シャドーイング練習: My 5-Minute At-Home Speech Delay Activity for Parents - 動画で英語スピーキングを学ぶ

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Five minutes of your time is all you need to get your child to start talking to you.

Doesn't matter if they're on a spectrum, if they're just speech delayed, or there's a language delay or disorder, whatever it is.

I can assure you, if you go through these steps, five minutes is all you need to get substantial results.

Now, I don't mean that the generic advice that you go down to your child's level, narrate everything, talk about this and that, no questions, play and being child-led.

follow their lead and all that.

By all means, those are really good suggestions, but it's all over the internet.

Your therapist would have already told you about this.

In fact, you might have read a book called It Takes Two to Talk.

I love that book.

It's right behind me.

It's great.

What I'm trying to tell you is five minutes of structured learning.

Now, before I lose you, okay, structured learning doesn't mean that we're forcing a child to want to work with us,

In fact, if you force a child to do something, what happens is that they start not to trust you.

I'll get to the more theory-based stuff afterwards, but I just want to tell you what the structured task means.

It means you sit your child at a table.

There's a chair.

You're sitting next to each other.

You have one thing that your child has to finish, and then he or she will be rewarded.

Now, the reward could be something intangible, like a praise, like a high five, or it could be very well a tangible thing such as a snack,

some screen time even.

All right, I'm going to get lost stick for saying this.

It could be anything that is rewarding, actually rewarding for the child.

So within the five minutes, what we have to do is to define what goal we want to do, teach it, make sure the child doesn't fail, make it successful for them.

every time they do it reward within those five minutes don't

reward at the end of five minutes what's going to teach them teach your child is

that all i got to do is to wait until the session ends

and it doesn't matter what i do what he

or she does in terms of their capabilities and abilities

and performance so we want the child to finish a task get rewarded multiple times within

that five-minute task now i just spoke to a parent who

was within our parent coaching she's she was a little bit frustrated

and she was like hey i mean i've been in this

coaching with you guys for an extended period of time

and i'm still stuck so then i looked at what she was doing the mother was doing

and the the videos that she was sending to her coach

and when i saw it i was a little bit disappointed and I pointed out that the child was on a sofa,

sometimes the child was on the floor, sometimes he was jumping around and the mother was trying to get a vowel sound out of the child.

And other than the vowel sound, the child would be very compliant to do everything.

But then when it came to the harder task, what he would do is that he would be really cute, he would jump, he would hug,

he would kiss mommy, and all this is great relationship building.

but that's the wrong relationship.

Okay.

So why do we need the child to sit with us?

It's because if talking is the hardest thing that your child is experiencing currently,

you don't want him to be practicing talking or language or listening,

whatever the hardest thing currently whilst he's out and about on the floor and not at the chair.

So why do I say this?

Because let's say if I am, let's say that I'm a Westerner and I'm learning how to use chopsticks, right?

Would you rather, would I rather learn chopsticks whilst I'm sitting at a table with a proper posture

and I know what I'm supposed to do?

I'm supposed to take this and put it there with my chopsticks, right?

Would I rather do that or would I rather be on the floor and trying to experiment it by myself, right?

So anyone who is going through any skills, learning any skill, like playing piano,

learn guitar, would you much rather be all over the sofa trying to play guitar and memorize the chords and, you know, like instantly play a song?

No, you don't want to.

You want to have this structured time where it's part of your practice.

I'm not saying all of it is supposed to be like this

because then all the speech therapists are going to come after me

and say it's not evidence-based how dare you talk about something that's not child-led uh it's traumatizing what

and I'm sure that it's uh

that there's a lot of research about why child-led is the

best therapy out there don't get me wrong I do agree

but then it's not the best for the parent

because the parent doesn't know what to do what we need to do is within

that five minutes we have to separate and isolate a certain number of repetitions and goals to do

when the child is focused with us.

And the biggest problem with parents trying to teach delayed children at home is

that there isn't a clear goal and that the relationship between the child and the mother or the father, like 90% of you guys are women,

so I'm guessing mothers, they don't have a proper working relationship.

