シャドーイング練習: STOP Saying "My Name Is…" When Someone Asks About You in English - 動画で英語スピーキングを学ぶ

Tell me a little about yourself.

Four seconds go by.

Then you hear yourself say it.

My name is, I'm from, I work in a company.

And you sit there thinking, that's not me.

I know so much more English than that.

You see, here's what nobody tells you.

That answer is not wrong.

It's just forgettable.

And in a job interview, a first meeting, a new class, forgettable costs you.

People decide who you are in the first 15 seconds you speak

and your English is giving them a form to read instead of a person to meet.

That changes today.

I'm going to give you two answers to that same question, then show you the exact three part shape behind the good one.

It works for almost any question in English.

And along the way, I'll give you one advanced word, one expression, and one idiom that will make you sound instantly more natural.

But stay with me to the end, because I want to tell you a true story.

A boy who didn't speak a single word in his class for eight years, not one word to his classmates.

And he grew up to have one of the most famous voices in the world.

What changed for him is exactly what needs to change for you.

Are you ready?

Well, then let's jump right in part one,

the question, can you tell me a little about yourself?

This is a question that you have probably been asked many times.

It's a question that people ask on a regular basis.

Can you tell me a little about yourself?

But how can you answer this question?

I want to give you two different responses to this same question.

Response number one, the learner response.

Hello, my name is Daniela.

I am from Brazil.

I am 34 years old.

I work in a company.

I like my job.

I have two children.

In my free time, I like to watch movies.

Thank you.

That was the learner response.

Now listen to the fluent English speaker response and notice the differences.

Here we go.

Oh, sure.

So I'm Daniela.

I'm from Curitiba down in the South of Brazil.

I work as a project manager for a logistics company where I oversee shipments across Latin America.

And I've got two kids who keep me pretty busy.

Honestly, I'd say the best part of my life right now is my job.

I really love it.

Mostly because no two days are the same.

I get to work with people from all over the world and I'm always learning something new.

Like just last year, my team and I flew to Chicago for a big client meeting.

It was my first time presenting in English in front of about 20 people and I was so nervous,

but I pushed through because I knew it was a huge opportunity for my career.

And honestly, we knocked it out of the park.

We landed the contract.

So yeah, that's a little about me.

You see how different these two responses are.

This leads us to our next part why are they different

here's the first thing a form versus a person this is reason number one you see the learner's answer

that first answer we heard sounds like she's filling out a form

name country age job however the fluent answer

that second answer sounds like you've actually started to meet someone you're actually engaging with someone one is a form

that you're checking off the other is actually a person here's

reason number two it has a shape the learner's answer

that first one could end after each sentence any sentence that was stated could end the response However,

the fluent answer builds from simple facts to what she thinks to a real moment and lands with a clear finish.

This is what makes it so different.

You're not just saying one point, two points, three points.

You're actually going from one point to the next and connecting them.

This is reason number two.

Now we have reason number three.

Thank you.

A door versus a wall.

You see that thank you that was said at the end of the learner's response.

That thank you ends the conversation.

It's a door that is closing Chicago, the presentation, landing the contract,

all give the listeners something to ask about in the second response, the fluent English speaker's response.

One answer closes the door.

The other one opens it.

Ooh, what about Chicago?

Oh, the presentation, wait a minute.

You landed a contract causing the person to actually want to know more opening the door, not closing it like a wall.

This leads us now to our next part,

the method, how can you sound like the fluent English speakers response and not the learner response?

So I want you to think about this.

Remember that shape we talked about that shape I mentioned earlier, it has a name it's called the fluency panion,

and it looks like a target with a center and three rings.

Let me show this to you visually.

Again, we're speaking about this method that can help you sound like that fluent response.

So let's draw this out.

We have in the center, this target right in the center.

And then we have three rings around it.

Again, this is the method you need to follow to sound like that fluent speakers response, the second response that we had.

Now, the next thing is the three rings.

