シャドーイング練習: Keira Knightley OBE - Made By Dyslexia Interview - 動画で英語スピーキングを学ぶ
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54 文
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School when I was about five was amazing because I was absolutely top of every class, well top of my class.
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And I was reading in front of people and I thought of myself as being unbelievably intelligent.
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And then when I was six they realised
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that I hadn't been reading at all and that my mum read to me all the time.
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We had lots of books at home and I'd memorised them.
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And it was only when somebody finally gave me a book
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that my mum hadn't read me that they realised
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that I hadn't been reading at all and couldn't read at all read at all.
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So when I was six I went from being the top of the class to the absolute bottom of the class.
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And I still remember what a shock that was.
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And I still remember how I saw myself completely differently from that moment.
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I was really, really lucky.
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I was at a brilliant state primary school.
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And also my brother had been there before and and he'd been diagnosed with dyslexia, so they'd already dealt with him.
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And the teachers there said to my parents, you need to find a carrot to dangle in front of Kira.
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There's no reason that she shouldn't be able to read, and there's no reason that she shouldn't be able to, you know, do well at school.
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But you need to find a carrot.
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And really fortunately for me, I wanted to act.
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So it was my head teacher, who was a brilliant man called David Cooper, who said to my mum, if she wants to act, then you let her act.
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But she's only allowed to do it if her grades either stay the same or go up.
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If she drops a grade, then you take the carrot away.
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I think I've always been very creative.
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You know, I was always, it was art, it was drama, it was music.
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I was always very good at creative writing.
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I was top of those classes.
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It's just that my spelling was awful.
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Again, the teachers that I had recognised how important it was
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that I knew that the points that I was making and the pieces of creative writing, the stories that I were telling, were great and were valid and were interesting and that they gave me a mark for that.
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and that the spelling and the punctuation was entirely different.
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Because when you split them up, you're not saying you're not intelligent enough.
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What you're saying is, hey, you're not very good at this bit and that's fine, that's fine.
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Deal with that bit, but well done because that was a great story.
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Because actually, you know, confidence is the most important thing and
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if you tell a child that they're not good at something and you tell a child that they're stupid, then they'll feel like they are.
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And so I think it's really important to say you're not stupid.
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Your brain simply works differently than other people
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and you can find different ways around it and you'll be good at other things.
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You may not be a brilliant speller, you may not be a very fast reader, but you will learn how to read and you will learn as much spelling as you need to,
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you know, but you'll be better at different things and I think that's unbelievably important to know as a kid.
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My spelling makes people laugh.
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It makes me laugh actually and my reading, if I'm sight reading, oh it's a complete joke.
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I mean I'll make, it'll mean something else completely.
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It won't make any sense at all, which you know for what I do for a living was quite difficult
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because if you give me a page of dialogue now I can just about do it
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but I mean it jumps about and you know it takes me a while, I really need to learn it, I need to sit with it.
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I always have to say, you cannot give me a rewritten scene on the day and think that I'm going to be able to perform it well.
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If you give me a rewritten scene the day before and I have a night to work on it, I will be able to do it well.
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I think I was really lucky that it was diagnosed when I was six.
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So that early diagnosis was key to absolutely everything.
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So I think probably because of my dyslexia, my work ethic has always been really high.
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I think it's vital that teachers are trained about dyslexia, about spotting it and about working with dyslexic kids.
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It's absolutely vital.
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Because the world is changing and imagination is key to everything
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and there's going to be a lot of kids whose potential are lost unless we train our teachers to effectively teach them.
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この動画で話す練習をする理由
キーラ・ナイトリーのインタビューは、IELTS スピーキング対策や日常会話の練習に最適な素材です。彼女の話し方は自然で親しみやすく、感情や経験を率直に伝える表現が多いため、英語シャドーイング（シャドースピーク）の練習にぴったりです。失敗や苦しみ、成長の過程を語る内容は共感しやすく、リスニングとスピーキングの両方を鍛えながら、「自分の違いを受け入れる」という大切なメッセージも学べます。YouTubeで英語学習するなら、この動画でリアルな会話のリズムとイントネーションを身につけましょう。
文脈の中の文法と表現
- 「I went from being the top... to the absolute bottom」：「～から～になる」という変化を表すフレーズ。「from being... to...」の構造で、状態の変化を鮮明に伝えます。シャドーイングでリズムを覚えると、日常会話でも使いやすくなります。
- 「Your brain simply works differently than other people」：「～とは違う働きをする」という表現。「works differently than」は比較を柔らかく表し、相手の立場を尊重しながら意見を伝えるのに役立ちます。
- 「if you tell a child that they're not good at something, then they'll feel like they are」：条件文の「if... then...」構造。結果を強調するために「then」を使うことで、論理的な説明ができます。IELTSのスピーキングで意見を述べる際に効果的です。
発音の注意点
この動画の中で、発音が難しい単語やリズムがあります。例えば「dyslexia」（読字障害）は「ディスレクシア」と発音し、「diagnosed」は「ダイアグノーズド」となります。また、「I think I've always been very creative」のように、「I've」と「always」がつながると「アイヴオールウェイズ」となり、弱音が多いので注意が必要です。shadow speakの練習では、彼女の口調やポーズを真似て、自然な発音を身につけましょう。特に「it was art, it was drama, it was music」のような繰り返し表現は、リズムを感じながら発音すると、会話がスムーズになります。
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 |
|---|---|
| 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 | been diagnosed · was diagnosed · are trained |
| 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 always been · has always been |
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。