쉐도잉 연습: Which TWO points did students most frequently make about their musical background before PART 3 - 영상으로 영어 말하기 배우기
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Part 3.
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You will hear two music students discussing the results of a survey they have done.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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before you hear the rest of the discussion you have some time to look at questions 27 to 30
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Now listen and answer questions 27 to 30.
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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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이 비디오로 배울 수 있는 실용적인 말하기 기술
이 대화를 통해 음악 학생들의 조사 결과를 논의하는 자연스러운 대화 흐름을 익힐 수 있습니다. 특히, 조사 결과를 정리하고 중요한 점을 강조하는 방법, "가장 중요한 점은..." "흥미로운 발견은..."과 같은 표현을 사용해 의견을 전달하는 기술을 배울 수 있습니다. 또한, 대화에서 자주 사용되는 "I think", "You might expect"와 같은 완곡어를 활용해 더 자연스러운 영어 발화를 연습할 수 있습니다. 이는 영어 쉐도잉 연습에 매우 유용한 내용입니다.
들어야 할 연결 발음과 축약형
대화에서 자주 등장하는 연결 발음과 축약형을 주의깊게 듣고 연습해보세요. 예를 들어, "it's being terrified"에서 "it's"와 "being"이 /itsbiːɪŋ/으로 연결되거나, "they'd had"가 /ðeɪdhæd/로 발음되는 것을 확인할 수 있습니다. 또한, "wasn't the case"에서 "wasn't"가 /wɑːznt/로 축약되는 것을 들을 수 있습니다. 이러한 연결 발음과 축약형을 익히면 영어 듣기와 말하기 능력이 크게 향상될 것입니다. shadowing site를 이용해反復적으로 연습해보세요.
원어민처럼 말하는 리듬과 강세
원어민처럼 말하기 위해서는 리듬과 강세를 잘 잡는 것이 중요합니다. 이 대화에서 "the most important points" "a high percentage"와 같은 구에서 강세가 어디에 있는지 주목하세요. 일반적으로 명사구에서는 중요한 명사에 강세를 둡니다. 또한, "I think we've got some very interesting results"에서 "interesting"에 강세를 주어 중요성을 강조하는 것을 볼 수 있습니다. shadowspeak을 이용해 원어민의 발음을 따라하며 리듬과 강세를 연습하세요. 영어 발음 교정에 도움이 될 뿐만 아니라, 자연스러운 말하기 능력도 키울 수 있습니다.
이 외에도 "hugely challenging" "stimulating"과 같은 어휘를 학습해 표현의 폭을 넓힐 수 있습니다. 영어 쉐도잉을 꾸준히 연습하면서 이 대화의 내용을 익히면, 실제 대화에서도 자신감 있게 의견을 전달할 수 있을 것입니다.
이 영상의 문법
화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.
| 문형 | 영상 속 표현 |
|---|---|
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | have done · have actually composed · it's always been |
| 수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점 | was involved · was said |
| 관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보 | students who you · pieces which are |
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.