쉐도잉 연습: TOEFL Listening Practice #3 | Academic Lecture + Questions & Answers - 영상으로 영어 말하기 배우기
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153 문장
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You are about to listen to a TOEFL-style academic lecture.
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Listen carefully and take notes.
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You'll answer questions at the end.
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Let's begin.
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Alright, so last time we talked about some of the basic properties of stars.
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Temperature, brightness, distance.
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And today I want to start with a question that seems almost impossible to answer.
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What are stars made of?
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Now, think about the problem for a second.
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If a geologist wants to know what a rock is made of, what can she do?
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Take a sample?
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Exactly.
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Bring it into a laboratory, analyze it chemically.
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But obviously we can't do that with a star.
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Even the Sun is about 150 million kilometers away, and other stars are much, much farther.
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So how can astronomers say that a particular star contains hydrogen, helium, sodium, calcium, whatever?
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How can we know what's there without ever collecting a sample?
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The answer is light, more specifically something called spectroscopy.
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Now, you've probably seen what happens when white light passes through a prism.
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It makes a rainbow.
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Right.
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The light separates into different colors or different wavelengths.
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And if you do this carefully with light from a star, you get what we call a spectrum.
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But a stellar spectrum isn't usually just a smooth rainbow.
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There are dark lines at particular places in it.
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These are called absorption lines.
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And those little dark lines are enormously useful.
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In fact, you can think of them as… Well, almost like fingerprints. of the star?
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Not exactly of the star itself.
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Fingerprints of the chemical elements in the star's atmosphere.
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Let me explain.
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Every chemical element interacts with light in its own characteristic way.
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Hydrogen absorbs light at certain specific wavelengths.
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Sodium absorbs at another set of wavelengths.
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Calcium has its own pattern.
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So if astronomers see the characteristic absorption pattern of hydrogen in a star's spectrum, they know hydrogen is present.
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If they see the pattern associated with sodium, they know sodium is present.
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And so on.
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But how do they know which lines belong to which element in the first place?
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Good, that's the important part.
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We can determine that here on Earth.
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In a laboratory, scientists can heat different elements and examine the wavelengths of light associated with them.
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Each element produces a distinctive pattern.
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Then astronomers compare those laboratory patterns with the lines they observe in starlight.
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If the patterns match, they can identify the element, so we're not guessing what stars contain.
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We're comparing astronomical observations with measurements that can be reproduced in a laboratory.
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Now this idea became extremely important in the 19th century.
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And there's a nice historical example involving the Sun.
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Astronomers studying sunlight noticed a set of spectral lines that didn't match any element known at the time.
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So they proposed that there must be an element in the Sun that hadn't yet been discovered on Earth.
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Wait!
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They discovered an element in the Sun before they found it here?
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Exactly.
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That element was helium.
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The name actually comes from Helios, the Greek word associated with the Sun.
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Helium was identified in the solar spectrum before scientists confirmed its presence on Earth.
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And think about why that's significant.
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It demonstrated that spectroscopy could tell us about matter in a place we couldn't physically visit.
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That's a pretty remarkable idea.
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Now, I want to be careful here because there's an easy misunderstanding.
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When we look at a star's spectrum, we aren't necessarily seeing the composition of the entire star equally.
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Most of the absorption lines we observe are produced by material in the star's outer layers, its atmosphere.
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So we don't actually know what's inside the star?
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Well, that's going a little too far.
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We can learn about stellar interiors using other evidence and physical models.
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But spectroscopy gives us the most direct information about the material interacting with the light we observe, especially in the outer layers.
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So when you hear someone say, we know what the star is made of because of its spectrum, remember that there's a little more complexity behind that statement.
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Now, chemical composition isn't the only thing a spectrum can tell us.
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This is where it gets even more useful.
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Suppose I know exactly where a particular hydrogen line should appear.
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I look at a star, and the same line is there, but it's shifted slightly toward the red end of the spectrum.
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What might cause that?
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The star is cooler?