And to fix this, the only way to do it is the five minutes every day.

Now, if you're already a veteran, you learned a lot more about this and you're willing to, you can go to agentsofspeech.com slash course and we have all the courses

that you need to learn about structured tasks at each different language level

so all you're going to do is start up with five minutes

and slowly move on to 15

and 15 to 20 minutes is all you need every day in order to teach new language goals

or speech goals for that matter

so let's get back to the working relationship this relationship is very important because I went to church last Sunday,

as I always do, and the pastor talked about something that really hit me.

He said that the relationship is the root and the thing that we're trying to do is the fruit, right?

So this could be your relationship with God, your relationship with your child, but everything stems from, literally,

from the roots, which is your relationship with that child.

Now, when the pastor said this, it really hit me because when I see children in real life, which I don't really anymore,

I focus 100% on online coaching.

I believe that's the best way to help you and your child.

I realized the reason why I made a shift was because my relationship with their child had the roots of work.

When the child didn't know how to say something

or do something they would ask for me for help

and you could see this in everything even

when he couldn't open a bottle he would ask me to prompt him

when he couldn't say something he asked me to prompt him

but when he needed comfort he went to the parents so

when he wanted comfort he wouldn't come to me right

when he wanted comfort he would go to the parents instead

so what this told me is

that the nature of the relationship it creates different fruits

that creates different things

that we're hoping to get out of the relationship okay the roots is the relationship

so that's why in the five minutes every day what you want to do is to create

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that time you want to make sure

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that it's the highest success rate possible for the child therefore you have to set the correct goals right

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and then you have to give the correct prompt so

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that you won't get a failure okay

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so the parent i was talking about one of our clients um what happened was

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that she asked the the child to say seven times without any any prompts

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or decrease in goals what that taught her son was

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that I can actually ignore my mom

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because after seven times my mom's gonna do something easier

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or give up right so then the relationship is that

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when I need something from mom I just need to wait

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and I'll get it so therefore I don't need to talk I don't need to work hard.

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Right.

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So I'm not telling, I'm not telling everyone in the world to have like discipline and, you know, like drill or whip, no children.

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I don't mean that.

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I mean is that

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when you have a good relationship a working relationship like a lot of therapists do with their clients is that

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when they're trying to do something they know the therapist the

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person in front of them are going to help are going

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to reward are going to teach them what to say what to do at

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that certain place in time so when you create a structured environment where it's always that table,

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always that chair, always a reward and a reinforcement that they only get during that structured five minutes of time,

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any child will be very willing to sit down and work with you.

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And within that work, as long as you keep the failure rate as low as possible.

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Now, we talk about this, about prompting and queuing inside the micro course.

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And you can go to, again, agentsofsqueech.com slash course.

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The link is in the description below.

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And you can learn about these things.

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Okay?

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So after we have this five minutes every day, you will be a lot clearer about where your child is at, how you prompt them.

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You build a better relationship with your child so that when they need something or they don't know what to do, they will come to you.

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All these three things will make it much easier for you to communicate, for you to talk to your child, for them to catch up.

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Because every day when they don't know what to say, they're going to look for you.

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You give them a framework.

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They give them an escape plan when they don't know what to do.

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They come to you so that you can prompt them.

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And a lot of therapists, this is my last point, I swear.

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A lot of therapists will say, oh, what's the point of them talking if they didn't want to talk?

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We want them to want to talk.

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That's why we're doing the naturalistic things.

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But the problem is when the parent is doing the therapy, there's a lot of things going into doing naturalistic child-led therapy.

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You need to think about the activity.

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You need to think about how to make it fun, even though the child is leading the play.

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You need to think about how to prompt.

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You need to think about how to react and what to say.

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All these things are going inside their mind.

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So why are we doing structured for parents like yourself?

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And if you're a therapist, don't do this.

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Obviously, do whatever that you were taught and your master's degree.

