シャドーイング練習: Speak English Fluently — Use STRESS Correctly! - 動画で英語スピーキングを学ぶ

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Today I want to teach you a lesson about stress.

Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,

but stress in language because many of you hear all the words, but don't understand what someone's actually saying.

Ready?

Yeah, you said it.

You understand every word they say, but not what they mean together.

That's because language isn't just words words, we have intonation, and stress is one of those where we're trying to tell you what's important.

Okay?

So, I'm going to go to the board, and I'm going to teach you today how we can use stress to communicate better when we speak,

but also to understand when someone's speaking to us.

Ready?

Let's go to the board.

We're going to work on spotlight.

I'm going to teach you the spotlight method to work with stress, and that's what this is here.

A spotlight is used when you want to show something very specific.

As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.

It brings my attention to where I want it to, want you to go.

Okay?

So, let's give an example, all right?

I didn't say she stole the money, okay?

I didn't say she stole the money.

Different type of spotlight.

I lost mine.

Okay.

Okay, so what does that mean?

You noticed I said it, same words, about seven or eight times, but each one was a little bit different.

What I was doing that was trying to show you number one, this is what I call the frame.

I said the same words, but not the same message.

When I say something like, I didn't say she stole the money, it means someone else said it.

Mr. E said it.

Tony said it, but it wasn't me.

When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,

but it wasn't her, it was maybe him.

I didn't say she stole the money.

Something was stolen by that person, but not necessarily the money.

I have said these same words over and over again, but each message is different.

Now to you, if you're just learning English, you're like, they said the same thing.

Why is this person angry?

Why is this person.. why?

The message was switched.

Because same words don't mean the same message.

When I stress I, for instance, right, stress tells you what is important.

When I say I didn't say she stole the money, I'm telling you my involvement, me, I didn't have anything to do with it.

So me, as the speaker, that's important, right?

I'm saying I didn't do X.

Or I could talk about the object.

I didn't say she stole the money, so then I'm talking about the thing, not myself.

I'm not important, because I didn't say that.

Something was taken, and that's what is important.

So stress tells you what is important.

Now, when we come to number three, take one and two and put them together.

Change the stress, change the meaning.

You can't just randomly say words and think it's all okay.

Sometimes, even worse, is when students go, I did not say she stole the money.

Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.

You're not telling me where to point my attention.

And that's what the spotlight is for.

What do you want me to really understand from what you say?

And that's why sometimes when people are speaking, they can say something like, I didn't say she stole the money because I was pointing, right?

So, I'm giving you information that's there, so you have to listen to the stress on the words.

Now, if we take these three together, right, same words does not equal same message.

Stress tells you what is important.

Change the stress, change the message message, we can come up with a principle,

which is an idea, a basic idea I want you to keep from this lesson, right?

And the basic idea is this, stress the information you want the listener to see.

Just like with my flashlight when it's dark, what do I want to see is where I point it, or the spotlight tells you, okay?

Now simple enough message, I'm sure you got it, right?

change the stress.

I want to check to see if you really got it, okay?

So, what I want to do is go here.

It's called fluency.

That's what you're here for, you don't want to just know English, you want to be fluent at it. So,

I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.

Let's check...

Let's do the first one.

See where I stress the word.

Pay attention.

Tom didn't go home last night.

Tom didn't go home last night. Where was the stress?

If you said didn't, you got it correctly.

You listened.

So I said, Tom didn't go home last night.

I could have said, Tom didn't go home last night, which meant Tom went somewhere.

But not to his house, right?

So that stress would change the information you were receiving.

So if you got the right word, didn't, you just passed the listening test.

How about choose?

Now, choosing, how would I say this?

Okay?

I want to say go.

Go.

Tom didn't go home last night.

Tom didn't go home.

100

And I want to emphasize it.

101

How would I actually say it?

102

Would I say, Tom didn't go home last night, or Tom didn't go home last night?

103

Which one would I choose, A or B?

104

If you said A, good.

105

You chose the right one.

106

You knew what I wanted to give the information, what I wanted you to pay attention to,

107

and you chose which word to emphasize, which was the verb.

108

What didn't he do?

109

Didn't is an auxiliary verb, right?

110

But I was really talking about the direction going.

111

Good on you.

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Now, here's the third one.

113

Tom didn't go home last night.

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That's the answer.

115

What do I have to emphasize?

116

You got it.

117

Tom, which is the subject, right?

118

The answer was Tom didn't go home.

119

I emphasized that, so you have to pick which word if I want to get the message.

120

And what was the message I was sending?

121

Well, I'm picking

122

Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.

123

The rest did go home.

124

So, by telling you that, I picked out

125

Tom as the one person I wanted you to identify.

126

And you see how I said the sentences, they're almost the same.

127

Not to a native speaker, because they would have said, why did you say

128

Tom like that?

129

You wouldn't, but they would have noticed.

130

But now you will, because you did well at the listening, the choosing, and the reverse.