We have the target in the center, and then we have three rings around this target.

This is called the fluency panion.

Now, every time you answer a question, you start in the middle and you move outward one ring at a time.

So what does this center ring represent?

It represents the question, or you can say the topic.

This is our center.

100

The target starts with the question.

101

Everything starts here.

102

Before you say a word, get clear on what you're actually being asked.

103

What is the person asking you?

104

This is your starting point and every ring connects back to it.

105

So remember, we started off with the question, can you tell me a little about yourself?

106

Now, how did Daniela respond?

107

The second person, right?

108

Looking at that fluent speaker response, let's say her name actually was Daniela.

109

I'm going to give her a name, Dan Yella.

110

This was the second response, the more fluent response.

111

Now, Dan Yella responded to the question.

112

Again, the question, can you tell me a little about yourself?

113

Her response, the first one was, oh sure.

114

So I'm Dan Yella.

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Again, the question was, can you tell me about yourself?

116

Her starting point.

117

So I'm Dan Yella.

118

All right.

119

Now this leads us to ring number one.

120

We have the target.

121

We have the question, but ring number one is where we start to get into the nitty gritty.

122

So ring number one, this represents three details.

123

So ring number one represents three details.

124

Now you're going to give three specific facts or detailed connected to the question,

125

not general information, but details that could only be about you.

126

This is very important for you to realize these details need to be about you.

127

This ring actually helps the listener see you clearly.

128

So ring number one, the three details, it's very important.

129

So going back to our question again, tell me about yourself, Daniela, again, we're having this name for our response.

130

This is what she said for ring number one.

131

I'm from Curitiba down in the South of Brazil.

132

I work as a project manager for a logistics company where I oversee shipments across Latin America,

133

and I've got two kids who keep me pretty busy.

134

What was detail number one?

135

She's from Curitiba in the South of Brazil,

136

detail number two, she's a project manager who oversees shipments across Latin America and detail number three,

137

she has two kids who keep her busy.

138

So once again, ring number one of our fluency opinion, our method is the three details.

139

This is our first ring

140

and she gave three details now within her response we heard

141

a brand new advanced vocabulary word the word was oversee good

142

again after me oversee excellent now this word oversee just means to be in charge of something

143

and make sure it's done correctly to be in charge of something

144

and make sure it's done correctly an example sentence i oversee a team of six people

145

so my calendar fills up fast all right

146

so she said where i oversee shipments across latin america all right

147

so we have our first ring again ring number one three details this leads us now to ring number two.

148

Ring number two is all about giving your opinion plus three reasons.

149

All right.

150

Giving your opinion and you have to add three reasons.

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All right.

152

Your opinion plus three reasons.

153

This is ring number two.

154

Again, the target is the question or the topic.

155

Ring number one, three details at ring number two, your opinion, plus three reasons.

156

Now, what you're going to do is share what you think or how you feel.

157

Then you're going to give three reasons why you actually feel this way.

158

Again, we're making this shape to help you sound more fluent, like a native speaker.

159

So this second ring, again, your opinion, plus three reasons, this ring shows the listener who you are on the inside,

160

not just the facts.

161

Remember ring number one is where you gave the details, but ring number two actually invites them in.

162

So Daniela, our individual said this, honestly, I'd say the best part of my life right now is my job.

163

I really love it.

164

Mostly because no two days are the same.

165

I get to work with people from all over the world

166

and I'm always learning something new what happened we heard daniella

167

do what she gave her opinion plus three reasons again this is ring number two opinion plus three reasons

168

so what was her opinion the opinion the best part of

169

her life right now is her job what about her three reasons reason Number one, no two days are the same reason.

170

Number two, she works with people from all over the world.

171

And reason number three, she's always learning something new again, ring.

172

Number two, your opinion plus three reasons.

173

And this is exactly what she did.

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Now, as you listened to her opinion and three reasons, you heard a brand new expression.

175

The advanced English expression is no two days are the same again,

176

after me, no two days are the same.

