쉐도잉 연습: Complete IELTS Band 5-6.5 - UNIT 3 - 영상으로 영어 말하기 배우기

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Complete IELTS, Bands 5 to 6 .5, by Guy Brookhart and Vanessa Jakeman,
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published by Cambridge University Press.
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This recording is copyright.
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Track 10, Unit 3, Listening, Exercise 3.
5
Come in.
6
Hi.
7
Oh, hi, Amanda.
8
You've come to discuss your midterm assignment, haven't you?
9
Yes, that's right.
10
So, what have you decided to do?
11
Well, I thought I could base my study on pronunciation
12
and get students to do some self -assessment of their own pronunciation skills.
13
That's interesting.
14
You mean get them to record themselves.
15
That's right.
16
Then listen back and see where their weaknesses lie.
17
Good idea.
18
You could also do some peer evaluation.
19
Oh, yes.
20
See whether their assessment of themselves matches what their classmates think.
21
Uh -huh.
22
So, how are you planning to do the assignment?
23
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
24
Maybe something from one of the textbooks we're reading.
25
Why don't you look up one of my lectures on the website and find a suitable extract there?
26
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
27
Oh yes, that's a much better idea.
28
I'll still have to write it out though, won't I?
29
Yes, I don't think you can expect them to remember it.
30
Even a sentence is hard to recall.
31
No, and it isn't a memory test.
32
So, when I choose the extract, what features do I need to think about?
33
Um, first I'd say pick something, well, something that's about a paragraph long,
34
but that makes sense out of the context of the lecture.
35
Right.
36
A clear, well -structured passage.
37
Yes, because to read something well, you've got to be able to understand it, haven't you?
38
Yes.
39
That might mean taking a while to make the selection.
40
I guess it shouldn't consist entirely of short words.
41
No, that's an obvious one.
42
You need to think about what features of pronunciation you're going to focus on.
43
Then make sure that your extract has examples of these.
44
So, some multi -syllable words.
45
Things like probably and approximately.
46
Yes, some challenges.
47
And then there's sentence length.
48
Hmm.
49
I should include some complex sentences so that the students have to show they know where to pause.
50
Exactly.
51
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
52
So that they can stress things.
53
Yes, particular words or phrases should stand out as significant.
54
You know, we've already covered this in our classes over the weeks.
55
Now, let me see.
56
Is there a lecture that I could recommend for you?
57
What about the one you did at the start of term on the history of English?
58
Yes, you could go for that.
59
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
60
The topic's a bit dull, though.
61
Uh -huh.
62
I guess it's good to use something enjoyable.
63
Yes, you might as well.
64
You have a choice.
65
So, um, the lecture on gestures and signs certainly went down well.
66
I really liked that one, but I'm not sure that the content is related to what I'm doing.
67
Hmm.
68
Does that matter?
69
OK, there's the one on intonation patterns.
70
I didn't take long to put that together though.
71
It might be a bit...
72
The topic's certainly more closely linked to the whole area of pronunciation.
73
OK.
74
So, could be good.
75
Just watch out in case there are too many examples or models.
76
The assignment after that lecture was fun.
77
What about language and rhythm?
78
That was one of my mini -lectures.
79
Oh, right!
80
So I wouldn't have to spend too much time going through the content to find something.
81
No, whereas the one on intonation patterns was a lot longer.
82
Well, you've got a few to choose from there.
83
So whatever I choose, I'll need to type it out
84
and give them a copy each and then get them to record themselves reading the paragraph aloud.
85
Yes, give them about ten minutes to prepare.
86
You can record in next Tuesday's class if you like.
87
Oh, thanks.
88
Do we have the equipment?
89
That's also important, yes.
90
They could use mobile phones, couldn't they?
91
Though the sound quality may not be good on all of them.
92
Technology can be unreliable at times, but OK.
93
Well, we can also bring in some of the department's digital recorders.
94
You just need to book those in advance.
95
OK, thanks.
96
Well, good luck and let me know if you need any more help.
97
It'll certainly be interesting to look at your findings afterwards.
98
Thanks, Dr White.
99
Thank you.
100
Track 10, Unit 3, Listening, Exercise 3 Come in.
101
Hi.
102
Oh, hi, Amanda.
103
You've come to discuss your midterm assignment, haven't you?
104
Yes, that's right.
105
So, what have you decided to do?
106
Well, I thought I could base my study on pronunciation.
107
and get students to do some self -assessment of their own pronunciation skills.
108
That's interesting.
109
You mean get them to record themselves.
110
That's right.
111
Then listen back and see where their weaknesses lie.
112
Good idea.
113
You could also do some peer evaluation.
114
Oh, yes.
115
See whether their assessment of themselves matches what their classmates think.
116
Uh -huh.
117
So, how are you planning to do the assignment?
118
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
119
Maybe something from one of the textbooks we're reading.
120
Why don't you look up one of my lectures on the website and find a suitable extract there?
121
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
122
Oh yes, that's a much better idea.
123
I'll still have to write it out though, won't I?
124
Yes, I don't think you can expect them to remember it
125
Even a sentence is hard to recall
126
No, and it isn't a memory test
127
So, when I choose the extract, what features do I need to think about?
128
Um, first I'd say pick something
129
Well, something that's about a paragraph long
130
But that makes sense out of the context of the lecture Right.
131
A clear, well -structured passage.
132
Yes, because to read something well, you've got to be able to understand it, haven't you?
133
Yes.
134
That might mean taking a while to make the selection.
135
I guess it shouldn't consist entirely of short words.
136
No, that's an obvious one.
137
You need to think about what features of pronunciation you're going to focus on.
138
Then make sure that your extract has examples of these.
139
So, some multi -syllable words, things like probably and approximately.
140
Yes, some challenges.
141
And then there's sentence length.
142
Hmm.
143
I should include some complex sentences so that the students have to show they know where to pause.
144
Exactly.
145
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
146
So that they can stress things.
147
Yes, particular words or phrases should stand out as significant.
148
You know, we've already covered this in our classes over the weeks.
149
Track 11, Unit 3, Listening, Exercise 6.
150
Now, let me see.
151
Is there a lecture that I could recommend for you?
152
What about the one you did at the start of term on the history of English?
153
Yes, you could go for that.
154
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
155
The topic's a bit dull, though.
156
Uh -huh.
157
I guess it's good to use something enjoyable.
158
Yes, you might as well.
159
You have a choice.
160
So, um, the lecture on gestures and sign certainly went down well.
161
I really liked that one, but I'm not sure that the content is related to what I'm doing.
162
Hmm, does that matter?
163
OK, there's the one on intonation patterns.
164
I didn't take long to put that together, though.
165
It might be a bit...
166
The topic's certainly more closely linked to the whole area of pronunciation.
167
OK, so could be good.
168
Just watch out in case there are too many examples or models.
169
The assignment after that lecture was fun.
170
What about language and rhythm?
171
That was one of my many lectures.
172
Oh, right.
173
So I wouldn't have to spend too much time going through the content to find something.
174
No. whereas the one on intonation patterns was a lot longer.
175
Well, you've got a few to choose from there.
176
So whatever I choose, I'll need to type it out
177
and give them a copy each and then get them to record themselves reading the paragraph aloud?
178
Yes.
179
Give them about ten minutes to prepare.
180
You can record in next Tuesday's class if you like.
181
Oh, thanks.
182
Do we have the equipment?
183
That's also important, yes.
184
They could use mobile phones, couldn't they?
185
Though the sound quality may not be good on all of them.
186
Technology can be unreliable at times, but OK.
187
Well, we can also bring in some of the department's digital recorders.
188
You just need to book those in advance.
189
OK, thanks.
190
Well, good luck and let me know if you need any more help.
191
It'll certainly be interesting to look at your findings afterwards.
192
Thanks, Dr White.
193
Thank you.

