シャドーイング練習: Task-Based Learning (TBL) Demo: How to Teach English Effectively - 動画で英語スピーキングを学ぶ
レッスンを作成中...
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Hello TEFL students!
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In this video I'm going to demo for you a task-based learning activity.
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The topic is planning a party.
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This topic can be used with a wide range in ages and levels with adjustments.
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The structure of the video follows four stages.
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The pre-task, task preparation, during task, and post-task.
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Let's get started!
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Step one is the pre-task.
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The pre-task stage should mentally and linguistically prepare your students for the upcoming task ahead.
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There are many ways to do this.
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In this demo, I show you three ideas.
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Okay, what makes a good party?
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Jorge?
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Okay, okay, uh-huh.
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Food.
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Idea number one would be the use of brainstorming with a word web.
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Okay, in your groups, I want you to keep going.
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Okay, keep going.
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What do you think?
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What are some things
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that make a good party brainstorm idea number two would be the use of pictures and
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or discussion questions okay let's take a look at picture number
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one what are they doing good all right they are ordering all right they're ordering food for the party.
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Good.
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Another one.
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And perhaps the most common activity would be idea number three,
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having your students read or listen to a model text that mimics the language they will use in the task ahead.
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Look at the picture of the people.
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What do you think we're going to listen to?
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Yes, all right, we're going to listen to them plan a surprise party.
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Good, good.
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In stage two, you will prepare your students to be able to complete the upcoming task on their own.
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In order to do this, you need to give very clear directions.
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I commonly give each group one piece of paper with a step-by-step handout or a checklist for them to follow.
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First, I want everyone to get into groups of three.
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All right, first get into your groups.
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You're going to follow the handout.
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And then after, give us maybe 15, 10, 15 minutes.
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Okay, you're going to present your party idea to the class.
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Are you guys excited?
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All right, it's going to be fun.
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Let's get started.
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In this important stage, students begin to independently build their task.
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Group collaboration and creativity take hold, and generally it's the fun and exciting part of the task.
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I quietly circulate around the room and make note of any weak or strong language features on a clipboard.
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Make sure that you encourage use of the target language.
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After this, the students will then act or present out their tasks.
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It's the point where I hope they proudly display their creativity and stretch their language abilities in doing so.
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As a teacher, I continue to remain low-key and continue to quietly take notes on the language being used.
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It's a fluency activity, so I don't commonly interrupt unless asked for help.
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If set up well, the stage is fun and engaging for everyone.
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When I'm done, my clipboard is often covered.
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To keep me organized, I take notes into categories.
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Only the most important language features get addressed.
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Always point out both strong and weak language features.
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To complete the activity, I address those key language features on the board with the class
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and will reflect on the language you've learned through completing the task.
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This concludes my demo video.
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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「Task-Based Learning (TBL) Demo: How to Teach English Effectively」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：task, language, students, stage, activity。 この動画には、シャドーイング用の文が58文、単語が562語あります。 音声の長さは4:10です。 話す速さは1分あたり約135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。
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 |
|---|---|---|
| demo 名詞 | /ˈdɛm.oʊ/ | デモ |
| clipboard 名詞 | クリップボード | |
| handout 名詞 | /ˈhændˌaʊt/ | ビラ, びら |
| creativity 名詞 | /kri.eɪˈtɪv.ᵻ.ti/ | 創造性, 創造力 |
| quietly 副詞 | /ˈkwaɪ.ɪt.li/ | 静かに |
| brainstorming 名詞 | ブレインストーミング, ブレーンストーミング | |
| checklist 名詞 | /ˈt͡ʃɛklɪst/ | チェックリスト |
| excite 動詞 | /ɪkˈsaɪt/ | 興奮させる |
| fluency 名詞 | /ˈfluːənsi/ | 流暢 |
| interrupt 動詞 | /ˌɪntəˈɹʌpt/ | 中断する, 邪魔する |
| adjustment 名詞 | /əˈd͡ʒʌst.mənt/ | 調整, 調節 |
| conclude 動詞 | /kənˈkluːd/ | 終える, 締め括る |
| organize 動詞 | /ˈɔɹɡənaɪz/ | 組織する |
| independently 副詞 | /ˌɪndɪˈpɛndəntli/ | 独立して, 自立して |
| mentally 副詞 | /ˈmɛntəli/ | 精神的に |
動画に出てくる句動詞
| 単語 | 意味 |
|---|---|
| point out 動詞 | 指す, 指し示す |
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。
- What do you think?
- What do you think we're going to listen to?
- You're going to follow the handout.
- Are you guys excited?
- When I'm done, my clipboard is often covered.
注意したい発音
話し手はI'm, we're, you'reなど、短縮形や弱形を9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。
- 長い単語（アクセントの位置に注意）: creativity /kri.eɪˈtɪv.ᵻ.ti/, linguistically /lɪŋˈɡwɪstɪk(ə)li/, independently /ˌɪndɪˈpɛndəntli/
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。demo, clipboard, handout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。