シャドーイング練習: TEST 8 PART 2 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP - YouTubeで英語スピーキングを学ぶ
B1
You will hear part of an interview with a boy called Simon,
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You will hear part of an interview with a boy called Simon,
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who is helping to protect the environment.
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Simon, tell us about yourself.
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Well, like lots of other kids my age,
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I've grown up taking my boat onto the rivers in this area.
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One of my favorite rivers is the River Stanton,
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which is fast with excellent white water,
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so things can get pretty dangerous.
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But it's exciting, and I'm experienced.
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Now, it was while you were on the River Stanton that you noticed something was wrong.
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Yeah.
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I always wondered why the water made my eyes burn if it got on my face,
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and why it was a strange orange color,
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especially when the water was running low.
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So you decided to find out more?
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Yeah.
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I asked other people using the river,
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and I visited a few websites and found out
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that the river was orange because of pollution from the old mines in the area.
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There was a lot of mining for coal done in this part of the country.
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I knew that from my history class at school,
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but what I didn't know was that pollution was coming from those old mine works and escaping into the rivers.
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Then you did a qualification, didn't you?
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Yes.
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I found out about an organization called the Friends of the River Stanton.
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They told me they did a special course where I could learn how to test the river water to see
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if it was healthy or not.
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So that's what I did.
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And I got really interested in the subject.
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In fact, you got so interested that you actually started to look for an answer to the pollution problem.
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Hmm.
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I learned as much as I could about the chemistry behind the pollution.
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I can't really explain all the detail,
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but basically, if you add something called limestone to the river,
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it can improve the chemistry.
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Hmm.
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That means that the plants and fish which had died,
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because of all the mining companies that used to be in the area,
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could live in the river again.
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So that made me really happy.
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Questions 5 to 8.
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You will hear part of a radio programme in which a woman called Sylvia Short is interviewed about her job.
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Good morning, and today we're continuing with our series on careers for young people.
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In the studio today we have Sylvia Short,
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who works for a company that produces guidebooks for serious travellers.
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Now, Sylvia, I believe you left Essex University with a degree in German and Spanish.
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Tell us something about how you got your job.
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Erm, my main interest has always been travel.
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I spent every holiday when I was a student travelling abroad.
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After I left university I spent a year as an English teacher in Spain,
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followed by six months as a tour guide in Italy.
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When I returned to England I applied for loads of jobs advertised in the newspaper,
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but didn't have any success.
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So I decided to make a list of every company I wanted to work for and write to them directly,
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rather than wait for them to advertise.
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Good advice to anyone, I think.
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Yes, and I was very lucky as the company World Travel needed an assistant in their office in London.
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I dealt mainly with the post at first just to get used to their way of doing things.
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Obviously I was qualified to do more but I wasn't in a hurry.
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Then the manager's assistant announced she was leaving after only being with the company for 12 months
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and I applied for her job.
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The company encourages their staff to apply for higher level jobs and I was promoted four months after joining.
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Good for you.
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What does the job involve?
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Well, I've expanded the role since I took it on.
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I'm in charge of all the advertising in the press whenever we publish a new guidebook,
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and I sometimes give talks to people in the travel industry.
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Do you find the work interesting?
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Oh yes, it's never boring.
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We often get odd requests from journalists.
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They assume we know everything there is to know about travel,
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so they often ring us to see if we can help them.
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rang to say he was writing an article and wanted to know whether there were any female football teams in China.
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Questions 9 through 12.
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You will hear the Director of Studies in an English Language Centre and a student representative talking about their self-access centre.
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Thank you.
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Now, what about the computers?
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I think it might be a good idea to install some new models.
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They would take up a lot less room and so that would increase the workspace for textbooks and so on.
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That would be great.
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It is a bit cramped in there at times.
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What about other resources?
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Do you have a list of things that the students would like to see improved?
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Yes.
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One of the comments that students frequently make is
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that they find it difficult to find materials that are appropriate for their level,
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especially reading resources, so I think we need to label them more clearly.
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Well, that's easy enough.
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We can get that organised very quickly. In fact,
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I think we should review all of the study resources as some of them are looking a bit out of date.
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Definitely.
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The CD section especially needs to be more current.
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I think we should get some of the ones that go with our latest course books and also make multiple copies.
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Good.
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Now, I was also thinking about some different materials that we haven't got in there at all.
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What do you think of the idea of introducing some workbooks?
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If we break them up into separate pages and laminate them,
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they'd be a great resource.
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The students could study the main course book in class and then do follow-up practice in self-access centre.
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That sounds good.
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Okay, now finally we need to think about how the room is used.
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I'll have to talk to the teachers
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and make sure we can all reach some agreement on a timetable to supervise the centre after class.
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But we also need to think about security too,
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especially if we're going to invest in some new equipment.
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Um, what about putting in an alarm?
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Good idea.
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The other thing I'd like to do is talk to our technicians
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and see whether we could somehow limit the access to email I really don't want to see that resource misused
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This is the end of part two.
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Thank you.
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この動画でスピーキングを練習する理由
この動画では、環境保護に取り組む少年シモンのインタビューの一部が紹介されています。彼の経験や情熱に耳を傾けることで、英語のスピーキング能力を高め、具体的なトピックに沿った表現を学ぶことができます。このようなコンテキストで練習することは、実際の会話で自然に使えるフレーズを身につけるために非常に重要です。さらに、IELTS スピーキング対策にも効果的です。シモンのように自分の意見や経験を語ることで、自己表現力を向上させるチャンスが得られます。
文法と表現のコンテキスト
- I've grown up taking my boat onto the rivers - 過去から現在までの継続的な行動を示しています。
- One of my favorite rivers is the River Stanton - "is"を使った現在形の文で、好きなものを紹介する際の典型的な表現です。
- I learned as much as I could about the chemistry behind the pollution - 過去の学びを語る時に使用される表現で、能動的な学びを強調しています。
- It can improve the chemistry - 可能性を表現する"can"を使った文で、影響を説明しています。
これらの表現を利用して、shadow speakを実践することで、スピーキングスキルを鍛えることができます。
一般的な発音の落とし穴
この動画の中で注意が必要な単語やフレーズには、以下のようなものがあります。
- pollution - 初めてこの単語を聞くと、発音が難しく感じるかもしれません。"puh-loo-shun"と発音します。
- chemistry - "kem-uh-stree"と発音し、特にストレスの置き方に気を付けましょう。
- experience - "ik-speer-ee-uhns"と発音し、アクセントに注意を払うことが大切です。
これらの発音を練習することで、YouTubeで英語学習の効果を最大限に引き出し、発音力を向上させることができるでしょう。ぜひ、例文を声に出して練習する際は、shadowspeakを意識してみてください。
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。