シャドーイング練習: IELTS Speaking Part 2 | Describe a Problem You Had and How You Solved It | Band 7+ Sample Answer - 動画で英語スピーキングを学ぶ

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107 文
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Hey everyone!
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Welcome back to Marin English Lab.
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Here is something most IELTS candidates never realize about this topic.
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When the examiner says, describe a problem you had and how you solved it, they are not asking about the problem.
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They are asking about who you are under pressure.
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Because anyone can fix a problem.
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But only a band 7 candidate can tell the examiner what that problem revealed about them.
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Today I'll show you exactly how.
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Full model answer.
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Top vocabulary.
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Let's go.
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Here is the strategy most people miss entirely.
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They spend 90% of their answer describing the problem and the solution.
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But the examiner already knows you solved it.
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That is why they asked.
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What they want to hear is the moment your thinking shifted.
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The point where you stopped reacting and started reasoning.
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That cognitive turning point.
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When you move from panic to clarity.
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Is where band 7 language lives.
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Ready?
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The problem I want to describe happened during my final year of university, and in retrospect, it was one of the most instructive crises I have ever navigated.
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Three days before the submission deadline for my thesis, the external hard drive containing 18 months of research data simply stopped working.
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No warning.
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No error message.
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Just silence where there had once been everything.
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My initial response was entirely predictable, paralysis followed by panic.
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For approximately two hours, I sat in front of a black screen and did nothing useful whatsoever.
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I think part of me was hoping the situation would somehow resolve itself.
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But then something shifted.
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I made a deliberate decision to decompose the problem rather than react to it as a single overwhelming catastrophe.
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I asked myself, what do I actually still have?
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Printed drafts.
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Handwritten notes.
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Three months of emails with my supervisor containing key arguments and feedback.
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Fragments, but not nothing.
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I took the drive to a data recovery specialist that same afternoon.
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While they worked overnight, I systematically reconstructed what I could from memory and from those scattered sources.
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I did not sleep.
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But by morning, I had rebuilt approximately 60% of the lost content, and the recovery specialist retrieved the rest.
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I submitted the thesis on time.
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The grade, remarkably, was the highest I received that year.
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What that experience taught me was not about data backup, though I now back up obsessively.
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It taught me something far more transferable, that a crisis is most dangerous in the first two hours, when emotion overrides cognition.
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The moment you impose structure on chaos, even an imperfect structure, you recover your capacity to think.
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And thinking, it turns out, is always the solution.
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Why this answer works?
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For things made that answer exceptional.
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First, an unexpected opening, instructive crisis.
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Not a big problem.
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A crisis that taught something.
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The examiner's attention locks in immediately.
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Second, honest self-awareness.
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Admitting two hours of paralysis.
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That vulnerability makes the recovery feel earned, not formulaic.
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Third, academic register.
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Decompose the problem.
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Systematically reconstructed.
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Impose structure on chaos.
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These are not just vocabulary.
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They signal a mind that thinks precisely.
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And fourth, a closing idea that transcends the story.
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A crisis is most dangerous in the first two hours, when emotion overrides cognition.
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The examiner walks out still thinking about that.
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That is band seven.
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Three phrases that signal academic thinking to your examiner.
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1. Decompose the problem.
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When most people face a crisis, they see one enormous wall.
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They try to climb a hole and fail.
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To decompose a problem means to break it into its smallest components, to stop seeing the wall, and start seeing the individual bricks.
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It is the language of engineers, scientists, and strategic thinkers.
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And when you use it in an IELTS answer, the examiner hears someone who does not just solve problems, someone who thinks about how to think about problems.
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Say it like this.
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Rather than reacting to it as one catastrophe, I made a deliberate decision to decompose the problem into its manageable parts.
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2. Impose structure on chaos.
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This phrase does something most IELTS vocabulary cannot.
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It describes a mental action, not a physical one.
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Chaos is the state where everything feels beyond control.
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Imposing structure means deliberately creating order, not waiting for calm to arrive, but building it yourself.
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It also shows emotional intelligence, the recognition that structure is a tool for regulating anxiety, not just for organizing tasks.
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Use it to close a paragraph.
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The moment I imposed structure on the chaos, I recovered my capacity to think clearly.
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The examiner has never heard that sentence in an IELTS exam.
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They will remember it.
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3. Emotion overrides cognition.
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This is your band-aid closing phrase.
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It sounds academic because it is, but it describes something every human being has experienced.
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Cognition means rational thinking.
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When emotion overrides cognition, your feelings shut down your ability to reason.
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Every person in that exam room has felt this, but almost no one has the vocabulary to describe it so precisely.
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Close your answer with, A crisis is most dangerous in the first two hours, when emotion overrides cognition.
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The solution, always, is to start thinking.
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Two sentences.
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The examiner stops writing.
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Looks up.
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That is the moment you secure band 7.
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Five minutes.
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And now you have a problem-solving answer that sounds like a person who thinks, not just a person who coped.
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Here is your challenge.
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Comment below.
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What is one problem you solved this year?
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And what did it teach you about yourself?
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One sentence in English.
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I read every single comment, and I reply.
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Like this video if it changed how you approach IELTS speaking.
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Subscribe for a new video every single week.
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See you in the next one.

