Shadowing Practice: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - Learn English Speaking with 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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Woordenschat en spreektips bij deze les
Deze spreekles op niveau C1 is gebaseerd op de video “CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT”. Deze woorden komen het vaakst terug: disaster, natural, hurricane, emergency, risk. Deze video bevat 75 zinnen en 919 woorden om na te spreken. Het gesproken deel duurt 6:55. De spreker praat in een gelijkmatig tempo van ongeveer 133 woorden per minuut, prettig om te shadowen. 84% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| hazard zelfstandig naamwoord | /ˈhæzəd/ | toeval, gevaar |
| preparedness zelfstandig naamwoord | /pɹɪˈpɛɹ(ə)dnəs/ | paraatheid |
| tsunami zelfstandig naamwoord | /(t)suːˈnɑːmi/ | tsunami, vloedgolf |
| evacuate werkwoord | /ɪˈvæk.ju.eɪt/ | evacueren |
| mitigation zelfstandig naamwoord | /mɪtɪˈɡeɪʃən/ | opluchting, verlichting |
| mitigate werkwoord | /ˈmɪt.ɪ.ɡeɪt/ | mitigeren, verzachten |
| educate werkwoord | /ˈɛd͡ʒ.əˌkeɪt/ | opleiden, onderwijzen |
| firefighter zelfstandig naamwoord | /ˈfaɪ.ɚˌfaɪ.tɚ/ | brandweerman, brandweervrouw |
| lessen werkwoord | /ˈlɛsən/ | afzwakken, korten |
| typhoon zelfstandig naamwoord | /taɪˈfun/ | tyfoon, taifoen |
| distribute werkwoord | /dɪˈstɹɪbjuːt/ | verdelen |
| cooperate werkwoord | /kəʊˈɒp.ə.ɹeɪt/ | samenwerken |
| token zelfstandig naamwoord | /ˈtoʊkən/ | teken |
| sustain werkwoord | /səˈsteɪn/ | in stand houden |
| threaten werkwoord | /ˈθɹɛt.n̩/ | bedreigen, dreigen |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| work out werkwoord | /ˌwɝk ˈaʊt/ | uitrekenen |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is sustained · were told · are needed |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | has launched · have been · we've covered |
Uitspraak om op te letten
De spreker gebruikt 18 samentrekkingen en verkorte vormen, zoals we'll, can't, didn't. Spreek ze kort uit, zoals je ze hoort.
- Lange woorden — let op de klemtoon: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: hazard /ˈhæzəd/, countrywide /ˌkʌn.tɹiˈwaɪd/, minimize /ˈmɪn.ɪˌmaɪz/
- /æ/ — opener dan de Nederlandse “e”: hazard /ˈhæzəd/, evacuate /ɪˈvæk.ju.eɪt/, allocate /ˈæl.ə.keɪt/, blanket /ˈblæŋ.kɪt/
- /g/ — een harde plofklank, geen Nederlandse “g”: mitigation /mɪtɪˈɡeɪʃən/, mitigate /ˈmɪt.ɪ.ɡeɪt/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als hazard, preparedness, tsunami.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.