Shadowing-Übung: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - Englisch Sprechen Lernen mit Video
Übungsmodus wählen
Jeder Modus öffnet einen Übungsraum im Vollbild.
75 Sätze
Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.
1
The topic of today's class is reducing risks from natural hazards.
2
Notice I said natural hazards, not natural disasters.
3
Natural hazards are events in nature like hurricanes, earthquakes, and tsunamis.
4
We know they can be dangerous, but not all are.
5
There are many small tsunamis and earthquakes we don't even notice, and hurricanes that just die out.
6
By the same token, we know they can create terrible disasters in which many people die and widespread damage is sustained.
7
Three prime examples of this are the earthquake in Pakistan in 2005, Hurricane Katrina in the US in the same year,
8
and the tsunami in the Indian Ocean in 2004.
9
Now all of you remember those, don't you?
10
Well, today we'll examine ways to reduce our risks from natural hazards so they don't become natural disasters.
11
We can't stop earthquakes or hurricanes or tsunamis, but there are things we can do to try to minimize or limit their impact.
12
So, I'm going to divide this lecture into two parts.
13
First, we'll look at some of the factors that go into designing an emergency plan.
14
You may be familiar with some of this based on what's in place in your own communities.
15
Then I want us to turn to the role of education in reducing risks to people in disaster-prone regions.
16
But first, let's go over the terms we'll be using.
17
The first is disaster preparedness.
18
To prepare means to get ready, right?
19
Preparedness is the state of being ready.
20
Another term is mitigation.
21
To mitigate means to make less severe, not as bad.
22
We use the phrase disaster preparedness and mitigation to talk about what to do to prepare for natural disaster,
23
so that the impact will be less severe and people will suffer less.
24
We can try to lessen or mitigate the damage so that people can quickly return to their normal lives.
25
Now I'll present some factors involved in generating an emergency response plan.
26
First, government officials need to identify the risks.
27
What are the natural hazards?
28
For example, in Japan there are earthquakes and typhoons.
29
In the US, hurricanes and fires.
30
There are several natural hazards in every country.
31
Second, the government needs to establish a channel of communications with scientists.
32
Scientists must be able to share information regularly with the government as they collect data about risks.
33
Third, government officials need to work out a process for briefing the public on what scientists tell them.
34
The problem is, experts can't predict natural hazards with 100% accuracy.
35
For example, they may know a hurricane is forming, but can't say exactly when or where it will go.
36
Despite this, public officials still have to decide what to tell the public and when.
37
They can wait and say nothing, or they can tell people to evacuate.
38
If they wait too long, lots of people might get hurt.
39
But if they tell people to evacuate and then nothing happens, people may get angry.
40
In the future, they may not cooperate.
41
Communicating with the public is a huge challenge for officials.
42
Here's an example.
43
In 2005, before Hurricane Katrina hit New Orleans, people were told to evacuate.
44
But 61% of them didn't.
45
We know some stayed because they had no transportation, no choice.
46
But of the 61% who didn't leave, 37% said they simply ignored the order to evacuate.
47
Why?
48
Because they didn't want to leave their homes.
49
Scientific information doesn't do much good if it's ignored.
50
Yet ultimately, officials must try to keep people safe.
51
A fourth factor is evaluating what services are needed.
52
For example, are there sufficient numbers of police, firefighters and emergency workers who are trained to respond to a natural disaster?
53
Is there a network in place for emergency workers to distribute supplies, such as bottled water, food, blankets and medicine?
54
Is there a way to inform the public about the emergency plan
55
so that they know where to go and what to do before, during and after a natural disaster?
56
Related to this evaluation is the fifth and final factor, setting spending priorities.
57
Countries have to decide whether to spend money for things they need now, like new schools and roads,
58
or to allocate money to prepare for a natural disaster that may never happen.
59
Now let's turn to the role of education in emergency planning.
60
Experts agree that educating the public, especially children, about the risks is essential.
61
Here's one way.
62
The United Nations group UNESCO has launched an international campaign called Disaster risk reduction begins at school.
63
In turn, many schools in countries like Turkey, France, Mexico and Cuba now have disaster preparedness and safety programs.
64
The logic behind this UNESCO program is education will help children understand the risks where they live.
65
They'll know specific things to do before, during and after a natural disaster to make everyone in their communities safer.
66
The hope is that as more children are educated, there will be fewer victims of natural disasters.
67
For example, in Turkey, earthquakes threaten the safety of about 5 million children.
68
So there is now an earthquake education program targeted at students countrywide.
69
And in Cuba recently, with more school programs about hurricanes, there have been fewer hurricane victims.
70
That's great news.
71
So let's review what we've covered today.
72
I mentioned five factors in an emergency plan and how education of children is considered vital to disaster preparedness and mitigation.
73
I feel a lot of hope now because so many countries see how important a good emergency plan is.
74
Well that's all for today.
75
We'll see you next time.
