シャドーイング練習: Vol 2 - test 4 - section 3 - 動画で英語スピーキングを学ぶ
レッスンを作成中...
1
Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
2
First, you have some time to look at questions 21 to 24.
3
Now listen carefully and answer questions 21 to 24.
4
Helen and Paul, congratulations to you both for doing so well the past semester.
5
You too have exhibited an impeccable performance during your first year in the nursing programme.
6
I'd like to get some feedback from the two of you to better improve the programme
7
and to provide guidance for our prospective students.
8
I'd like to start with you, Helen. So...
9
First of all, Which aspect of the programme impressed you?
10
Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
11
But as I stepped into the classroom for the first time, I was surprised by the diversity.
12
Most were in their 20s, but there were also those in their 30s or even 40s.
13
As it turns out, the intergenerational communication has sparked intense debate and new thinking,
14
and I think that's something special about the programme that I appreciate very much.
15
What about you, Paul?
16
What do you think of the programme? For me?
17
The group project we carried out last semester is another key feature of the programme.
18
The whole class was divided into eight different groups, working on eight prospective cases.
19
Team building sessions were conducted in a collaborative way most of the time.
20
Comprised of five members, our group studied acute pancreatitis.
21
During the process, we broke the task into different parts and assigned them to each member.
22
We were then able to tackle the complex problem by pooling our knowledge and skills.
23
More importantly, stronger links were established between the group members.
24
Because of the project, we've all become good friends.
25
That's true.
26
According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
27
So tell me Paul, what else do you like about the programme?
28
I want to be a registered nurse working in a public hospital after graduation.
29
So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
30
However, I was amazed by the amount of written assignments since
31
I thought the course should have focused more on practice oriented learning.
32
involves critical thinking, which challenges me to develop my points more thoroughly.
33
I thus manage to gain a diversity of perspectives.
34
The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
35
including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
36
So, I'm afraid written work is unavoidable.
37
Also this year, we've added a module of law.
38
How do you feel about that?
39
At first we felt that learning law is kind of redundant and too time consuming.
40
After a few sessions we realised that it is necessary in dealing with future medical disputes.
41
Before you hear the rest of the talk, you have some time to look at questions 25 to 30.
42
Now, listen and answer questions 25 to 30.
43
Do you have any suggestions for prospective students?
44
What bothers me most is handing in essays on time.
45
I almost missed the deadline once, because there were three essays due within the same week.
46
So rationalising your time is critical.
47
Well, that's true.
48
The lectures deliver so much useful information.
49
I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
50
How was the research?
51
I heard that it was quite challenging.
52
How did you manage to overcome the difficulties?
53
That's true.
54
The majority of us had no clue how to carry out the research at first.
55
Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
56
She taught me about finding the appropriate resources and choosing the proper research methods.
57
Have you checked out the online forum?
58
that they come across and get support from the faculty members.
59
Some of my classmates didn't do so well during the placement tests.
60
I feel that background reading is necessary.
61
Lastly, do you have anything to say to the freshmen?
62
I was really ambitious at first, trying to get straight A's on my transcript.
63
I made tons of notes and worked hard even on the optional assignments to get extra credit.
64
I stressed myself out before having an emotional breakdown.
65
After consulting my advisor, I found it important to set realistic goals.
66
Don't push yourself too hard.
67
It is wise to sort out your priorities.
68
Thank you for coming here today and providing valuable feedback on the programme.
69
Have a great summer break.
70
That is the end of section 3.
71
You now have half a minute to check your answers.
72
Now turn to section 4.
