minute to check they're okay.
94
At first, we thought we'd ask the other students to suggest something.
95
but we were afraid we'd get 30 different topics.
96
So instead we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.
97
Right.
98
But the thing is, if people don't know how debates work, they could feel at a disadvantage.
99
I mean, it wouldn't affect their grades or anything, but it could put them off.
100
So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate
101
and how to prepare for it.
102
I think that's a good idea.
103
And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,
104
and that you need to understand both sides of an argument in order to support one side effectively.
105
We think it'll be best if we can use an issue that the students already have strong opinions about.
106
Then some people will be happy to speak in support of it, and others to oppose it.
107
Right.
108
What else do you want to do at the meeting?
109
Well, we've got to think about how people will do the background research for the debate.
110
We could organise everyone into two teams.
111
That should save time for the main speakers.
112
They won't have to do it on their own.
113
And we'll need to decide on some rules, like how long each person speaks for...
114
and to select a chair for the debate, someone who's really confident.
115
Fine.
116
Now, I think you should have some sort of follow -up to the debate.
117
After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.
118
And in turn, that can feed into the work we've been doing on learning and motivation.
119
Would you be willing to read them and report back?
120
I mean, give some feedback on them?
121
I wouldn't have made the suggestion if I wasn't.
122
Thanks.
123
Okay, now let's think a bit more about the meeting.
124
You need to decide exactly how you'll introduce the students to different features of a debate.
125
Well, first of all, we need to inform everyone about what actually happens at a debate.
126
the procedures and so on.
127
We could talk about that and write the main information on the board.
128
Or instead of that, we could make a summary of the main stages and hand that out.
129
then talk it through.
130
Yes, okay, that's better.
131
Hmm.
132
Okay.
133
But we do need to talk about body language as well.
134
Yes, that's a very important tool.
135
I've got an interesting article on that with some good diagrams of techniques for things like eye contact.
136
I'll make some copies for you to give out.
137
Great.
138
Then we need to think about where people will find the information on the debate topic.
139
so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.
140
We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?
141
Yes, get everyone involved.
142
Right.
143
What about preparation for asking and answering questions?
144
We could try to demonstrate that, but I'm not sure how.
145
Maybe we could put up a list of points on the board.
146
Then discuss them.
147
Yes, that sounds better.
148
Thanks.
149
Okay, well, let's meet up again.

アプリをダウンロード

流暢に話すために必要なすべて

AI発音採点文ごとに採点
IPA練習すべての音をマスター
単語学習自分の単語帳を作る
単語ゲーム遊びながら覚える
QRをスキャン
QRをスキャン
Download on theApp StoreGet it onGoogle Play
📺 同じチャンネル
IELTS listening - Driving license (Actual test 11/2024) - with answer and transcriptB2
1

IELTS listening - Driving license (Actual test 11/2024) - with answer and transcript

IELTS PrepUniversity Students
IELTS listening actual test Part 4: The preservation of fossils (answer+ transcript)B2
1

IELTS listening actual test Part 4: The preservation of fossils (answer+ transcript)

IELTS PrepUniversity Students
IELTS listening actual test Part 2: Plan of community centre - hard (answer+ transcript)B1
1

IELTS listening actual test Part 2: Plan of community centre - hard (answer+ transcript)

IELTS PrepUniversity Students
IELTS listening practice Part 4 - Leatherback turtle (answer & transcript)C1
2

IELTS listening practice Part 4 - Leatherback turtle (answer & transcript)

IELTS PrepUniversity Students
IELTS listening actual test Part 4: The New Zealand artist Will Burton (answer+ transcript)B2
1

IELTS listening actual test Part 4: The New Zealand artist Will Burton (answer+ transcript)

IELTS PrepUniversity Students
IELTS listening actual test Part 1: washing machine warranty (answer+ transcript)B1
2

IELTS listening actual test Part 1: washing machine warranty (answer+ transcript)

TOEIC PrepBusiness EnglishUniversity Students
IELTS listening actual test Part 2: The Mc.Fadden hiking and nature trail (answer+ transcript)B2
1

