Pratica di Shadowing: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - Impara a parlare inglese con i video
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The topic of today's class is reducing risks from natural hazards.
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Notice I said natural hazards, not natural disasters.
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Natural hazards are events in nature like hurricanes, earthquakes, and tsunamis.
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We know they can be dangerous, but not all are.
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There are many small tsunamis and earthquakes we don't even notice, and hurricanes that just die out.
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By the same token, we know they can create terrible disasters in which many people die and widespread damage is sustained.
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Three prime examples of this are the earthquake in Pakistan in 2005, Hurricane Katrina in the US in the same year,
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and the tsunami in the Indian Ocean in 2004.
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Now all of you remember those, don't you?
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Well, today we'll examine ways to reduce our risks from natural hazards so they don't become natural disasters.
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We can't stop earthquakes or hurricanes or tsunamis, but there are things we can do to try to minimize or limit their impact.
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So, I'm going to divide this lecture into two parts.
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First, we'll look at some of the factors that go into designing an emergency plan.
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You may be familiar with some of this based on what's in place in your own communities.
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Then I want us to turn to the role of education in reducing risks to people in disaster-prone regions.
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But first, let's go over the terms we'll be using.
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The first is disaster preparedness.
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To prepare means to get ready, right?
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Preparedness is the state of being ready.
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Another term is mitigation.
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To mitigate means to make less severe, not as bad.
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We use the phrase disaster preparedness and mitigation to talk about what to do to prepare for natural disaster,
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so that the impact will be less severe and people will suffer less.
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We can try to lessen or mitigate the damage so that people can quickly return to their normal lives.
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Now I'll present some factors involved in generating an emergency response plan.
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First, government officials need to identify the risks.
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What are the natural hazards?
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For example, in Japan there are earthquakes and typhoons.
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In the US, hurricanes and fires.
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There are several natural hazards in every country.
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Second, the government needs to establish a channel of communications with scientists.
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Scientists must be able to share information regularly with the government as they collect data about risks.
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Third, government officials need to work out a process for briefing the public on what scientists tell them.
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The problem is, experts can't predict natural hazards with 100% accuracy.
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For example, they may know a hurricane is forming, but can't say exactly when or where it will go.
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Despite this, public officials still have to decide what to tell the public and when.
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They can wait and say nothing, or they can tell people to evacuate.
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If they wait too long, lots of people might get hurt.
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But if they tell people to evacuate and then nothing happens, people may get angry.
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In the future, they may not cooperate.
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Communicating with the public is a huge challenge for officials.
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Here's an example.
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In 2005, before Hurricane Katrina hit New Orleans, people were told to evacuate.
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But 61% of them didn't.
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We know some stayed because they had no transportation, no choice.
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But of the 61% who didn't leave, 37% said they simply ignored the order to evacuate.
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Why?
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Because they didn't want to leave their homes.
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Scientific information doesn't do much good if it's ignored.
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Yet ultimately, officials must try to keep people safe.
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A fourth factor is evaluating what services are needed.
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For example, are there sufficient numbers of police, firefighters and emergency workers who are trained to respond to a natural disaster?
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Is there a network in place for emergency workers to distribute supplies, such as bottled water, food, blankets and medicine?
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Is there a way to inform the public about the emergency plan
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so that they know where to go and what to do before, during and after a natural disaster?
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Related to this evaluation is the fifth and final factor, setting spending priorities.
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Countries have to decide whether to spend money for things they need now, like new schools and roads,
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or to allocate money to prepare for a natural disaster that may never happen.
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Now let's turn to the role of education in emergency planning.
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Experts agree that educating the public, especially children, about the risks is essential.
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Here's one way.
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The United Nations group UNESCO has launched an international campaign called Disaster risk reduction begins at school.
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In turn, many schools in countries like Turkey, France, Mexico and Cuba now have disaster preparedness and safety programs.
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The logic behind this UNESCO program is education will help children understand the risks where they live.
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They'll know specific things to do before, during and after a natural disaster to make everyone in their communities safer.
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The hope is that as more children are educated, there will be fewer victims of natural disasters.
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For example, in Turkey, earthquakes threaten the safety of about 5 million children.
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So there is now an earthquake education program targeted at students countrywide.
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And in Cuba recently, with more school programs about hurricanes, there have been fewer hurricane victims.
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That's great news.
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So let's review what we've covered today.
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I mentioned five factors in an emergency plan and how education of children is considered vital to disaster preparedness and mitigation.
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I feel a lot of hope now because so many countries see how important a good emergency plan is.
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Well that's all for today.
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We'll see you next time.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello C1 si basa sul video “CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT”. Le parole che ritornano più spesso: disaster, natural, hurricane, emergency, risk. Questo video contiene 75 frasi e 919 parole da ripetere con lo shadowing. Il parlato dura 6:55. Chi parla mantiene un ritmo costante di circa 133 parole al minuto, comodo per lo shadowing. Il 84% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| preparedness sostantivo | /pɹɪˈpɛɹ(ə)dnəs/ | prontezza |
| tsunami sostantivo | /(t)suːˈnɑːmi/ | tsunami, maremoto |
| evacuate verbo | /ɪˈvæk.ju.eɪt/ | evacuare |
| mitigation sostantivo | /mɪtɪˈɡeɪʃən/ | riduzione, contenimento |
| mitigate verbo | /ˈmɪt.ɪ.ɡeɪt/ | mitigare, limitare |
| educate verbo | /ˈɛd͡ʒ.əˌkeɪt/ | istruire, educare |
| allocate verbo | /ˈæl.ə.keɪt/ | stanziare, assegnare |
| firefighter sostantivo | /ˈfaɪ.ɚˌfaɪ.tɚ/ | vigile del fuoco, pompiere |
| typhoon sostantivo | /taɪˈfun/ | tifone |
| distribute verbo | /dɪˈstɹɪbjuːt/ | distribuire |
| cooperate verbo | /kəʊˈɒp.ə.ɹeɪt/ | cooperare, collaborare |
| minimize verbo | /ˈmɪn.ɪˌmaɪz/ | minimizzare |
| token sostantivo | /ˈtoʊkən/ | simbolo, segno |
| sustain verbo | /səˈsteɪn/ | sostenere |
| prone aggettivo | /pɹəʊn/ | prono, prostrato |
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | is sustained · were told · are needed |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has launched · have been · we've covered |
Pronuncia a cui fare attenzione
Chi parla usa 18 contrazioni e forme ridotte, come we'll, can't, didn't. Pronunciale nella forma breve, così come le senti.
- Parole lunghe — attenzione all’accento: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: hazard /ˈhæzəd/, preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigate /ˈmɪt.ɪ.ɡeɪt/, educate /ˈɛd͡ʒ.əˌkeɪt/
- /æ/ — più aperta della “e”: hazard /ˈhæzəd/, evacuate /ɪˈvæk.ju.eɪt/, allocate /ˈæl.ə.keɪt/, blanket /ˈblæŋ.kɪt/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come preparedness, tsunami, evacuate.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.