シャドーイング練習: Teaching groups: How to get them talking #9 - 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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The dog is walking so the dog's footsteps are going to be in the video.
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Hey guys, so recently I've been getting quite a lot of feedback from you
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which has been great because that means that you're watching my videos and that they actually mean something to you.
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So yeah, thanks.
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One question that I got that I thought was pretty interesting was
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how to get your students to interact with one another on your lessons.
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and I thought that this could be quite an important topic to talk about
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because it's a problem that I had in the beginning as well.
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I love teaching one -on -one.
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I think it's the best way to teach English just because
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you get so much more time to spend with one person and maybe that's for a different video.
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But sometimes you have to teach in groups.
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And with teaching in groups, there come different problems.
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One of which I experienced, and this was the fact that when you have a group of people, you have many different personalities,
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which means you get shy people, and you get very talkative people and what usually happens is that the talkative people,
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well, talk a lot and the shy people kind of disappear into the background.
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Another thing that I noticed is that in groups it's a lot more difficult for people to open up.
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So even if these are people who aren't shy, they might feel uncomfortable to speak when they're in a group just because they're
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not really confident about their language and about speaking in front of their peers or their colleagues in another language.
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So over the past couple of years, I have used a couple of different methods to get my students
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talking on my lessons
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and interacting with each other in my lessons some of these
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ideas are in mine i also have to google them up
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and find them on the internet but i'd love to share them with you guys
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So one of the first things I like to do on my lessons, on my group lessons, are warm -ups.
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One of the warm -ups, which is I guess the most basic and most obvious one, is I start by asking my students how they are.
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and asking a little bit about their lives, what they've been up to, and kind of seeing where the discussion goes on from there.
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Because sometimes it can, I don't know,
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somebody can do something or have done something over the weekend that will join with somebody else's story and
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you'll get a discussion going on.
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Sometimes, however, I got students who like to give me easy answers.
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Easy answers being, Oh, I don't know, nothing much.
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Or I just stayed at home.
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Or I'm fine and they wouldn't
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elaborate on that idea which made things very difficult for me
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because it's hard to have a discussion when somebody keeps on ending it. with you.
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So for the students that gave me very quick and easy answers, I found another way.
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What I would do is on the next lesson, I would get the students to talk not about themselves but about the person sitting next to them.
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So if it's an introductory lesson, what
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What is great is I would get them to introduce the person sitting next to them
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That usually ended in quite a laugh and it made the atmosphere like a More.
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easy going and if that didn't work then i had another i had this other thing that worked.
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I have an envelope with these random words and I would get my students to pick out a random word,
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and we would kind of go around in a circle
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where one person would start a story that had to contain this word, and then the next person would continue with their word.
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These could be short words like, I don't know, beard and bust and I don't know, cat too.
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If you want to be more ambitious, these could be words that you used in your previous lesson.
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So it could be like a vocabulary practice
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so another way to get your students talking
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but this is a bit of a brutal way is talking
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with a timer this is what my english teacher used to do to us in in primary school
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and although it was really stressful i do only have positive memories about it
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which is why i do it with my students otherwise i wouldn't put them through this turmoil
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but um the point of talking topic and they have to talk about this topic for um,
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you can decide if it's two minutes or three minutes or five minutes I would stick to like
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two minutes in the beginning, because it really can get quite difficult.
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And the topics can be really random.
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And also you don't have to think of the topics yourself.
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You can give your students the opportunity to give topics to one another.
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And the last thing that I'll share with you is my personal favorite that works every time.
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It's the most important thing because it's what makes my lessons work and this is a
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Topics of interest and when I say topics of interests, I mean getting to know your students well enough
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to be able to prepare topics for them that they are interested in and that's spark their enthusiasm on your lessons.
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This does take a bit of work because it means
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that you have to spend the first couple of lessons building a connection with your students and a relationship.
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But it really pays off because as a teacher it makes The next.
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series of lessons you have with this group really easy.
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because you don't have to motivate them to talk.
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They will talk on their own because it'll be topics that they are passionate about.
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So after speaking with my one group, I found out that they were quite upset with their management and the way the management was treating them as employees.
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And this sparked quite an interesting discussion that I saw that even those
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who usually don't participate in my lessons had this fire that they wanted to share how unfair they felt certain situations were.
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And what I did in the next couple of lessons is I
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pulled on these emotional strings and I found different videos on, for example, TED or articles about
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successful companies that really treat their employees well
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and this sparked up more discussions and we could learn new vocabulary from these articles and these talks.
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And together we kind of drew up ideas of the ideal
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working environment that we would like to have or what things we would change within the company.
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And this was pretty amazing because
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They had a lot to say and I was basically just there to listen
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and to either correct mistakes or add in the correct vocabulary and they were doing all the talking.
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So yeah, so if you find the topics that interest your group,
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what you can then do is find short videos on YouTube about this topic or TED Talks or
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articles that you can then either send to your students before the next lesson
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or you can use them to watch and discuss the next time that you meet with them.
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So those were my tips on how I get my students to interact with one another on my lessons.
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If you guys have any questions or maybe there are some problems that you guys encounter on your group lessons, maybe I can help out.
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Otherwise, thanks for watching.
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Don't forget to like and subscribe and I will see you soon.
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Bye!
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Bye.
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Bye.
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このレッスンについて
このレッスンでは、グループでの会話を促進する方法について学習します。特に、内気な学生と積極的な学生の間に見られるコミュニケーションのギャップを埋めるためのさまざまなテクニックを探り、さまざまなアイスブレーカーやアクティビティを使用して、学生同士の対話を活性化します。具体的には、自己紹介の方法や無作為に選んだ単語を用いたストーリー作成などを通じて、言語スキルを向上させる効果的なアプローチに焦点を当てます。
重要な語彙とフレーズ
- 内気な学生 (shy students)
- 積極的な学生 (talkative students)
- アイスブレーカー (icebreaker)
- 無作為の単語 (random word)
- ストーリーを続ける (continue a story)
- 言語スキル (language skills)
- 会話を促進する (promote conversation)
- 自己紹介 (self-introduction)
練習のヒント
このビデオでは、実際の授業で行われるやり取りを通じてグループの交流を促進する方法が紹介されています。英語を話す能力を向上させるためには、英語シャドーイングが非常に効果的です。ビデオのスピードとトーンに合わせてシャドーイングを行うことで、スピーキングの流暢さを養うことができます。以下のポイントに注意しながら練習しましょう。
- 最初に、ビデオの内容をよく聞き、話の流れを把握します。
- 続いて、発音やイントネーションに注意しながら、同じスピードで繰り返します。シャドースピーチを行う際には、自分の声を録音して、後でチェックすることも効果的です。
- 他の学習者とグループを作り、自然に会話ができるようにする練習を行います。特に、自己紹介や近況を話すことから始めると良いでしょう。
- 「無作為の単語」を使って独自のストーリーを作る練習も、創造力を高めつつ言語スキルを磨くのに役立ちます。
定期的にこのような練習を行うことで、会話能力が向上し、グループ内での発言が増えるでしょう。シャドースピークの実践は、英語の習得において非常に重要なステップとなります。
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 | has been · they've been · have done |
| 関係詞節 who / which + 節 — 人や物について情報を加える | people who aren · ups, which is · students who like |
| 最上級 the -est / the most … — グループの中で一番 | the best · the most basic · the most important |
| 過去進行形 was/were + -ing — 過去のある時点で進行中だった動作 | was treating · were doing |
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。