シャドーイング練習: TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP - 動画で英語スピーキングを学ぶ

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I was

a small child when I left Vietnam and moved with my family to live in America.

For me and my little brother, it didn't take long before we felt American.

But for my parents and two older sisters, it was a different story

The biggest problem for my mother was the language We were living in New York

And although there were quite a lot of Vietnamese families near

us They didn't work in the stores This meant my mother had to take me with her

when she went shopping And I was usually at school For my father, the most important thing when we arrived was to find a job Luckily,

he had friends who knew us in Vietnam and they helped him get a job in a factory.

It was hard for him to do that sort of work.

In Saigon, he had been a doctor.

My two older sisters went to high school.

They worked hard and did well, and the school gave them extra English lessons.

Even now, though, they speak with Vietnamese accents.

My brother and I are lucky.

We may look Vietnamese, but we speak with American accents.

My family found the way of life very different.

In Vietnam, my mother used to spend a lot of time visiting her sisters

and brothers and looking after her mother and father.

She feels quite lonely now.

She says that in America you live inside your house,

but in Vietnam you take your house outside onto the street and share your life with everybody.

I don't remember that, but I I do find the winters are quite hard to put up with in New York.

It's very cold and snows a lot.

My mother still wears traditional Vietnamese clothes at home and always cooks us rice and noodles.

I must admit, I prefer burgers and chips.

Although my friends like to visit us, I often feel a bit embarrassed by my parents' way of life.

They don't understand Americans, and I think I am more American than Vietnamese now.

I suppose it's sad for them to have such a strange daughter.

In American schools, almost every classroom is a mix of boys and girls.

However, it was not always this way.

In the past, schools did not teach girls subjects like science and math.

In 1972, a law called Title IX was made in America.

It gave girls an equal chance at education.

Since then, boys and girls have been taught together.

Recently, though, some schools are reconsidering separating classes.

This is different than in the past, however.

Girls still learn the same subjects as boys.

They just study without boys in the classroom.

Why?

Well, scientists know that boys and girls learn differently.

They also behave differently in the classroom.

Boys are louder and more confident.

They like to talk and show what they know.

In general, girls are quieter.

They prefer to listen and think carefully before they give their answers.

When boys and girls are together, the boys can be too dominant.

Also, boys and girls can bother each other.

Instead of thinking about the lesson, they think about each other.

In a separated classroom, they behave better and can focus on studying.

Another reason for separated classes is that boys and girls often like different things.

For instance, boys prefer stories with action and adventure.

In an all-boys English class, the teacher can choose books that will be interesting to boys.

This way, they will be more excited about the stories.

Not all the classes are separated, just the main subjects, like English, math, science, and social studies.

Still, some teachers think that separate education is not good.

They worry that boys and girls will not learn how to work well together.

Right now, less than 600 schools are trying separate classrooms.

Time will show if it is a good idea or something that should be left in the past.

Hi, I'd like to welcome all of you to the International Student Orientation at Norwalk College.

I hope that your travels from your home country have been easy and that you are all settling in well.

I believe I've met everyone, but just in case, I'm the Director for International Student Affairs,

the person you can come to if you're having problems with your classes, your housing, visas.

You're always welcome to stop by my office.

We'll have several short workshops today, and we'll be talking about some common issues that international students face.

The first one that I want to deal with is about communication, and in particular, nonverbal communication.

Now, all of you have been studying English for some time.

You have a good vocabulary, and you probably know all about verb tenses and modals and can ask directions and order from a menu.

But communication is not only verbal.

That is, talking is not the only language we use to communicate.

Another way we communicate is through nonverbal communication, or body language.

The term body language means the movements we use and the facial expressions we have, like smiling or frowning, the way we sit or stand,

the way we touch or look at someone, the distance we stand from another person.

Some psychologists say that more than 60% of our communication is actually done through body language.

We do it without thinking, or without ever having been specifically taught what the gestures or expressions mean.

The problem is that body language is a little bit different in each culture, and this can often cause some problems with communication.