177

Excellent.

178

Now this expression just means that every day is different.

179

Things are always changing, usually in a way you enjoy.

180

Here's an example sentence.

181

I love being a nurse.

182

No two days are the same.

183

Makes sense, right?

184

Excellent.

185

Now, Daniela in her response said, I really love it mostly because no two days are the same.

186

All right.

187

So we have ring number one, the details and ring number two, your opinion plus three reasons.

188

This leads us to ring number three.

189

Now, ring number three is a personal experience plus the five W's.

190

Again, a personal experience plus the five W's.

191

Now, remember our five W's are who, what, when, where, and why.

192

All right.

193

So a personal experience plus the five W's.

194

This is what you're going to do.

195

You're wrapping up your response by sharing a real moment from your life.

196

Something that actually happened.

197

You're inviting the listener in.

198

Now you're connecting your response to your life.

199

You're going to use the five W's who, what, when, where, and why.

200

So your listener can start picturing what you're saying.

201

This ring, our third ring makes your answer memorable.

202

So listen again to what was said by Daniela.

203

Like last year, just last year, my team and I flew to Chicago for a big client meeting.

204

It was my first time presenting in English in front of about 20 people.

205

And I was so nervous, but I pushed through because I knew it was a huge opportunity for my career.

206

And honestly, we knocked it out the park.

207

We landed the contract.

208

So this was Daniela's last part of her response.

209

That third ring, again, her personal experience, plus the five W's.

210

Now let's break it down.

211

Her personal experience was her first presentation in English, which helped land a contract.

212

The who?

213

Daniela and her team.

214

What?

215

A big client presentation. When?

216

Last year. Where?

217

Chicago.

218

Why?

219

It was a huge opportunity for her career.

220

Now in that response, we heard a new English idiom.

221

The English idiom was knock it out of the park.

222

Good again, after me, knock it out of the park.

223

Excellent.

224

Now the definition of this idiom, it just means to do something extremely well, to succeed even more than expected.

225

For example, it came from baseball when a player hits the ball completely out of the stadium.

226

Wow.

227

He or she did better than expected.

228

Knock it out of the park.

229

Now here's an example sentence, you knocked that interview out of the park.

230

I'd be shocked if they didn't call you back, knocked it out of the park.

231

So again, looking at the shape, this shape that we have for our method to help you sound like a native speaker.

232

Our last ring again was the personal experience plus five W's.

233

We have our three rings.

234

The center again is the question or the topic.

235

Then you give the facts or the details for ring number one.

236

Then you give your feelings, your opinion, right?

237

And your reasons.

238

And then you give a real moment, your personal experience.

239

And notice how Daniela finishes.

240

She finished by saying, so yeah, that's a little about me.

241

In other words, she brings it right back to the center.

242

This is the shape.

243

This is the shape you want to use when you answer a question, when you speak about a topic.

244

Now this fluency opinion is just one of six fluency methods I use to help you speak English with confidence.

245

If you want to learn the other five and master every one of them, grab my fluency handbook.

246

The link is right here in the description, or you can go to my website.

247

Again, the link is right in the description and you can find out how you can master these fluency methods, go get it.

248

And let's keep building your fluency together.

249

I'll talk to you next time.

250

You still there?

251

You know what time it is.

252

It's story time.

253

I said it's story time.

254

All right.

255

Story time is back, but it is story time 2 .0.

256

I am going to be telling you a story, a true story.

257

This story is called the silent boy who became the voice.

258

I want you to imagine you have something to say, but you can't say it.

259

Not for a day, not for a week, for eight long years.

260

This, my friend, is a true story.

261

And the boy in this story grew up to have one of the most famous voices in the world.

262

But I'm not going to tell you his name, not yet.

263

When he was about five years old, his world changed.

264

His entire world changed.

265

He moved from Mississippi to live with his grandparents on their farm in Dublin, Michigan.

266

Everyone thought the move would be a wonderful new beginning.

