シャドーイング練習: Teacher to Teacher: Is AI reshaping education for the better? - 動画で英語スピーキングを学ぶ

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You didn't have that like existential dread of oh no my job is going to be outsourced by automation.

It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.

My initial impression of AI was I am out of a job

because this device can write an essay better than I can.

So how can I sell students on the importance of writing topic sentences

and learning grammar rules when this thing can just do it for us?

But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning

and thinking about how my classroom teaching can be enhanced.

So my mindset went from how will my change in a

scary way to how can I be a better teacher now

because of this new emergent technology sure it's not about are you using these tools

or you're not using these tools it's are you using them in the right way

and students who are using them as answer generators were doing

poorer than the students who were not using the tools at all

so the the point

that we then had a conversation about was how do we use these tools to be that personal tutor

And like you get to a point where you keep balancing an equation incorrectly.

Take a screenshot of that equation and say, can you explain to me what my mistake is?

Not what's the answer to this math problem, right?

You're going to get different outcomes from those two prompts.

Have you seen some of the outcomes that you've been seeking in the classroom change?

Not just how the students are working towards those outcomes, but the outcomes themselves.

I think we're on our way because I'm becoming more capable at harnessing its potential for good.

Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.

And so I've trained them how to use it to coach them in the same way that I would coach them.

And I've taught them how to prompt to get the feedback that I would give to them.

That being said, I do worry that the over -reliance on the tool means

that we're not grappling with complex text in the way we did like pre -ChatGPT.

They read SparkNotes, but now they have this tool that can summarize for them.

And reading carefully has been on the decline for many years.

And so that's one fear that I have is how can we continue pushing kids to read complex,

challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.

And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental

that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.

We all have to learn how to use them.

I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.

And the two top skills they always put that companies are saying

that students need in school are critical and creative thinking skills.

So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?

And then you talked about your assessments and how you look at the process of how they're writing them.

Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence

And when I saw

that was starting to come out I had chat GPT write me an essay on a random topic

and I put it in it was a hundred percent generated

So I said well that that looks like it's a pretty reliable tool

And then I kept giving it the prompt right more like a human in

Different forms of that prompt and I got it down to about 20 percent confidence

that it was written by artificial intelligence and I didn't write a single word of that.

That reminds me of my early kind of experience interacting with AI.

I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.

And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.

We put a lot of time, effort, and energy into it.

And most of the other students did not.

So I assumed that he used AI, and I asked ChatGPT, was this generated by you?

ChatGPT said, yes, I generated this.

And I later learned that this is just the student that goes above and beyond for everything.

And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.

And so I quickly learned that, man, we can't over -rely on this technology.

We have to be vigilant and we have to be skeptical.

Do you have any like blunders that you want to share about how you've used it?

I mean...

I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.

And that's given me a really unique perspective on this.

And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.

So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions

and try to wrap my head

and then I would put them into a chat bot

and I would have it start trying to help me look for similarities and differences among research papers.

So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,

and it would tell me that that fact exists and it's on page six.

Now, as somebody who's been a student for quite a long time,

I know that I need to go check page six and I need to make sure that,

you know, what's written in my notes for my citations

and it's not it's not there yeah so this tool that was branding itself

as a way to help me with my research could actually lead my citations to be incorrect

so as a student it's actually like prevented me from using this tool at all

because i don't want to put something in my paper unethically

and i think

when i think back to like a 14 15 year old i don't think they're going to take

that step i think they're going to take it at its word so

So that skepticism is really important to build.

You say you're cautiously optimistic as well, either the optimistic side or the cautious side.

Yeah, I mean, you bring up a good point about the coming of age in a time

when there's so much uncertainty in it.

The conversations are generally quite scary for students.

And I think about the impact that has on their cognitive development

and their well -being and it must be

so scary to think about what is the world going to look like when I'm an adult,

when the world is changing so rapidly and there's so much unknown

and uncertainty and kids are already dealing with enough stress and anxiety about the future,

but we don't even know what the future looks like more than ever.

I remember when I was in school thinking about what is going to be my major and my career,

I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.

So I worry for the younger generations grappling with all of the complexity.

So would you say you're cautiously optimistic about what's to come with AI?

How are you thinking about the future?

I am.

I think the word cautious is correct there.

I am on the optimistic side.

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Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,

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especially in developing countries, So many people now have a smartphone in their pocket. And

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when you're looking at how we can support students who don't

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have the same access to education as students at our school might have, they might not be too far behind if we support developing countries

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and schools and teachers to adopt these tools and to use them as personal tutors.

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Because not everybody can afford to go out and pay somebody per hour for a tutor.

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So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.

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But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,

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I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.

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Thank you.

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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「Teacher to Teacher: Is AI reshaping education for the better?」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：student, tool, optimistic。この動画には、シャドーイング用の文が109文、単語が1564語あります。音声の長さは8:29です。話す速さは速く、1分あたり約184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84%は英語の頻出3,000語に含まれます。残りは練習の前に確認しておきましょう。

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
optimistic 形容詞	/ˌɒptɪˈmɪstɪk/	楽観的
skill 名詞	/skɪl/	腕, 技
generate 動詞	/ˈd͡ʒɛn.ə.ɹeɪt/	生む, 生み出す
tutor 名詞	/ˈtjuːtəː/	家庭教師
scary 形容詞	/ˈskɛə.ɹi/	怖い
essay 名詞	/ˈɛs.eɪ/	エッセイ, 随筆
topic 名詞	/ˈtɑpɪk/	話題, テーマ
remind 動詞	/ɹəˈmaɪnd/	思い出させる
artificial 形容詞	/ˌɑː.tɪˈfɪʃ.əl/	人工の
classroom 名詞	/ˈklɑːsɹʊm/	教室, 教場
equation 名詞	/ɪˈkweɪ.ʒən/	方程式
mindset 名詞	/ˈmaɪn(d)ˌsɛt/	考え方, 心理
cautious 形容詞	/ˈkɔːʃəs/	慎重な
pocket 名詞	/ˈpɑ.kɪt/	ポケット, 懐中
lesson 名詞	/ˈlɛs.ən/	授業, 学科

動画に出てくる句動詞

単語	発音	意味
bring up 動詞		育てる
come out 動詞	/ˌkʌm ˈaʊt/	出る
go out 動詞		出る

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 you seen · I've trained · I've taught
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	be outsourced · can be enhanced · being said
関係詞節 who / which + 節 — 人や物について情報を加える	students who are · students who were · students who don

注意したい発音

話し手はI'm, don't, you'reなど、短縮形や弱形を30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。

「th」の音: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
「sh」と「zh」の音: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
長い単語（アクセントの位置に注意）: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/

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: classroom /ˈklɑːsɹʊm/, carefully /ˈkɛɹf(ə)li/, replacement /ɹɪˈpleɪsmənt/, rapidly /ˈɹæpɪdli/, reliable /ɹɪˈlaɪəbl̩/
/v/ — /b/ にならないように、上の歯を下唇に当てる: collective /kəˈlɛktɪv/, cognitive /ˈkɑɡ.nɪ.tɪv/, vigilant /ˈvɪd͡ʒɪlənt/
/f/ — 「フ」ではなく、上の歯と下唇で出す: artificial /ˌɑː.tɪˈfɪʃ.əl/, carefully /ˈkɛɹf(ə)li/, fundamental /ˌfʌn.dəˈmɛn.təl/, feedback /ˈfiːdˌbæk/, framework /ˈfɹeɪm.wɜːk/

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。optimistic, skill, generate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: Teacher to Teacher: Is AI reshaping education for the better? - 動画で英語スピーキングを学ぶ

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