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Joy English · レベル B2 · 科学joy-english.com

睡眠の科学についての講義の抜粋

名前:日付:

大学1年生向けの睡眠についての講義の一部です。

音声と答え合わせ：https://joy-english.com/ja/listening/sleep-science-lecture

主な考えと話し手の態度

講義の抜粋を聞いて、最も適切な答えを選びましょう。

  1. What is the lecturer's main aim in this extract?
    • a) To persuade students to sleep for exactly eight hours
    • b) To describe a single experiment in detail
    • c) To introduce key ideas about sleep and question some popular beliefs
    • d) To teach techniques for remembering lists of words
  2. What common misunderstanding does the lecturer describe first?
    • a) That dreaming only happens in deep sleep
    • b) That the brain is mostly inactive during sleep
    • c) That teenagers need less sleep than adults
    • d) That sleep has no connection with memory
  3. In the experiment, what usually happens to the volunteers who sleep?
    • a) They remember more of what they learned
    • b) They remember the same amount as the others
    • c) They forget most of what they learned
    • d) They need more time to learn new material
  4. According to the current explanation, what does the brain do during deep sleep?
    • a) It rests completely so that it can work the next day
    • b) It creates new words and images
    • c) It deletes all unimportant information
    • d) It replays experiences and stores important information for longer
  5. What is the lecturer's attitude to headlines about naps and exam results?
    • a) He thinks they exaggerate what the research shows
    • b) He thinks they are accurate but too simple
    • c) He thinks naps are more useful than night-time sleep
    • d) He thinks students should test the claims themselves
  6. What does the lecturer suggest about teenagers who find it hard to get up early?
    • a) They should go to bed much earlier
    • b) They are usually being lazy
    • c) They need less sleep than younger children
    • d) Their body clock may make it genuinely difficult
  7. What does the lecturer imply about the eight-hour rule?
    • a) It is supported by all recent research
    • b) It only applies to teenagers
    • c) It is too simple to fit everyone
    • d) It is the best rule for students to follow
  8. What should students do before the next class?
    • a) Repeat the memory experiment at home
    • b) Read a chapter and keep a diary of their sleep
    • c) Write a short essay about dreams
    • d) Take a short nap each afternoon

細かい点を聞き取る

もう一度聞いて、抜けている単語または数字を入力しましょう。数字は単語でも算用数字でも書けます。

  1. We spend roughly a ___ of our lives asleep.
  2. Each sleep cycle lasts roughly ___ minutes.
  3. In the experiment, volunteers learn a list of word ___ in the evening.
  4. In teenagers, the internal clock often shifts later by around ___ hours.
  5. Most adults seem to need between seven and ___ hours of sleep.
  6. For next week, students should read chapter ___.

解答

主な考えと話し手の態度

  1. c) To introduce key ideas about sleep and question some popular beliefs彼は睡眠研究のいくつかの考えを紹介し、睡眠が一定の状態だという考えや8時間ルールなど、一般的な思い込みに疑問を投げかけています。
  2. b) That the brain is mostly inactive during sleep多くの人は睡眠をコンピューターの電源を切るような一定の状態だと考えていますが、脳は夜のあいだ驚くほど活発に働いています。
  3. a) They remember more of what they learned眠ったグループは、翌日、たいてい明らかに多くのことを覚えています。
  4. d) It replays experiences and stores important information for longer脳はその日の経験を再生し、大切な情報を長期の記憶に移します。
  5. a) He thinks they exaggerate what the research shows彼は、研究は規模が小さく単純なものだと注意し、昼寝で成果が2倍になるわけではないと言っています。
  6. d) Their body clock may make it genuinely difficult10代の体内時計は遅い方にずれる傾向があるので、必ずしも怠けているわけではありません。
  7. c) It is too simple to fit everyone必要な睡眠量は人によって違うので、彼はそのルールがややすっきりしすぎていると考えています。
  8. b) Read a chapter and keep a diary of their sleep彼は学生に、1章を読み、寝る時間と起きる時間を記録するよう頼んでいます。

細かい点を聞き取る

  1. third彼は、私たちは人生のおよそ3分の1（a third）を眠って過ごすと言っています。
  2. ninety / 90私たちは約90分（ninety minutes）の周期で移り変わります。
  3. pairsボランティアは単語のペアのリストを覚えます。
  4. two / 2体内時計は遅い方にずれる傾向があり、たいてい約2時間（two hours）です。
  5. nine / 9たいていの大人は、7時間から9時間（seven and nine hours）の間が必要なようです。
  6. four / 4彼は学生に、第4章（chapter four）を読むように言っています。

スクリプト

Lecturer: Good morning, everyone. Last week we looked at how memories are formed. Today I want to turn to something we spend roughly a third of our lives doing, yet rarely think about: sleep.

Lecturer: Let's begin with a common misunderstanding. Many people imagine sleep as a single, steady state, rather like switching off a computer. In fact, the brain is remarkably busy at night. We move through cycles of roughly ninety minutes, passing from light sleep into deep sleep and then into what's known as rapid eye movement sleep, when most vivid dreaming happens.

Lecturer: So why does this matter for learning? In one well-known type of experiment, volunteers learn a list of word pairs in the evening. Half of them then sleep normally, while the other half stay awake. The next day, the group that slept typically remembers noticeably more.

Lecturer: The current explanation is that during deep sleep, the brain replays the day's experiences and moves important information into longer-term storage. Now, a word of caution. These studies are usually small, and they test fairly simple tasks, so I'd be careful about headlines claiming that a short nap will double your exam results. It won't.

Lecturer: The second idea I'd like you to take away concerns timing. Each of us has an internal clock that tells the body when to feel alert and when to feel sleepy. In teenagers, this clock tends to shift later, often by around two hours. So a sixteen-year-old who can't fall asleep before midnight isn't necessarily being lazy when they struggle to get up at seven.

Lecturer: Finally, you've probably heard that everyone needs exactly eight hours a night. Personally, I find that rule rather too neat. Most adults seem to need somewhere between seven and nine, and the right amount genuinely varies from person to person.

Lecturer: For next week, please read chapter four, and keep a simple diary of when you go to bed and when you wake up. We'll compare the results in the seminar.

Joy English · 無料の英語練習 · https://joy-english.com/ja/listening/sleep-science-lecture