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can affect a spectrum, yes, but that's not what I'm describing here.
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If the whole pattern shifts toward longer, redder wavelengths, that can indicate that the star is moving away from us.
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And if the lines shift toward shorter, bluer wavelengths, it's moving toward us?
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Right?
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This is related to the Doppler effect.
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You've experienced the same basic phenomenon Imagine an ambulance approaching you with its siren on.
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The pitch sounds higher as it approaches and lower after it passes and moves away.
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With light, instead of hearing a change in pitch, we observe a change in wavelength.
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Movement away produces what we call a red shift.
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Movement toward us produces a blue shift.
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Now, don't take the ambulance analogy too literally.
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Sound waves and light waves aren't identical, and they don't travel in the same way.
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The analogy is useful because in both cases, relative motion affects the waves we observe.
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So from one spectrum you can tell what a star contains and whether it's moving?
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Yes, and potentially more than that.
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Spectra can provide information about temperature, density, rotation, magnetic fields.
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But for today I want you to remember the two basic ideas we've discussed.
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First, pattern of spectral lines can identify chemical elements.
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Second, shift.
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In the position of those lines can give us information about motion.
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Pattern tells us something about composition, shift tells us something about movement.
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Those are different pieces of information coming from the same starlight, and that's really the larger point.
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Astronomy often works this way.
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We can't touch most of the things we study, we can't bring a star into a laboratory, but the light reaching us carries information.
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The challenge is learning how to read it.
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Questions.
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1. What is the lecture mainly about?
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2. Why does the professor compare spectral lines to fingerprints?
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3. Why does the professor discuss the discovery of helium?
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4. Why does the professor say, well, that's going a little too far?
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5. According to the professor, what are two types of information that astronomers can obtain from spectral lines?
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6. What is the purpose of the professor's example of an ambulance siren?
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1. Correct answer.
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B. How astronomers use starlight to learn about stars.
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The lecture focuses on spectroscopy and the information astronomers can obtain by analyzing light from stars.
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The professor explains how spectral lines reveal chemical composition
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and how shifts in those lines can indicate whether a star is moving toward or away from Earth.
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Why the other answers are incorrect.
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A is incorrect because differences in stellar brightness are not the main subject.
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C is incorrect because laboratory experiments actually play an important role in identifying spectral patterns.
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D is incorrect because the lecture does not explain how astronomers calculate stellar distances.
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2. Correct answer.
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A. To emphasize that each chemical element has a distinctive spectral pattern.
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The professor explains that hydrogen, sodium, calcium, and other elements interact with light at specific wavelengths.
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Because each element has a characteristic pattern, Astronomers can compare the lines in starlight with patterns measured in laboratories.
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The fingerprint analogy emphasizes distinctive identification.
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The professor also immediately qualifies the analogy, the lines are not fingerprints of an individual star but of the chemical elements present in its atmosphere.
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3. Correct answer.
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C. To provide an example of spectroscopy revealing matter that had not yet been identified on Earth.
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Astronomers observed spectral lines in sunlight that did not match any element known at the time.
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They concluded that an unknown element must be present in the sun.
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That element was later identified as helium.
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The example demonstrates the power of spectroscopy.
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Scientists could identify evidence of a chemical element in a place they could not physically visit.
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4. Correct answer.
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A. The student has incorrectly concluded that astronomers know nothing about stellar interiors.
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The professor explains that absorption lines mainly provide direct information about material in a star's outer layers.
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The student then asks whether this means scientists do not know what is inside stars.
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The professor's response, that's going a little too far, signals that the student's conclusion is too strong.
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Astronomers can still learn about stellar interiors using other observations and physical models.
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This is a typical TOEFL speaker purpose flash function question.
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The professor is qualifying a student's interpretation rather than rejecting the original concept.
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5. Correct answers.
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A and C.
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The chemical composition of a star and the direction of a star's motion relative to Earth.
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The pattern of absorption lines can identify chemical elements.
