쉐도잉 연습: Vol 2 - test 4 - section 3 - 영상으로 영어 말하기 배우기
레슨 만드는 중...
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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Helen and Paul, congratulations to you both for doing so well the past semester.
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You too have exhibited an impeccable performance during your first year in the nursing programme.
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I'd like to get some feedback from the two of you to better improve the programme
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and to provide guidance for our prospective students.
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I'd like to start with you, Helen. So...
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First of all, Which aspect of the programme impressed you?
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Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
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But as I stepped into the classroom for the first time, I was surprised by the diversity.
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Most were in their 20s, but there were also those in their 30s or even 40s.
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As it turns out, the intergenerational communication has sparked intense debate and new thinking,
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and I think that's something special about the programme that I appreciate very much.
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What about you, Paul?
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What do you think of the programme? For me?
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The group project we carried out last semester is another key feature of the programme.
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The whole class was divided into eight different groups, working on eight prospective cases.
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Team building sessions were conducted in a collaborative way most of the time.
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Comprised of five members, our group studied acute pancreatitis.
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During the process, we broke the task into different parts and assigned them to each member.
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We were then able to tackle the complex problem by pooling our knowledge and skills.
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More importantly, stronger links were established between the group members.
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Because of the project, we've all become good friends.
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That's true.
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According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
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So tell me Paul, what else do you like about the programme?
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I want to be a registered nurse working in a public hospital after graduation.
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So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
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However, I was amazed by the amount of written assignments since
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I thought the course should have focused more on practice oriented learning.
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involves critical thinking, which challenges me to develop my points more thoroughly.
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I thus manage to gain a diversity of perspectives.
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The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
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including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
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So, I'm afraid written work is unavoidable.
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Also this year, we've added a module of law.
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How do you feel about that?
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At first we felt that learning law is kind of redundant and too time consuming.
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After a few sessions we realised that it is necessary in dealing with future medical disputes.
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Before you hear the rest of the talk, you have some time to look at questions 25 to 30.
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Now, listen and answer questions 25 to 30.
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Do you have any suggestions for prospective students?
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What bothers me most is handing in essays on time.
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I almost missed the deadline once, because there were three essays due within the same week.
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So rationalising your time is critical.
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Well, that's true.
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The lectures deliver so much useful information.
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I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
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How was the research?
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I heard that it was quite challenging.
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How did you manage to overcome the difficulties?
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That's true.
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The majority of us had no clue how to carry out the research at first.
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Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
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She taught me about finding the appropriate resources and choosing the proper research methods.
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Have you checked out the online forum?
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that they come across and get support from the faculty members.
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Some of my classmates didn't do so well during the placement tests.
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I feel that background reading is necessary.
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Lastly, do you have anything to say to the freshmen?
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I was really ambitious at first, trying to get straight A's on my transcript.
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I made tons of notes and worked hard even on the optional assignments to get extra credit.
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I stressed myself out before having an emotional breakdown.
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After consulting my advisor, I found it important to set realistic goals.
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Don't push yourself too hard.
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It is wise to sort out your priorities.
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Thank you for coming here today and providing valuable feedback on the programme.
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Have a great summer break.
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That is the end of section 3.
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You now have half a minute to check your answers.
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Now turn to section 4.
📺 같은 채널
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이 레슨의 어휘와 말하기 포인트
이 B2 수준 말하기 레슨은 영상 “Vol 2 - test 4 - section 3”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: programme, Paul, practice, questions, member. 이 영상에는 섀도잉할 문장 72개와 단어 804개가 있습니다. 말하는 구간의 길이는 7:13입니다. 화자는 분당 약 111단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 단어의 82%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요. 전체 72문장 중 11문장이 질문이어서 의문문 억양과 짧은 대답을 연습하기에 좋습니다.
이 영상의 핵심 어휘
영상에서 가장 어려운 단어 15개를 발음, 뜻과 함께 정리했습니다.
| 단어 | 발음 | 뜻 |
|---|---|---|
| classmate 명사 | /ˈklæs.meɪt/ | 동급생, 급우 |
| semester 명사 | /sɪˈmɛstɚ/ | 학기, 반기 |
| classroom 명사 | /ˈklɑːsɹʊm/ | 교실, 교장 |
| teamwork 명사 | 팀워크 | |
| redundant 형용사 | /ɹɪˈdʌn.dənt/ | 여분의, 불필요한 |
| librarian 명사 | /laɪˈbɹɛə̯ɹi.ən/ | 사서, 도서관원 |
| tutor 명사 | /ˈtjuːtəː/ | 튜터 |
| module 명사 | /ˈmɑd͡ʒul/ | 모듈 |
| norm 명사 | /nɔːm/ | 규범 |
| ambitious 형용사 | /æmˈbɪʃ.əs/ | 야심적 |
| fortunately 부사 | /ˈfɔɹ.t͡ʃə.nɪt.li/ | 다행스럽게도, 운 좋게도 |
| freshman 명사 | /ˈfɹɛʃ.mən/ | 신입생, 일학년 |
| spark 명사 | /ˈspɑɹk/ | 불꽃, 스파크 |
| advisor 명사 | /ædˈvaɪ.zə(ɹ)/ | 고문 |
| graduation 명사 | /ˌɡɹæd͡ʒuˈeɪʃən/ | 졸업 |
영상에 나오는 구동사
| 단어 | 발음 | 뜻 |
|---|---|---|
| carry out 동사 | /ˈkæ.ɹi aʊt/ | 실행하다, 행하다 |
따라 말해 볼 만한 문장
영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:
- 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?
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 | was enrolled · was divided · were conducted |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | have exhibited · has sparked · we've added |
주의할 발음
화자는 I'd, we've, didn't 같은 축약형과 약화된 형태를 7번 사용합니다. 들리는 대로 짧게 발음하세요.
- “th” 소리: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
- “sh”와 “zh” 소리: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
- 긴 단어 — 강세 위치에 주의: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
한국어 화자가 어려워하는 소리:
- /f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/, freshman /ˈfɹɛʃ.mən/
- /v/ — ㅂ(/b/)과 구별하기: prospective /pɹəˈspɛktɪv/, revisit /ɹiːˈvɪzɪt/, unavoidable /ˌʌnəˈvɔɪdəbəl/, collaborative /kəˈlæb.ə.ɹə.tɪv/, advisor /ædˈvaɪ.zə(ɹ)/
- /z/ — ㅈ이 아니라 성대를 울리는 /s/: revisit /ɹiːˈvɪzɪt/, comprise /kəmˈpɹaɪz/, advisor /ædˈvaɪ.zə(ɹ)/, exhibit /ɪɡˈzɪbɪt/
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, classmate, semester, classroom 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.