IELTS listening actual test Part 2: The Mc.Fadden hiking and nature trail (answer+ transcript)

IELTS PrepTravel EnglishUniversity Students
IELTS listening actual test Part 4: The international Space Station ISS (answer+ transcript)B2
9

IELTS listening actual test Part 4: The international Space Station ISS (answer+ transcript)

IELTS PrepTOEFL PrepUniversity Students
IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript)B2
1

IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript)

IELTS PrepCambridge Exam PrepHigh School Students
IELTS listening actual test Part 4: Impact of cars (answer+ transcript)B2
1

IELTS listening actual test Part 4: Impact of cars (answer+ transcript)

IELTS PrepTOEFL PrepUniversity Students
IELTS listening actual test Part 2: vacation jobs (answer+ transcript)B1
6

IELTS listening actual test Part 2: vacation jobs (answer+ transcript)

IELTS PrepInterview EnglishHigh School Students
IELTS listening practice Part 2: Biblio stack (answer+ transcript)B2
5

IELTS listening practice Part 2: Biblio stack (answer+ transcript)

IELTS PrepUniversity StudentsWorking Adults
IELTS listening actual test Part 1: working in a summer camp in the US (answer+ transcript)B1
5

IELTS listening actual test Part 1: working in a summer camp in the US (answer+ transcript)

IELTS PrepInterview EnglishTravel English
IELTS listening actual test Part 1: Notes on a part-time society (answer+ transcript)B2
2

IELTS listening actual test Part 1: Notes on a part-time society (answer+ transcript)

IELTS PrepUniversity Students
IELTS listening actual test Part 3: Maori carving (answer+ transcript)B2
3

IELTS listening actual test Part 3: Maori carving (answer+ transcript)

IELTS PrepUniversity StudentsWorking Adults
IELTS listening practice Part 4 -honey bees (answer & transcript)B2
19

IELTS listening practice Part 4 -honey bees (answer & transcript)

IELTS PrepUniversity StudentsWorking Adults
IELTS listening actual test Part 2: Fitchon railway station (answer+ transcript)B1
2

IELTS listening actual test Part 2: Fitchon railway station (answer+ transcript)

IELTS PrepTOEFL PrepTravel English
IELTS listening actual test Part 4: The archeological site of Trimera (answer+ transcript)B2
6

IELTS listening actual test Part 4: The archeological site of Trimera (answer+ transcript)

IELTS PrepTOEFL PrepUniversity Students
IELTS listening practice Part 2: trip to an outdoor education center (answer+ transcript)B2
15

IELTS listening practice Part 2: trip to an outdoor education center (answer+ transcript)

IELTS PrepHigh School StudentsUniversity Students
IELTS listening practice Part 4 - the A.U.V (answer & transcript)B2

IELTS listening practice Part 4 - the A.U.V (answer & transcript)

IELTS PrepUniversity Students
✨ おすすめ動画
IELTS Listening Test : 5 with answers | Vision Series | British Council | IDP | Latest listeningB2
4
299 文

IELTS Listening Test : 5 with answers | Vision Series | British Council | IDP | Latest listening

IELTS PrepCambridge Exam PrepUniversity Students
Study Skills Tutorial - Caroline Benning | IELTS LISTENING TEST | SECTION-3B2
3
86 文

Study Skills Tutorial - Caroline Benning | IELTS LISTENING TEST | SECTION-3

IELTS PrepCambridge Exam PrepUniversity Students
IELTS Speaking Part 3: Cities, Housing and TransportB2
126
34 文

IELTS Speaking Part 3: Cities, Housing and Transport

American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
Cambridge IELTS 21 TEST 3 PART 3 #voduyquynh #ielts21 #ielts21listeingB2
3
68 文

Cambridge IELTS 21 TEST 3 PART 3 #voduyquynh #ielts21 #ielts21listeing

IELTS PrepCambridge Exam PrepUniversity Students
IELTS English Podcast - Speaking Topic: EducationB2
2
140 文

IELTS English Podcast - Speaking Topic: Education

IELTS PrepCambridge Exam PrepUniversity Students
p1 debateB2
33
166 文

p1 debate

IELTS PrepCambridge Exam PrepHigh School Students
CELPIP Speaking Task 3 - TIPS!B2
5
274 文

CELPIP Speaking Task 3 - TIPS!

