シャドーイング練習: IP3T7S3 Working effectively in groups - 動画で英語スピーキングを学ぶ
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1
So, Brad, what did you think of the article on group work?
2
Oh, hi, Helen.
3
Yeah, it was pretty good, with helpful pieces of advice on how to make group work effective.
4
I think we were lucky to be given such a straightforward text to present at the Management Skills Seminar.
5
Yeah.
6
Actually, shall we discuss it now?
7
Have you got time?
8
Sure.
9
It's only a ten -minute presentation, so we just need to explain and then give our views on the main points raised in the article.
10
I'll jot down some notes.
11
Right.
12
So, there are three main sections.
13
I suggest we start with listening.
14
Yeah, effective listening in groups, because it's not something that's frequently covered on courses in our field.
15
No, and we should say that in the presentation.
16
Yeah.
17
And also, effective listening's pretty simple, you know.
18
I don't think it's hard to learn.
19
Well, people think it's easy, but in my experience, most of us tend to be very lazy listeners.
20
OK, I wouldn't argue with that.
21
Something I do think we should emphasise is the power of the listener's posture, gestures, etc, in making speakers feel respected.
22
Not that you're just waiting for them to finish before jumping in with your own ideas.
23
Uh -huh.
24
OK, right.
25
The next section is on goal setting.
26
Let's make sure we're clear what the article says on this.
27
Yeah.
28
Well, firstly, it says that all group members must be given time to explain their own goals.
29
That's it, yeah.
30
And then did it say that the whole group should agree on common goals?
31
That's a bit too strong.
32
It's more that everyone's agendas should be equally acceptable.
33
But it does say that goals have to be realistic, you know… Achievable within a particular time?
34
You've got it.
35
That's really what the article's saying.
36
There isn't really any point in having ideals if group members know they won't come to anything within a reasonable period.
37
So, I think a summary covering those points will be enough for that part of the presentation, don't you?
38
Yep.
39
Now, the last section is about conflict resolution.
40
Actually, I thought it was the worst part of the article.
41
Me too.
42
I don't think it went into sufficient detail on the issue.
43
Actually, I thought it devoted too much space to it, but that it was all rather boring, you know?
44
It didn't mention some of the more radical theories.
45
Absolutely.
46
I found that really irritating.
47
Right.
48
And also, I think it could have said more about conflict sometimes being healthy in groups.
49
Absolutely.
50
It just mentioned rather glibly about how we should avoid thinking of winners and losers, and that quick resolution of conflict is always desirable.
51
Without explaining what these terms mean?
52
Well, it gives quite detailed definitions, but doesn't develop a proper argument.
53
Right.
54
So, for the presentation, I think we just give some definitions and...
55
And then explain what we felt were the weaknesses in the article's treatment of conflict resolution.
56
Yeah, good.
57
So, let's think about what we have to prepare for the actual presentation.
58
Well, I suppose we'll use PowerPoint, but I'm hopeless at using it, especially if it has any visuals.
59
I really have to look into doing a course on it because I know I'll need it in the future.
60
Don't worry.
61
I'm quite happy using PowerPoint and I'll put it together when everything else is ready.
62
That's a relief.
63
But yes, do that later.
64
OK.
65
Now, I heard the tutor saying we have to include some well -chosen quotations from the article.
66
I'm not sure if we do.
67
I'll email him to find out.
68
No need.
69
I can just have a look at the specs he gave us when he set the task.
70
That'll be quicker.
71
But the tutor definitely said we have to prepare a handout to go with the talk.
72
I'm not really sure how we do that.
73
Sarah did one last year.
74
Who's she?
75
She's doing the same option as me on marketing.
76
I'll ask her advice on what to include.
77
Great.
78
So that just leaves the bibliography at the end.
79
I suppose it'll mainly be articles.
80
Yeah.
81
So we'll just look on the web and we can leave that till later.
82
But we've been advised against that.
83
Well, we could have a look through some journals in the library.
84
I think we should start by looking through module handbooks.
85
I think that'll give us some good leads.
86
Yeah, you're probably right.
87
So, that's all the topics...
88
That is the end of Section 3.
89
You now have half a minute to check your answers.
90
Now turn to section 4.
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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
このスピーキングレッスンは、動画「IP3T7S3 Working effectively in groups」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：Brad, Helen, article, presentation, conflict。 この動画には、シャドーイング用の文が63文、単語が797語あります。 音声の長さは4:39です。 話す速さは1分あたり約171語で、日常会話に近い自然なペースです。 単語の83%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
動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。
| 単語 | 発音 | 意味 |
|---|---|---|
| presentation 名詞 | /ˌpɹɛzn̩ˈteɪʃn̩/ | 贈呈 |
| tutor 名詞 | /ˈtjuːtəː/ | 家庭教師 |
| argue 動詞 | /ˈɑɹ.ɡju/ | 議論する, 論ずる |
| ideal 形容詞 | /aɪˈdi(ə)l/ | 理想的な, 理想な |
| helpful 形容詞 | /ˈhɛlp.fl̩/ | 役に立つ, 有用 |
| skill 名詞 | /skɪl/ | 腕, 技 |
| equally 副詞 | /ˈiːkwəli/ | 等しく, 平等に |
| summary 名詞 | /ˈsʌm.ə.ɹi/ | 要約, 概要 |
| radical 名詞 | /ˈɹædɪkəl/ | 根, 累乗根 |
| sufficient | /səˈfɪʃənt/ | 最小限の |
| agenda 名詞 | /əˈd͡ʒɛn.də/ | 議題, 議事 |
| lazy 形容詞 | /ˈleɪ̯zi(ː)/ | ナマケモノ, 怠惰な |
| leaf 名詞 | /lif/ | 葉, 葉っぱ |
| weakness 名詞 | /ˈwik.nɪs/ | 弱さ, 弱小 |
| realistic 形容詞 | /ˌɹɪəˈlɪs.tɪk/ | 現実的 |
動画に出てくる句動詞
| 単語 | 意味 |
|---|---|
| find out 動詞 | 見出す, 調べる |
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。
- I’ll jot down some notes ...
- I’ll email him to find out.
- I’m not really sure how we do that.
- I’ll ask her advice on what to include.
- I suppose it’ll mainly be articles.
注意したい発音
話し手はI'll, don't, I'mなど、短縮形や弱形を29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: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, sufficient /səˈfɪʃənt/, quotation /kwoʊˈteɪʃn̩/
- 長い単語（アクセントの位置に注意）: acceptable /əkˈsɛp.tə.bəl/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, achievable /əˈt͡ʃivəbəl/
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: radical /ˈɹædɪkəl/, realistic /ˌɹɪəˈlɪs.tɪk/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, firstly /ˈfɜɹstli/
- /v/ — /b/ にならないように、上の歯を下唇に当てる: advise /ədˈvaɪz/, devote /dɪˈvəʊt/, achievable /əˈt͡ʃivəbəl/
- /f/ — 「フ」ではなく、上の歯と下唇で出す: helpful /ˈhɛlp.fl̩/, sufficient /səˈfɪʃənt/, leaf /lif/, straightforward /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/, bibliography /bɪbliˈɒɡɹəfi/
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。
- 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。
- 自分の声を録音して元の音声と比べます。presentation, tutor, argue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。