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What you need to do is to focus on these five minutes so that you, the parent, can build up the expertise and prompting and praising

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and rewarding and building a relationship where if a child doesn't know what to do, they'll come to you.

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Right.

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So that's all I wanted to share with you.

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If you want to work with us or you want to take the free courses, all the links are in the description.

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Go check it out.

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And if you have other questions, why not put in the comments as well.

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Okay.

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So that's it for today.

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And you want to see this next video here.

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All right.

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See you.

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Bye.

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How To Teach Autistic Children to Speak Naturally

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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「My 5-Minute At-Home Speech Delay Activity for Parents」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：relationship, parent, structured。この動画には、シャドーイング用の文が161文、単語が2057語あります。音声の長さは10:50です。話す速さは速く、1分あたり約190語です。音のつながりや弱く発音される音が多くなります。単語の88%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15語を、発音と意味つきで紹介します。

単語	発音	意味
therapist 名詞	/ˈθɛɹəpɪst/	セラピスト, 治療士
vowel 名詞	/ˈvaʊ.əl/	母音
sofa 名詞	/ˈsoʊ̯fə/	ソファー, ソファ
pastor 名詞	/ˈpæs.tɚ/	牧師
intangible 形容詞	/ɪnˈtæn.d͡ʒə.bəl/	無形
memorize 動詞	/ˈmɛm.əˌɹaɪ̯z/	記憶する, 覚える
narrate 動詞	/ˈnæɹeɪt/	物語る, 話をする
reinforcement 名詞	/ˌɹiːɪnˈfɔːsmənt/	援兵
repetition 名詞	/ˌɹɛp.əˈtɪʃ.ən/	繰り返し, 反復
isolate 動詞	/ˈaɪ.sə.leɪt/	切り離す, 隔絶する
chord 名詞	/kɔɹd/	和音
queue 名詞	/kju/	列, 待ち行列
microwave 名詞	/ˈmaɪkɹoʊˌweɪv/	マイクロ波, マイクロウェーブ
snack 名詞	/snæk/	軽食, スナック
whip 名詞	/ˈwɪp/	鞭

動画に出てくる句動詞

単語	意味
give up 動詞	降服する
point out 動詞	指す, 指し示す
sit down 動詞	座る, 腰掛ける

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。

You're sitting next to each other.
No, you don't want to.
That's why we're doing the naturalistic things.

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	will be rewarded · were taught
関係詞節 who / which + 節 — 人や物について情報を加える	anyone who is · roots, which is

注意したい発音

話し手はdon't, I'm, doesn'tなど、短縮形や弱形を58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: repetition /ˌɹɛp.əˈtɪʃ.ən/, assure /əˈʃʊɹ/
長い単語（アクセントの位置に注意）: intangible /ɪnˈtæn.d͡ʒə.bəl/, reinforcement /ˌɹiːɪnˈfɔːsmənt/, repetition /ˌɹɛp.əˈtɪʃ.ən/, capability /ˌkeɪ.pəˈbɪl.ɪ.ti/

日本語話者が苦手な音：

/v/ — /b/ にならないように、上の歯を下唇に当てる: vowel /ˈvaʊ.əl/, microwave /ˈmaɪkɹoʊˌweɪv/
/f/ — 「フ」ではなく、上の歯と下唇で出す: sofa /ˈsoʊ̯fə/, frustrate /ˈfɹʌsˌtɹeɪt/, reinforcement /ˌɹiːɪnˈfɔːsmənt/
子音の連続 — 間に母音を入れない: prompt /pɹɑmpt/, therapist /ˈθɛɹəpɪst/, compliant /kəmˈplaɪənt/, frustrate /ˈfɹʌsˌtɹeɪt/, reinforcement /ˌɹiːɪnˈfɔːsmənt/

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。therapist, vowel, sofa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 →

シャドーイング練習: My 5-Minute At-Home Speech Delay Activity for Parents - 動画で英語スピーキングを学ぶ

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