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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B2レベルのスピーキングレッスンは、動画「IELTS Speaking Part 2」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：examiner, structure, answer, cognition, crisis。 この動画には、シャドーイング用の文が107文、単語が948語あります。 音声の長さは6:17です。 話す速さは1分あたり約151語で、日常会話に近い自然なペースです。 英語の頻出3,000語に含まれる単語は78%だけなので、語彙は難しめです。

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
cognition 名詞/kɑɡˈnɪʃ.ən/認知
decompose 動詞/ˌdiːkəmˈpəʊz/ばらす, 分解する
override 動詞/oʊ.vɚˈɹaɪd/酷使する
emotion 名詞/ɪˈməʊ.ʃən/感情, 心緒
vocabulary 名詞/vəˈkæb.jə.lə.ɹi/語彙, 語彙力
paralysis 名詞/pəˈɹæləsəs/まひ状態, 麻痺
reconstruct 動詞/ˌɹiːkənˈstɹʌkt/再構成
catastrophe 名詞/kəˈtæstɹəfi/大災害, 災難
deliberate 形容詞/dɪˈlɪb.(ə.)ɹət/故意の, 作為的
thesis 名詞/ˈθisɪs/テーゼ, 論題
imperfect 形容詞/ɪmˈpɜː(ɹ)fɪkt/不完全な
overwhelm 動詞/ˌoʊ.vɚˈwɛlm/圧倒する
retrospect 名詞/ˈɹɛtɹəˌspɛkt/回顧, 遡上
scatter 動詞/ˈskætɚ/散る, 散らばる
thinker 名詞/ˈθɪŋ.kɚ/思想家

動画に出てくる句動詞

単語発音意味
look up 動詞/ˌlʊk ˈʌp/見上げる
shut down 動詞シャットダウン

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。

  • Today I'll show you exactly how.
  • I asked myself, what do I actually still have?
  • What is one problem you solved this year?

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have ever navigated · has never heard · has experienced
関係詞節 who / which + 節 — 人や物について情報を加えるsomeone who does · person who thinks

注意したい発音

  • 「th」の音: thesis /ˈθisɪs/, thinker /ˈθɪŋ.kɚ/
  • 「sh」と「zh」の音: cognition /kɑɡˈnɪʃ.ən/, emotion /ɪˈməʊ.ʃən/, exceptional /ɪkˈsɛpʃənəl/, rational /ˈɹæʃ(ə)nəl/, submission /səbˈmɪʃən/
  • 長い単語（アクセントの位置に注意）: examiner /əɡˈzæmɪnɚ/, vocabulary /vəˈkæb.jə.lə.ɹi/, paralysis /pəˈɹæləsəs/, systematically /ˌsɪs.təˈmæt.ɪ.kli/, catastrophe /kəˈtæstɹəfi/

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/, paralysis /pəˈɹæləsəs/, deliberate /dɪˈlɪb.(ə.)ɹət/, precisely /pɹɪˈsaɪs.li/, formulaic /ˌfɔɹmjəˈleɪ.ɪk/
  • /v/ — /b/ にならないように、上の歯を下唇に当てる: override /oʊ.vɚˈɹaɪd/, vocabulary /vəˈkæb.jə.lə.ɹi/, instructive /ɪnˈstɹʌktɪv/, overwhelm /ˌoʊ.vɚˈwɛlm/, navigate /ˈnæv.ɪ.ɡeɪt/
  • /f/ — 「フ」ではなく、上の歯と下唇で出す: catastrophe /kəˈtæstɹəfi/, formulaic /ˌfɔɹmjəˈleɪ.ɪk/, imperfect /ɪmˈpɜː(ɹ)fɪkt/, transferable /trɑːnsˈfɜːrəbl̩/, fragment /ˈfɹæɡmənt/

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. まず0.75倍速で一文ずつシャドーイングし、慣れてきたら通常の速度に戻します。
  3. 自分の声を録音して元の音声と比べます。cognition, decompose, override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 →