Prática de Shadowing: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - Aprenda a falar inglês com vídeo
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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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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível C1 usa o vídeo “CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT”. As palavras que mais se repetem: disaster, natural, hurricane, emergency, risk. Este vídeo tem 75 frases e 919 palavras para praticar shadowing. A fala dura 6:55. O falante mantém um ritmo estável de cerca de 133 palavras por minuto, confortável para o shadowing. 84% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| hazard substantivo | /ˈhæzəd/ | risco, perigo |
| preparedness substantivo | /pɹɪˈpɛɹ(ə)dnəs/ | preparo |
| tsunami substantivo | /(t)suːˈnɑːmi/ | tsunami, maremoto |
| evacuate verbo | /ɪˈvæk.ju.eɪt/ | evacuar |
| mitigation substantivo | /mɪtɪˈɡeɪʃən/ | mitigação |
| mitigate verbo | /ˈmɪt.ɪ.ɡeɪt/ | mitigar, atenuar |
| educate verbo | /ˈɛd͡ʒ.əˌkeɪt/ | educar, instruir |
| allocate verbo | /ˈæl.ə.keɪt/ | alocar |
| firefighter substantivo | /ˈfaɪ.ɚˌfaɪ.tɚ/ | bombeiro, bombeira |
| lessen verbo | /ˈlɛsən/ | atenuar, diminuir |
| typhoon substantivo | /taɪˈfun/ | tufão |
| distribute verbo | /dɪˈstɹɪbjuːt/ | distribuir, parcelar |
| cooperate verbo | /kəʊˈɒp.ə.ɹeɪt/ | cooperar, colaborar |
| minimize verbo | /ˈmɪn.ɪˌmaɪz/ | minimizar |
| token substantivo | /ˈtoʊkən/ | símbolo, sinal |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| die out verbo | desaparecer | |
| work out verbo | /ˌwɝk ˈaʊt/ | calcular |
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | is sustained · were told · are needed |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has launched · have been · we've covered |
Pronúncia para ficar de olho
O falante usa 18 contrações e formas reduzidas, como we'll, can't, didn't. Diga-as na forma curta, do jeito que você ouve.
- Palavras longas — acerte a sílaba tônica: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: hazard /ˈhæzəd/, evacuate /ɪˈvæk.ju.eɪt/, mitigate /ˈmɪt.ɪ.ɡeɪt/, educate /ˈɛd͡ʒ.əˌkeɪt/, allocate /ˈæl.ə.keɪt/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como hazard, preparedness, tsunami.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.