📺 同じチャンネル
B11
Vol 1 - test 2 - section 1
IELTS PrepUniversity Students
B22
Vol 1 - test 2 - section 3
IELTS PrepUniversity Students
B24
Vol 3 - test 6 - section 3
IELTS PrepUniversity Students
B21
Vol 1 - test 3 - section 3
IELTS PrepUniversity Students
B22
Vol 5 - test 3 - section 2
IELTS PrepUniversity Students
C11
Vol 2 - test 4 - section 4
IELTS PrepUniversity Students
B21
Vol 2 - test 2 - section 3
IELTS PrepUniversity Students
B21
Vol 3 - test 6 - section 2
IELTS PrepUniversity Students
B21
Vol 3 - test 10 - section 3
IELTS PrepUniversity Students
B22
Vol 3 - test 4 - section 3
IELTS PrepUniversity Students
C11
Vol 2 - test 5 - section 3
IELTS PrepUniversity Students
C12
Vol 3 - test 5 - section 4
IELTS PrepUniversity Students
B21
Vol 3 - test 4 - section 2
IELTS PrepUniversity StudentsWorking Adults
B21
Vol 5 - test 1 - section 2
Business EnglishInterview EnglishWorking Adults
C12
Vol 1 - test 10 - section 4
IELTS PrepUniversity StudentsWorking Adults
C11
Vol 3 - test 1 - section 4
IELTS PrepUniversity StudentsWorking Adults
B24
Vol 3 - test 8 - section 4
IELTS PrepTOEFL PrepInterview English
B23
Vol 3 - test 10 - section 4
IELTS PrepTOEFL PrepUniversity Students
B13
Vol 1 - test 1 - section 1
IELTS PrepUniversity StudentsWorking Adults
B24
Vol 2 - test 3 - section 3
IELTS PrepTOEFL PrepCambridge Exam Prep
✨ おすすめ動画
B25
79 文
Vol 3 - test 8 - section 3
IELTS PrepTOEFL PrepUniversity Students
B22
79 文
In her Home Country | IELTS LISTENING TEST | SECTION-3
IELTS PrepTOEFL PrepUniversity Students
B23
52 文
Ielts Listening Section or Part 4 | Practice 1 - Real Ielts Listening Section or Part four
IELTS PrepTOEFL PrepUniversity Students
B23
58 文
IP3T1S3 Research project on attitudes towards study
IELTS PrepTOEFL PrepHigh School Students
B23
245 文
British Council - IELTS Listening Practice Test
IELTS PrepTOEFL PrepUniversity Students
B23
248 文
BARRON'S IELTS LISTENING TEST - 2 | barron's ielts listening test - 2 | IELTS | RUTVIK IELTS |
IELTS PrepTOEFL PrepUniversity Students
B1184
30 文
IELTS Speaking Part 1: Hometown, Studies and Free Time
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B21
63 文
VSTEP Listening - Task 1 - Test 29
IELTS PrepTOEFL PrepTOEIC Prep
B26
308 文
IELTS LISTENING PRACTICE TEST 2025 WITH ANSWERS | 15.09.2025
IELTS PrepTOEFL PrepUniversity Students
B18
81 文
🎧 Aptis ESOL Listening Part 2 - Test 5: Đề thi mẫu có đáp án & Script chi tiết
IELTS PrepTOEFL PrepCambridge Exam Prep
B21
86 文
What is the topic of the research?: IELTS LISTENING Vol 5 Test 8 Section 3
IELTS PrepTOEFL PrepUniversity Students
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「Vol 2 - test 4 - section 3」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：programme, Paul, practice, questions, member。 この動画には、シャドーイング用の文が72文、単語が804語あります。 音声の長さは7:13です。 話す速さは1分あたり約111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82%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。 全72文のうち11文が疑問文なので、疑問文のイントネーションや短い受け答えの練習に向いています。
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 |
|---|---|---|
| classmate 名詞 | /ˈklæs.meɪt/ | 同級生, 級友 |
| semester 名詞 | /sɪˈmɛstɚ/ | 学期 |
| classroom 名詞 | /ˈklɑːsɹʊm/ | 教室, 教場 |
| enroll 動詞 | /ɪnˈɹəʊl/ | 登録する |
| teamwork 名詞 | チームワーク | |
| unavoidable 形容詞 | /ˌʌnəˈvɔɪdəbəl/ | 不可避な, やむを得ない |
| redundant 形容詞 | /ɹɪˈdʌn.dənt/ | 冗長 |
| librarian 名詞 | /laɪˈbɹɛə̯ɹi.ən/ | 司書 |
| internship 名詞 | /ˈɪntɜːnʃɪp/ | インターンシップ, 実習 |
| assign 動詞 | /əˈsaɪn/ | 割り当てる |
| tutor 名詞 | /ˈtjuːtəː/ | 家庭教師 |
| lastly 副詞 | /ˈlæstli/ | 最後に |
| transcript 名詞 | /ˈtɹæn.skɹɪpt/ | 写し, トランスクリプト |
| consume 動詞 | /kənˈsum/ | 消費する, 消耗する |
| module 名詞 | /ˈmɑd͡ʒul/ | モジュール |
動画に出てくる句動詞
| 単語 | 発音 | 意味 |
|---|---|---|
| carry out 動詞 | /ˈkæ.ɹi aʊt/ | 行う, 実行する |
| check out 動詞 | 試験する, 検査する |
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 of the programme?
- How do you feel about that?
- Do you have any suggestions for prospective students?
- How did you manage to overcome the difficulties?
- Have you checked out the online forum?
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 enrolled · was divided · were conducted |
| 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 exhibited · has sparked · we've added |
注意したい発音
話し手はI'd, we've, didn'tなど、短縮形や弱形を7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: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
- 「sh」と「zh」の音: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
- 長い単語（アクセントの位置に注意）: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
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/, enroll /ɪnˈɹəʊl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
- /v/ — /b/ にならないように、上の歯を下唇に当てる: prospective /pɹəˈspɛktɪv/, revisit /ɹiːˈvɪzɪt/, unavoidable /ˌʌnəˈvɔɪdəbəl/, collaborative /kəˈlæb.ə.ɹə.tɪv/, advisor /ædˈvaɪ.zə(ɹ)/
- /f/ — 「フ」ではなく、上の歯と下唇で出す: fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/, freshman /ˈfɹɛʃ.mən/
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。classmate, semester, classroom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。