IELTS PrepCambridge Exam PrepUniversity Students
Oral History: IELTS LISTENING Vol 4 Test 8 Section 3 (IELTS Listening Recent Actual Test)B2
3
75 文

Oral History: IELTS LISTENING Vol 4 Test 8 Section 3 (IELTS Listening Recent Actual Test)

IELTS PrepCambridge Exam PrepUniversity Students
IELTS Part 3 Questions and Answers about GlobalizationB2
6
67 文

IELTS Part 3 Questions and Answers about Globalization

IELTS PrepCambridge Exam PrepUniversity Students
Complete Ielts 4 5 WB Unit 9 track 20 21B2
3
100 文

Complete Ielts 4 5 WB Unit 9 track 20 21

IELTS PrepCambridge Exam PrepUniversity Students
IELTS Listening Part 3: A Survey on Student SleepB2
103
30 文

IELTS Listening Part 3: A Survey on Student Sleep

American AccentBritish AccentIELTS PrepUniversity Students
Cambridge_IELTS_11_-_Listening_Test_4 [Section - 3] | Listening_IELTS_Practice_TestB2
1
83 文

Cambridge_IELTS_11_-_Listening_Test_4 [Section - 3] | Listening_IELTS_Practice_Test

IELTS PrepCambridge Exam PrepUniversity Students

このレッスンの語彙とスピーキングのポイント

このB2レベルのスピーキングレッスンは、動画「IELTS listening actual test Part 3: organising a debate」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：debate, meeting, students, topic, main。 この動画には、シャドーイング用の文が149文、単語が1612語あります。 音声の長さは11:03です。 話す速さは1分あたり約146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89%は英語の頻出3,000語に含まれるため、語彙は分かりやすいです。

この動画の重要語彙

動画の中で特に難しい単語10語を、発音と意味つきで紹介します。

単語発音意味
compile 動詞/kəmˈpaɪl/編集する
beforehand 副詞/bɪˈfɔɹhænd/予め
disadvantage 名詞/ˌdɪsədˈvæntɪd͡ʒ/不利
textbook 名詞/ˈtɛkst.bʊk/教科書, テキスト
diagram 名詞/ˈdaɪ.ə.ɡɹæm/ダイヤグラム, 図表
oppose 動詞/əˈpoʊz/阻む, 阻止する
organize 動詞/ˈɔɹɡənaɪz/組織する
enthusiasm 名詞/ɪnˈθuziæzəm/情熱, 熱意
disagree 動詞/dɪsəˈɡɹi/反対する, 異なる
inform 動詞/ɪnˈfɔɹm/告げる, 知らせる

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。

  • Have either of you organised debates before?
  • We've got three to choose from.
  • I think that's a good idea.
  • What else do you want to do at the meeting?
  • I mean, give some feedback on them?

注意したい発音

話し手はwe'll, we've, don'tなど、短縮形や弱形を46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）: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, enthusiasm /ɪnˈθuziæzəm/

日本語話者が苦手な音：

  • /f/ — 「フ」ではなく、上の歯と下唇で出す: beforehand /bɪˈfɔɹhænd/, inform /ɪnˈfɔɹm/
  • 子音の連続 — 間に母音を入れない: brainstorm /ˈbɹeɪnstɔɹm/, beforehand /bɪˈfɔɹhænd/, textbook /ˈtɛkst.bʊk/, inform /ɪnˈfɔɹm/, demonstrate /ˈdɛm.ənˌstɹeɪt/

この動画での練習方法

  1. 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。
  2. 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。
  3. 自分の声を録音して元の音声と比べます。compile, beforehand, disadvantage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 →