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이 레슨의 어휘와 말하기 포인트

이 말하기 레슨은 영상 “Complete IELTS Band 5-6.5 - UNIT 3”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: lecture, pronunciation, extract, sentence, assignment. 이 영상에는 섀도잉할 문장 193개와 단어 1553개가 있습니다. 말하는 구간의 길이는 11:16입니다. 화자는 분당 약 138단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 단어의 85%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요.

이 영상의 핵심 어휘

영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.

단어발음뜻
lecture 명사/ˈlɛk.t͡ʃə/강의
pronunciation 명사/pɹəˌnʌn.siˈeɪ.ʃən/발음
assessment 명사/əˈsɛsmənt/평가
paragraph 명사/ˈpæɹəɡɹæf/단락
aloud 부사/əˈlaʊd/큰 소리로, 크게
select 동사/sɪˈlɛkt/고르다
skill 명사/skɪl/기술, 스킬
sequence 명사/ˈsiː.kwəns/순서
phrase 명사/ˈfɹeɪ̯z/어구, 구
evaluation 명사/ɪˌvæljuˈeɪʃn̩/평가
weakness 명사/ˈwik.nɪs/약함
peer 명사/pɪɹ/동배
rhythm 명사/ˈɹɪð.əm/리듬
authentic 형용사/ɔˈθɛn.tɪk/진정하다, 진짜의
pause 명사/pɔːz/멈춤, 휴지

영상에 나오는 구동사

단어뜻
go down 동사내려가다

따라 말해 볼 만한 문장

영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:

  • Maybe something from one of the textbooks we're reading.
  • I'll still have to write it out though, won't I?
  • I guess it shouldn't consist entirely of short words.
  • Is there a lecture that I could recommend for you?
  • Do we have the equipment?

이 영상의 문법

화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.

문형영상 속 표현
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때You've come · have you decided · we've already covered
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보information which was

주의할 발음

화자는 I'm, you've, don't 같은 축약형과 약화된 형태를 50번 사용합니다. 들리는 대로 짧게 발음하세요.

  • “th” 소리: rhythm /ˈɹɪð.əm/, authentic /ɔˈθɛn.tɪk/
  • “sh”와 “zh” 소리: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, intonation /ɪntəˈneɪʃən/
  • 긴 단어 — 강세 위치에 주의: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, intonation /ɪntəˈneɪʃən/

한국어 화자가 어려워하는 소리:

  • /f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: paragraph /ˈpæɹəɡɹæf/, afterwards /ˈæf.tɚ.wɚdz/, phrase /ˈfɹeɪ̯z/
  • /z/ — ㅈ이 아니라 성대를 울리는 /s/: afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, phrase /ˈfɹeɪ̯z/, pause /pɔːz/
  • /r/과 /l/ 구별하기: recall /ɹɪˈkɔl/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/

이 영상으로 연습하는 방법

  1. 먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
  2. 보통 속도로 한 문장씩 섀도잉하고, 화자의 리듬과 맞을 때까지 반복합니다.
  3. 자신의 목소리를 녹음해 원본과 비교하고, lecture, pronunciation, assessment 같은 단어에 특히 주의합니다.

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법

쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.

섀도잉 방법: 단계별 전체 가이드 읽기 →