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A shift in those lines can reveal relative motion.
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A red shift can indicate movement away from Earth, while a blue shift can indicate movement toward Earth.
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The professor summarizes this distinction near the end of the lecture.
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Pattern is composition.
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Shift is movement.
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6. Correct answer.
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C. To illustrate how relative motion can affect observed waves.
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The professor uses the familiar example of an ambulance siren to introduce the Doppler effect.
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As an ambulance approaches, its perceived pitch is higher.
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As it moves away, the pitch becomes lower.
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A related effect occurs with light.
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Instead of a change in perceived pitch, astronomers observe a change in wavelength.
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The professor also warns students not to take the analogy too literally because sound and light are different kinds of waves.
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The purpose of the example is therefore to make the general relationship between relative motion and observed waves easier to understand.
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이 레슨의 어휘와 말하기 포인트
이 영상에는 섀도잉할 문장 153개와 단어 1628개가 있습니다. 말하는 구간의 길이는 11:32입니다. 화자는 분당 약 141단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 영어에서 가장 많이 쓰이는 3,000단어에 속하는 단어가 76%뿐이라 어휘가 어려운 편입니다.
이 영상의 핵심 어휘
영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.
| 단어 | 발음 | 뜻 |
|---|---|---|
| element 명사 | /ˈɛləmənt/ | 요소 |
| spectrum 명사 | /ˈspɛktɹəm/ | 스펙트럼, 분광 |
| observe 동사 | /əbˈzɜːv/ | 관찰하다 |
| laboratory 명사 | /ˈlæb(ə)ɹəˌtɔɹi/ | 실험실, 랩 |
| composition 명사 | /ˌkɑm.pəˈzɪʃ.ən/ | 작곡 |
| hydrogen 명사 | /ˈhaɪdɹəd͡ʒ(ə)n/ | 수소 |
| relative 명사 | /ˈɹɛl.ə.tɪv/ | 친척 |
| pitch 명사 | /pɪt͡ʃ/ | 투구 |
| lecture 명사 | /ˈlɛk.t͡ʃə/ | 강의 |
| ambulance 명사 | /ˈæmbjᵿl(ə)n(t)s/ | 앰뷸런스, 구급차 |
| sodium 명사 | /ˈsəʊ.di.əm/ | 나트륨, 소듐 |
| analogy 명사 | /əˈnæləd͡ʒi/ | 유추 |
| absorption 명사 | /æbˈsɔɹp.ʃn̩/ | 흡수 |
| compare 동사 | /kəmˈpɛɚ/ | 비교하다, 비유하다 |
| indicate 동사 | /ˈɪndɪˌkeɪt/ | 가리키다 |
이 영상의 문법
화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.
| 문형 | 영상 속 표현 |
|---|---|
| 수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점 | is made · are called · can be reproduced |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | you've probably seen · You've experienced · we've discussed |
주의할 발음
화자는 can't, don't, aren't 같은 축약형과 약화된 형태를 20번 사용합니다. 들리는 대로 짧게 발음하세요.
- “th” 소리: smooth /smuːð/, wavelength /ˈweɪvˌlɛŋ(k)θ/
- “sh”와 “zh” 소리: composition /ˌkɑm.pəˈzɪʃ.ən/, absorption /æbˈsɔɹp.ʃn̩/, associate /əˈsoʊʃi.ət/, observation /ˌɑbzɚˈveɪʃn̩/, flash /flæʃ/
- 긴 단어 — 강세 위치에 주의: laboratory /ˈlæb(ə)ɹəˌtɔɹi/, composition /ˌkɑm.pəˈzɪʃ.ən/, analogy /əˈnæləd͡ʒi/, associate /əˈsoʊʃi.ət/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/
이 영상으로 연습하는 방법
- 먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
- 보통 속도로 한 문장씩 섀도잉하고, 화자의 리듬과 맞을 때까지 반복합니다.
- 자신의 목소리를 녹음해 원본과 비교하고, element, spectrum, observe 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.