Shadowing Practice: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - Learn English Speaking with Video
Elige un modo de práctica
Cada modo abre una sala de práctica a pantalla completa.
75 oraciones
Si las oraciones son demasiado cortas o largas, haz clic en Editar para ajustarlas.
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.
Descargar app
Todo lo que necesitas para hablar con fluidez
Pronunciación con IAEvalúa cada oración
Práctica de IPADomina cada sonido
VocabularioConstruye tu banco de palabras
Juego de vocabularioAprende mientras juegas
Mismo canal
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
FOR YOU
Recomendar Video
C17
111 oraciones
Contemporary topics 2| Unit 4 BUSINESS Success in the global economy
Business EnglishUniversity StudentsWorking Adults
C1162 oraciones
Incident Management Process: A Step by Step guide
Business EnglishInterview EnglishUniversity Students
C11
26 oraciones
UK Climate Change Risk Assessment 2017 - Urgent priorities for the UK
Daily ConversationUniversity StudentsWorking Adults
C13
28 oraciones
0925.2 financial statements and ratios
Business EnglishUniversity StudentsWorking Adults
C18
105 oraciones
Emotional and mental health needs
Business EnglishUniversity StudentsWorking Adults
B217
17 oraciones
Digital data tightens discipline in public service | Vietnam Today
Business EnglishUniversity StudentsWorking Adults
C13
144 oraciones
Kate Brady | Disasters are Awful: What Comes After Doesn't Have To Be
Daily ConversationUniversity StudentsWorking Adults
C15
61 oraciones
Crisis Communication Theory: IELTS LISTENING (actual test) kèm đáp án & transcript with location
IELTS PrepBusiness EnglishUniversity Students
C12
220 oraciones
Leadership: Managing People Unit 5
Business EnglishUniversity StudentsWorking Adults
B25
21 oraciones
Dangers of a Negative Safety Culture
Business EnglishWorking Adults
C16
261 oraciones
The Human Element
Business EnglishDaily ConversationUniversity Students
B27
166 oraciones
3 Techniques for Managing Speaking Anxiety
Business EnglishInterview EnglishUniversity Students
Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel C1 se basa en el vídeo “CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT”. Las palabras que más se repiten: disaster, natural, hurricane, emergency, risk. Este vídeo tiene 75 frases y 919 palabras para practicar shadowing. La parte hablada dura 6:55. El hablante mantiene un ritmo constante de unas 133 palabras por minuto, cómodo para el shadowing. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| hazard sustantivo | /ˈhæzəd/ | escollo |
| preparedness sustantivo | /pɹɪˈpɛɹ(ə)dnəs/ | preparación |
| tsunami sustantivo | /(t)suːˈnɑːmi/ | tsunami, maremoto |
| evacuate verbo | /ɪˈvæk.ju.eɪt/ | evacuar |
| mitigation sustantivo | /mɪtɪˈɡeɪʃən/ | mitigación |
| mitigate verbo | /ˈmɪt.ɪ.ɡeɪt/ | mitigar |
| educate verbo | /ˈɛd͡ʒ.əˌkeɪt/ | educar, instruir |
| allocate verbo | /ˈæl.ə.keɪt/ | asignar, adjudicar |
| firefighter sustantivo | /ˈfaɪ.ɚˌfaɪ.tɚ/ | bombero, bombera |
| lessen verbo | /ˈlɛsən/ | menoscabar, disminuir |
| typhoon sustantivo | /taɪˈfun/ | tifón |
| distribute verbo | /dɪˈstɹɪbjuːt/ | distribuir |
| cooperate verbo | /kəʊˈɒp.ə.ɹeɪt/ | cooperar |
| minimize verbo | /ˈmɪn.ɪˌmaɪz/ | minimizar, achicar |
| token sustantivo | /ˈtoʊkən/ | seña |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| die out verbo | extinguirse |
| go over verbo | sentar, pasar |
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | is sustained · were told · are needed |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | has launched · have been · we've covered |
Pronunciación a tener en cuenta
El hablante usa 18 contracciones y formas reducidas, como we'll, can't, didn't. Dilas en su forma corta, tal como las oyes.
- Palabras largas — cuida el acento: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: evacuate /ɪˈvæk.ju.eɪt/, evaluate /ɪˈvaljʊeɪt/
- /z/ — sonora, no /s/: hazard /ˈhæzəd/, minimize /ˈmɪn.ɪˌmaɪz/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como hazard, preparedness, tsunami.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.