267

What child wouldn't love living on a farm?

268

But years later, when he wrote his autobiography, he described it very differently.

269

He wrote, for me, it was a heartbreak.

270

And not long after that move, something happened to this little boy's voice.

271

he began to stutter he couldn't get his words out properly now lots of children stutter

272

but his stutter became so severe

273

that he made a decision no child should ever have to make this little boy decided to stop talking,

274

to not say a word to any of the kids at school.

275

His first year of school became his first silent year.

276

Then another and another.

277

From first grade all the way to his first year of high school, this boy barely spoke a word.

278

How did he talk to his teachers? he wrote notes.

279

What about his classmates?

280

He wrote notes.

281

Now he could talk to the animals on the farm, but talking to people, that was too painful, too embarrassing because of his stutter.

282

So imagine being that boy, sitting in class, full of thoughts, full of ideas, full of feelings,

283

and keeping every single one of them locked inside.

284

But here's what nobody could see.

285

Inside that silent boy, inside that little boy who had chosen not to speak, there were words, beautiful words.

286

He was writing poetry.

287

And in high school, this same little boy had a change happen to him.

288

You see, one person noticed his English teacher, a man named Donald Crouch.

289

Mr. Crouch read one of the boy's poems.

290

Remember, he was writing, even though words weren't coming out of his mouth, they were coming out of his head and his heart on paper.

291

Mr. Crouch read one of the boy's poems.

292

And then he said something surprising.

293

He told him the poem was so good, he didn't believe the boy had written it and then came the challenge.

294

The teacher said, listen, if you really wrote this poem, prove it.

295

Stand up in front of the whole class and say it out loud.

296

Think about that.

297

Not months of silence, not a year of silence,

298

years of silence, years of simply writing notes and now every eye in the room is on him.

299

Would he freeze?

300

Would the words get stuck again?

301

He stood up.

302

He opened his mouth and he said the poem.

303

Every word without stuttering.

304

He knocked it out of the park.

305

Years later, he remembered that moment with two simple words.

306

Nice surprise.

307

But you see, that moment was only the beginning.

308

Mr. Crouch kept working with him, helping oversee his progress as he slowly rebuilt his voice.

309

And once he found his voice, he didn't want to stop using it.

310

He wrote that he couldn't get enough of speaking, debating, and acting.

311

The boy who had been silent for years became his high school valedictorian, the top student with the best grades.

312

That same little boy would stop speaking from first grade to the first year of his high school.

313

He was now the valedictorian.

314

Then he went to the University of Michigan.

315

He planned to study medicine, but he failed a pre -med exam.

316

So he switched to drama.

317

He served in the army.

318

Then he moved to New York where he

319

and his father waxed floors to pay the bills while he looked for acting jobs.

320

And in 1958, he got his first role on Broadway.

321

From there, his career lasted seven decades on stage and on screen.

322

For an actor like him, no two days were the same.

323

New roles, new stages, new characters.

324

And one of those characters, you definitely know.

325

The boy who once couldn't say a word to his classmates became the voice of Darth Vader.

326

His name was James Earl Jones.

327

The silent boy became the voice.

328

I mean, a voice that even to me has been a part of my life.

329

The voice that is one of the most recognizable in the world came from that silent boy.

330

But here's the part of the story I love most.

331

You see, James Earl Jones never said his stutter disappeared.

332

He said he was still a stutterer.

333

He just learned how to work around it.

334

He compared it to a weak muscle.

335

You exercise it and sometimes it becomes your strong muscle.

336

James Earl Jones passed away in 2024 at 93 years old.

337

Today, there's a Broadway theater with his name on it.

338

So what does this mean for you, my friend?

339

Maybe you've gone quiet in English.

340

Maybe there's a voice in your head that says, don't speak.

341

You'll get it wrong.

342

Everyone will notice.

343

Maybe other people have looked at you and already decided what you can and can't do.

344

My friend, don't listen to those voices.