Here's an example.

In many places, it may be a little rude

or disrespectful to look at another person directly in their eyes as you talk with them.

So many international students will avoid this eye contact.

But in America, we expect it.

We think of eye contact as a sign of honesty and straightforwardness.

American parents actually encourage their children to look people in the eye when speaking.

Just imagine a conversation where an international student was trying to

be respectful by not looking into the eyes of her American classmate.

The American might wonder why her classmate wouldn't look directly at her

And the international classmate would be wondering why she was being stared at The end result is an awkward

and frustrating interaction Oh, here's another one Americans shake hands firmly when they greet each other Because to Americans,

a firm handshake signifies strength and power But a soft or limp handshake is considered a sign of weakness In some cultures,

handshakes are less common, or a gentle, soft handshake is acceptable.

So students need to know that when shaking hands, it's important to be firm.

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B2レベルのスピーキングレッスンは、動画「TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP」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：boys, girls, communication, student, language。この動画には、シャドーイング用の文が92文、単語が1121語あります。音声の長さは9:01です。話す速さは1分あたり約124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86%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
classroom 名詞	/ˈklɑːsɹʊm/	教室, 教場
handshake 名詞	/ˈhæn(d)ˌʃeɪk/	握手, ハンドシェーク
classmate 名詞	/ˈklæs.meɪt/	同級生, 級友
behave 動詞	/bɪˈheɪv/	振る舞う, 行動する
accent 名詞	/ækˈsɛnt/	強音, 強調
mathematics 名詞	/mæθ(.ə)ˈmæt.ɪks/	数学
noodle 名詞	/ˈnu.dəl/	ヌードル, 麺
reconsider 動詞	/ˈɹiːkənˌsɪdə/	再考する
disrespectful 形容詞	/dɪs.ɹɪˈspɛkt.fəl/	不敬な, 不遜な
respectful 形容詞	/ɹɪˈspɛkt.fl̩/	恭しい
verb 名詞	/vɝb/	動詞
greet 動詞	/ɡɹiːt/	挨拶する, 出迎える
psychologist 名詞	/ˌsaɪˈkɑl.ə.d͡ʒɪst/	心理学者
vocabulary 名詞	/vəˈkæb.jə.lə.ɹi/	語彙, 語彙力
gesture 名詞	/ˈd͡ʒɛs.t͡ʃɚ/	ジェスチャー, 身振り

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	was made · have been taught · are separated
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 been taught · have been · I've met

注意したい発音

話し手はdidn't, don't, we'llなど、短縮形や弱形を12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/, cloth /klɒθ/
「sh」と「zh」の音: handshake /ˈhæn(d)ˌʃeɪk/, facial /ˈfeɪ.ʃəl/, workshop /ˈwɝk.ʃɑp/
長い単語（アクセントの位置に注意）: mathematics /mæθ(.ə)ˈmæt.ɪks/, reconsider /ˈɹiːkənˌsɪdə/, disrespectful /dɪs.ɹɪˈspɛkt.fəl/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, 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: classroom /ˈklɑːsɹʊm/, disrespectful /dɪs.ɹɪˈspɛkt.fəl/, respectful /ɹɪˈspɛkt.fl̩/, vocabulary /vəˈkæb.jə.lə.ɹi/
/v/ — /b/ にならないように、上の歯を下唇に当てる: behave /bɪˈheɪv/, verb /vɝb/, vocabulary /vəˈkæb.jə.lə.ɹi/, verbal /ˈvɜː.bəl/, visa /ˈviːzə/
/f/ — 「フ」ではなく、上の歯と下唇で出す: frustrate /ˈfɹʌsˌtɹeɪt/, signify /ˈsɪɡnɪfaɪ/, disrespectful /dɪs.ɹɪˈspɛkt.fəl/, respectful /ɹɪˈspɛkt.fl̩/, firmly /ˈfɝmli/

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。classroom, handshake, classmate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: TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP - 動画で英語スピーキングを学ぶ

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