131

And the reverse is just where I give you the answer, and I want you to think back at the question,

132

like where would that come from?

133

Why would they do that?

134

I'm getting you to think a little bit about where the information comes from.

135

All right?

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So, you did well in the frame, all right, we got our principle down,

137

you got some fluency, but here's the deal.

138

You're not going to be able to do this after a 10 -minute lesson.

139

That's just not the way how the world works.

140

So, how am I going to help you to get good at doing this for yourself at home when you're by yourself?

141

Well, I've got some field work for you.

142

Field work.

143

If you've got a garden, it's when you go out and you pick out the weeds and whatnot.

144

But if you're in the army, field work is where you do your job.

145

It's going out in the field.

146

Scientists do it as well.

147

You go out into the field and practice.

148

See if this is, you know, will work for you or you can get better.

149

My field work is for your practice.

150

The first thing I want you to do is to move it.

151

I like to move it, move it.

152

I like to...

153

No. Now, if your family's going, what's wrong with you?

154

They're right.

155

Sit down.

156

When I mean move it, remember what I did at the beginning of this lesson.

157

I said, I didn't say she stole the money.

158

I didn't say she stole the money.

159

I didn't say she...

160

I moved it.

161

Now by moving it, what I was doing is changing the stress.

162

But that's not all I want you to do.

163

When you move it, I want you to examine and say, well, when I move it, how does the message change?

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I didn't say she stole the money.

165

It wasn't me.

166

Maybe it was him.

167

Didn't say that it's not true, but it wasn't me.

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So, I go, the message is saying, the speaker's saying, not me.

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I didn't say she stole the money.

170

What's the difference?

171

She stole it.

172

I go, no, no one, no, nobody said she stole it.

173

She might have borrowed the money.

174

She might have lost the money, because that verb, I said, no, I didn't say she stole it.

175

She could have lost it, she could have borrowed it.

176

By saying that, I'm saying this word does not apply in this sentence.

177

So I don't want you just to move the words.

178

That's easy, but it doesn't mean anything.

179

Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?

180

And remember the spotlight we talked about, you're putting a spotlight.

181

This is the information I want them to pay attention to.

182

Hunt it.

183

Dun, dun, dun, dun.

184

Some of you aren't hunters because you're vegetarians and vegans, and I respect that greatly.

185

But in this case, hunt it means look for it.

186

It's great that you produce this yourself, but because you're learning a language,

187

you want to be able to see it to see how it changes messages.

188

So I've been doing it this whole video, even when I'm not doing the special sentences, and other videos I've done, you can go over them,

189

hunt, go watch my videos, look where I put emphasis or, like, a stress on something,

190

and then try and look at what I was trying to tell you, what I repeated, because in videos like this,

191

I will repeat and go blah and then show you.

192

That's very obvious, so that's good.

193

But you can do it on YouTube videos, you can do it when you're watching politicians.

194

I did not steal the money.

195

No, I did not steal the money.

196

Huh?

197

Those aren't the same sentences.

198

He's like, I didn't steal it, I borrowed it, all right?

199

So hunt it.

200

Watch television and notes.

201

Pay attention in the real world.

202

Before you go into the real world, right, look for it.

203

Where do people stress?

204

Why don't people just talk like this all the time?

205

It would be very robotic and boring, but even in the movies, nothing like that happens.

206

Where's the bomb?

207

No, like, where is the bomb?

208

Like, where's the bomb?

209

Is there a bomb?

210

They're telling you, where should your attention go?

211

Now correct it.

212

Correct it?

213

How do I correct it?

214

This is where this becomes very useful.

215

Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?

216

You said you would do it on Tuesday.

217

I didn't say I would do it on Tuesday, right?

218

Okay?

219

It means, I said I would do it, but I never said Tuesday.

220

So I've used stress to tell them that.

221

Or you could say, I didn't say, I didn't say I would do that, means that never happened.

222

Hmm?

223

One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.

224

The other one could be, I didn't say this at all.

225

Correct it.

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Use the stress method to listen, or sorry, when you speak, and that's why I said this lesson is about listening and speaking, to correct people.

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show where they made the mistake.

228

It could be, you know, what was said, what thing they were speaking about, right?

229

So, you can correct it in conversation.

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Cool?

231

All right.

232

So, we've got...

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Here's your fieldwork.

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Move it, right?

235

I like to move it, move it.

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Move it through a sentence, and then don't just do that.

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Write down how it changes the sentence so you can get the understanding.

238

Next, hunt it.

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Watch television, watch politicians, watch movies.

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Where are they stressing?

241

What are they trying to tell you?" and correct it.

242

You can pretend on this one, or you can try it out in real life, right?

243

So, I didn't say...

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I didn't say Tuesday.

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I didn't say Tuesday, and that changes the message.

246

Correct someone by using your English.

247

Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.

248

What I want to go to is forum.

249

And the forum, in case you don't know it because it's a fancy word, it's you people, you're the forum, you're watching.

250

You are watching this video, you are going into the comment section, and that's where I would like you to go.