345

James Earl Jones didn't wait until his stutter was gone.

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He stood up with the words he had and he spoke anyway.

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And then he kept going through the failed exam, through waxing floors, through every audition.

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Your English, my friend, doesn't have to be perfect for you to speak.

349

You just have to keep moving forward.

350

Your words are already inside you.

351

Now it's time to stand up and say them out loud.

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I believe in you.

353

You can do it.

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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「STOP Saying "My Name Is…" When Someone Asks About You in English」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：ring, response, word, English, detail。この動画には、シャドーイング用の文が353文、単語が3482語あります。音声の長さは25:55です。話す速さは1分あたり約134語で安定しており、シャドーイングしやすいペースです。単語の89%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
fluent 形容詞	/ˈfluənt/	ぺらぺら, 流暢な
fluency 名詞	/ˈfluːənsi/	流暢
stutter 名詞	/ˈstʌtɚ/	吃り
listener 名詞	/ˈlɪs(ə)nɚ/	聞き手, 聴取者
idiom 名詞	/ˈɪdiəm/	熟語, 成句
classmate 名詞	/ˈklæs.meɪt/	同級生, 級友
learner 名詞	/ˈlɜɹnəɹ/	学習者
logistics 名詞	/ləˈd͡ʒɪstɪks/	物流, 運送
wax 名詞	/waks/	蝋, ワックス
embarrass 動詞	/ɪmˈbæɹəs/	困らせる
grandparent 名詞	/ˈɡɹæn(d)pɛəɹənt/	祖父母
heartbreak 名詞	/ˈhɑɹt.bɹeɪk/	断腸
autobiography 名詞	/ˌɔː.tə.baɪˈɒɡ.ɹə.fi/	自伝, 自叙伝
audition 名詞	/ɑˈdɪʃən/	オーディション, 試聴
vocabulary 名詞	/vəˈkæb.jə.lə.ɹi/	語彙, 語彙力

動画に出てくる句動詞

単語	発音	意味
stand up 動詞		立ち上がる
fill out 動詞	/fɪl ˈaʊt/	書き込む, 記入する
fill up 動詞		満たす
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。

You see, here's what nobody tells you.
Can you tell me a little about yourself?
What is the person asking you?
This is what you're going to do.
You're inviting the listener in.

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 asked · was stated · was said
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 probably been asked · you've actually started · has been
関係詞節 who / which + 節 — 人や物について情報を加える	kids who keep

注意したい発音

話し手はyou're, I'm, didn'tなど、短縮形や弱形を53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: shipment /ˈʃɪpmənt/, audition /ɑˈdɪʃən/
長い単語（アクセントの位置に注意）: valedictorian /ˌvæl.ə.dɪkˈtoɹ.i.ən/, autobiography /ˌɔː.tə.baɪˈɒɡ.ɹə.fi/, visually /ˈvɪzju.əli/, vocabulary /vəˈkæb.jə.lə.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: learner /ˈlɜɹnəɹ/, valedictorian /ˌvæl.ə.dɪkˈtoɹ.i.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, rebuild /ɹiːˈbɪld/, memorable /ˈmɛm.(ə)ɹə.bl̩/
/v/ — /b/ にならないように、上の歯を下唇に当てる: oversee /ˌəʊ.vəˈsiː/, valedictorian /ˌvæl.ə.dɪkˈtoɹ.i.ən/, visually /ˈvɪzju.əli/, vocabulary /vəˈkæb.jə.lə.ɹi/
/f/ — 「フ」ではなく、上の歯と下唇で出す: fluent /ˈfluənt/, fluency /ˈfluːənsi/, autobiography /ˌɔː.tə.baɪˈɒɡ.ɹə.fi/, freeze /ˈfɹiːz/

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。
通常の速度で一文ずつシャドーイングし、話し手のリズムに合うまで繰り返します。
自分の声を録音して元の音声と比べます。fluent, fluency, stutter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 →

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シャドーイングとは？英語上達に効果的な理由