App herunterladen
Alles, was du zum fließenden Sprechen brauchst
KI-AussprachebewertungJeder Satz bewertet
IPA-TrainingJeden Laut meistern
WortschatzBaue deinen Wortschatz auf
VokabelspielSpielend lernen
📺 Gleicher Kanal
B215
CONTEMPORARY TOPICS UNIT 10 ECONOMICS THE EVOLUTION OF MONEY
Daily ConversationUniversity Students
C16
CONTEMPORARY TOPICS UNIT 3 SOCIOLOGY ONLINE COMMUNITIES
Daily ConversationUniversity Students
B210
CONTEMPORARY TOPICS 2 UNIT 11 BIOLOGY DNA TESTING
IELTS PrepTOEFL PrepCambridge Exam Prep
C18
CONTEMPORARY TOPICS UNIT 7 TECHNOLOGY ARTIFICIAL INTELLIGENCE
IELTS PrepTOEFL PrepUniversity Students
C15
CONTEMPORARY TOPICS UNIT 9 LINGUISTICS ANIMAL COMMUNICATION
IELTS PrepTOEFL PrepUniversity Students
B22
CONTEMPORARY TOPICS 2 UNIT 6 HISTORY THE SILK ROAD
Cambridge Exam PrepHigh School StudentsUniversity Students
✨ Empfohlenes Video
C17
111 Sätze
Contemporary topics 2| Unit 4 BUSINESS Success in the global economy
Business EnglishUniversity StudentsWorking Adults
C1162 Sätze
Incident Management Process: A Step by Step guide
Business EnglishInterview EnglishUniversity Students
C13
28 Sätze
0925.2 financial statements and ratios
Business EnglishUniversity StudentsWorking Adults
C18
105 Sätze
Emotional and mental health needs
Business EnglishUniversity StudentsWorking Adults
B217
17 Sätze
Digital data tightens discipline in public service | Vietnam Today
Business EnglishUniversity StudentsWorking Adults
C13
144 Sätze
Kate Brady | Disasters are Awful: What Comes After Doesn't Have To Be
Daily ConversationUniversity StudentsWorking Adults
C15
61 Sätze
Crisis Communication Theory: IELTS LISTENING (actual test) kèm đáp án & transcript with location
IELTS PrepBusiness EnglishUniversity Students
C12
220 Sätze
Leadership: Managing People Unit 5
Business EnglishUniversity StudentsWorking Adults
B25
21 Sätze
Dangers of a Negative Safety Culture
Business EnglishWorking Adults
C16
261 Sätze
The Human Element
Business EnglishDaily ConversationUniversity Students
B23
31 Sätze
English shadowing | Personal Finance Management | Level B2 | How to improve English
Business EnglishUniversity StudentsWorking Adults
B12
50 Sätze
SECTION 2
TOEFL PrepTOEIC PrepBusiness English
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau C1 basiert auf dem Video „CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT“. Diese Wörter kommen am häufigsten vor: disaster, natural, hurricane, emergency, risk. Dieses Video enthält 75 Sätze und 919 Wörter zum Nachsprechen. Der gesprochene Teil dauert 6:55. Der Sprecher spricht gleichmäßig mit etwa 133 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 84 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| hazard Substantiv | /ˈhæzəd/ | Zufall, Gefahr |
| tsunami Substantiv | /(t)suːˈnɑːmi/ | Tsunami |
| evacuate Verb | /ɪˈvæk.ju.eɪt/ | evakuieren |
| mitigation Substantiv | /mɪtɪˈɡeɪʃən/ | Erleichterung, Abmilderung |
| mitigate Verb | /ˈmɪt.ɪ.ɡeɪt/ | mildern, abschwächen |
| educate Verb | /ˈɛd͡ʒ.əˌkeɪt/ | ausbilden, erziehen |
| allocate Verb | /ˈæl.ə.keɪt/ | belegen, zuordnen |
| countrywide Adverb | /ˌkʌn.tɹiˈwaɪd/ | landesweit |
| firefighter Substantiv | /ˈfaɪ.ɚˌfaɪ.tɚ/ | Feuerwehrmann, Feuerwehrfrau |
| typhoon Substantiv | /taɪˈfun/ | Taifun |
| distribute Verb | /dɪˈstɹɪbjuːt/ | aufteilen, verteilen |
| cooperate Verb | /kəʊˈɒp.ə.ɹeɪt/ | zusammenarbeiten, kooperieren |
| minimize Verb | /ˈmɪn.ɪˌmaɪz/ | minimieren |
| token Substantiv | /ˈtoʊkən/ | Zeichen, Symbol |
| sustain Verb | /səˈsteɪn/ | unterhalten, aufrechterhalten |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| die out Verb | aussterben | |
| work out Verb | /ˌwɝk ˈaʊt/ | ausrechnen |
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | is sustained · were told · are needed |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | has launched · have been · we've covered |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 18 Kurzformen und abgeschwächte Formen, zum Beispiel we'll, can't, didn't. Sprich sie in der kurzen Form, so wie du sie hörst.
- Lange Wörter – auf die Betonung achten: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: hazard /ˈhæzəd/, countrywide /ˌkʌn.tɹiˈwaɪd/, minimize /ˈmɪn.ɪˌmaɪz/
- /æ/ — offener als „ä“: hazard /ˈhæzəd/, evacuate /ɪˈvæk.ju.eɪt/, allocate /ˈæl.ə.keɪt/, blanket /ˈblæŋ.kɪt/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie hazard, tsunami, evacuate.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.