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When I am done this lesson, I've got one thing to give you more, I would like you to go into the comment section,

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whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.

253

I didn't say, she bought my car.

254

Why?

255

Okay, here's where it gets interesting.

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Number one, I want you to capitalize, so if you say, say, for example, you might do this.

257

You might do this.

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I didn't say she bought my car, or you could do this.

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I didn't say she bought my car.

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So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.

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And then other people can check and tell you if you're right or wrong.

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Because now you're writing it down and you're going to go, did I stress the right part for the information I want the spotlight on?

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Do I really understand this lesson?

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And then with other people help you, it's great to have more than one teacher, especially live, right?

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Because every day we have the videos up, people come by regularly and check and we'll give you hints.

266

I've seen people write many comments.

267

Anyway, I want to finish up this lesson.

268

And as I finish it up, I want to not just leave you with your homework.

269

I want to give you some place you can go to, to learn more.

270

And it's not just on the stress method.

271

Some of it is.

272

Okay?

273

But it's how to speak better and how to listen better.

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And these are some other lessons I've done, and I call this section further.

275

So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,

276

reading and writing in other videos.

277

In this case, improve your pronunciation with the grab -and -break method.

278

Check that video out.

279

Okay, I've also got another one.

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Secret to English fluency is not speaking.

281

All right?

282

I know, this whole video is on speaking.

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Oh, yeah, but guess what?

284

It's not the secret.

285

So, now you can combine these lessons, right?

286

And finally, the two essential skills you need for great conversations.

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So by using this for listening and using this for conversation,

288

you're going to find that your ability to speak and understand English is going to grow like crazy.

289

Anyway, listen, thank you for taking the time and listening.

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And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,

291

vid as in video dot com to see these videos, of course, and other great teachers we have there.

292

It's been a pleasure.

293

Have a good one.

294

See you soon.

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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「Speak English Fluently — Use STRESS Correctly!」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：stress, stole, word, Tom, message。この動画には、シャドーイング用の文が294文、単語が2794語あります。音声の長さは16:18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87%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。全294文のうち67文が疑問文なので、疑問文のイントネーションや短い受け答えの練習に向いています。

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
steal 動詞	/stiːl/	盗む
lesson 名詞	/ˈlɛs.ən/	授業, 学科
spotlight 名詞	/ˈspɒtˌlaɪt/	スポットライト
emphasize 動詞	/ˈɛm.fə.saɪz/	強調する, アクセントをつける
forum 名詞	/ˈfɔːɹəm/	論壇, フォーラム
borrow 動詞	/ˈbɑɹ.oʊ/	借りる
verb 名詞	/vɝb/	動詞
skill 名詞	/skɪl/	腕, 技
principle 名詞	/ˈpɹɪn.sɪ.pəl/	原理, 原則
politician 名詞	/ˌpɑ.ləˈtɪʃ.ən/	政治家, 政客
hunter 名詞	/ˈhʌntɚ/	猟犬, 狩犬
juice 名詞	/d͡ʒuːs/	汁, 樹液
greatly 副詞	/ˈɡɹeɪ̯t.li/	大いに
weed 名詞	/wiːd/	雑草
wherever	/(h)wɛɹˈɛvɚ/	どこでも

動画に出てくる句動詞

単語	意味
go out 動詞	出る
sit down 動詞	座る, 腰掛ける
write down 動詞	書き留める, 記す

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。

How would I actually say it?
What do I have to emphasize?
He's like, I didn't steal it, I borrowed it, all right?
They're telling you, where should your attention go?
How do I correct it?

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 said · I've done · I've used
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	is used · was stolen · was switched
関係詞節 who / which + 節 — 人や物について情報を加える	emphasize, which was · Tom, which is

注意したい発音

話し手はdidn't, you're, I'mなど、短縮形や弱形を126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: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
長い単語（アクセントの位置に注意）: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/

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: principle /ˈpɹɪn.sɪ.pəl/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, greatly /ˈɡɹeɪ̯t.li/, correctly /kəˈɹɛk(t).li/, randomly /ˈɹændm̩li/
/v/ — /b/ にならないように、上の歯を下唇に当てる: verb /vɝb/, reverse /ɹɪˈvɝs/, involvement /ɪnˈvɑlv.mənt/, wherever /(h)wɛɹˈɛvɚ/, flavor /ˈfleɪvə/
/f/ — 「フ」ではなく、上の歯と下唇で出す: emphasize /ˈɛm.fə.saɪz/, forum /ˈfɔːɹəm/, fancy /ˈfæn.si/, emphasis /ˈɛmfəsɪs/, flavor /ˈfleɪvə/

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。steal, lesson, spotlight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: Speak English Fluently — Use STRESS Correctly! - 動画で英語スピーキングを学ぶ

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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

この動画の重要語彙

動画に出てくる句動詞

繰り返し練習したい文

この動画の文法

注意したい発音

この動画での練習方法

シャドーイングとは？英語上達に効果的な理由