ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: 13 Lessons About Poverty

เลือกโหมดฝึก

แต่ละโหมดจะเปิดห้องฝึกแบบเต็มจอ

162 ประโยค

หากประโยคสั้นหรือยาวเกินไป กดที่ Edit เพื่อปรับแก้

For the next 15 minutes, I'd like for us to consider three things.

First, what was the theory of poverty that guided the war on poverty?

That is, how did they think about who is poor, why they were poor, and what could be done about it?

Second, how has our thinking about these issues changed after 50 years now of research and on -the -ground interventions?

And third, what are the implications of that for how we think about moving forward, with some particular attention to how AmeriCorps VISTA,

VISTAs themselves, and the agencies they support might think about a new anti -poverty agenda for the next years and decades?

In the War on Poverty era, it seems to me, poverty was typically understood to be a thing that happens to other people.

President Johnson described people living in poverty as isolated from the mainstream of American life and alienated from its values.

People living in poverty were them, not us, and poverty itself was understood to be an anomaly,

an aberration, a deviation from the norm.

As a consequence, part of the mission of the Great Society was to try to incorporate them into mainstream institutions and culture through education,

job training, housing, medical care, and so on.

But we now know that poverty is not something experienced by a small minority of people.

Let me explain.

Here's the official data.

It shows a poverty rate of 14 .5 % in 2013.

That's about 46 million

Americans living at or below the poverty line.

If we look at the Census Bureau's supplemental poverty measure,

it shows a poverty rate really of about 15 .5 % in 2013, 49 million Americans.

Either way, these measures are only telling us how many people ended up with net income

that falls below the poverty line over the course of the entire year.

But we now know that people slip in and out of poverty over the course of that year.

People may be poor one month and not poor the next.

So if we step back and ask how many people experience a spell of poverty over a four year period, we find that 35 percent,

more than one third of Americans, will be poor at least once for two months or more.

That's lesson one.

Since Vista's founding, we've learned that poverty is widespread.

It's a much more common experience than we thought it was then.

Poverty is not something that happens to them.

It's something that will happen to lots of us.

That's important, I think, in part, because perhaps if people cannot be mobilized to fight poverty for altruistic reasons,

maybe they might be mobilized for selfish ones.

It's also a way to highlight one of the virtues of VISTA's key program features.

Because VISTAs earn a poverty -level stipend,

perhaps it's easier for them to think of people struggling to get by with limited resources as us, not them.

Poverty is also a different kind of problem than we thought it was then.

While 35 % of all

Americans will experience poverty at least once over the course of a four -year period,

fewer than 3 % of us will be consistently poor over that four -year period.

Long -term, persistent poverty is real, and we must address it.

But that's not what most poverty looks like.

In some ways, perhaps we've been focusing on the wrong problem.

That points us to lesson two.

Given how many people have an experience of poverty, how many people are perched on the edge of it and slip in and out of it,

perhaps instead of talking about poverty, we should be talking about insecurity as the problem of this age.

More and more

Americans live precarious economic lives and are utterly unprepared for an emergency that suddenly increases their expenses or reduces their income.

What are we doing to deal with that?

And how do remedies directed at insecurity differ from our traditional remedies directed at poverty.

Lesson three is this.

Childhood is profoundly important, even more so than we thought in the 1960s, and the stakes are especially critical for very young children.

Stress has physiological consequences, and poverty is exceedingly stressful, especially for children.

Combine that with inadequate prenatal care and childhood nutrition, and you get irreversible long -term cognitive,

social, emotional, and health deficits.

Being in poverty as a child is associated with lower achievement later in school, reduced earnings in adulthood, higher rates of unintended pregnancy,

higher rates of incarceration, and higher rates of things like cardiovascular disease, disability, and mental illness.

So, if you want to reduce the number of adults who are poor tomorrow, reduce the number of children who are poor today.

And remember, the single largest group of Americans living in poverty are children.

Lesson four.

The Kennedy administration started paying attention to poverty thanks in part

to Bobby's visits to poor African -American communities to Appalachia and to Native American reservations.

Poverty was not and is not a problem only of those particular places and people, but there is still an important lesson here.

Where you are born has a lot to do with the kinds of opportunities you will have or not have.

This reaffirms the importance of place -based policies and community -specific initiatives.

One of the most striking modern developments is the rise of poverty in the suburbs.

This is especially important given how much of our social service infrastructure was built to deal with poverty in the cities.

It's another way in which poverty may be a different kind of problem than we thought it was, and perhaps an especially useful lesson for Vista.

Lesson five is that race is, alas, as important now as it was in the 1960s.

We have clearly made progress in reducing African -American poverty from its radically high mid -20th century levels,

but it is still three times the rate that it is for white Americans.

And African -Americans still fare worse across a range of measures, whether we're talking about income, wages, wealth, mobility, education, access to health care,

life expectancy, or infant mortality.

I noted earlier that 35 percent of all

Americans will experience poverty over a four -year period.

It's 49 percent for African Americans, and it's 53 percent for Hispanic Americans.

We've got to better reckon with the ways in which disadvantages accumulate,

and with the fact that our unique historical legacies may well mean that poverty for different groups,

has different roots, and may therefore require different remedies.

I've noted the continued importance of paying attention to children in poverty, but children can also exacerbate the poverty of adults given

that they are inevitably dependent and their care requires time and it requires money.

This is a much more acute problem than it was 50 years ago simply

because there are so many more women in the labor force

and because we still live in a world in which women do the overwhelming majority of all unpaid care work,

it is their earnings that suffer most.

This is, in part, why female -headed families continue to be so much poorer than two parent families,

something the Johnson administration worried about even then.

But the problem is actually worse now, and this need not be the case.

We know this because, as you can see here in the blue lines,

there are many nations with higher out -of -wedlock birth rates than in the United States.

But every single one of those countries with more lone parents

nonetheless winds up with lower rates of childhood poverty than we do.

That's the red lines.

If you're working at the community

or agency level with poor women with children who may be caring for sick

or aging family members remember

you've got to foreground the problem of who cares for those

who are providing care what we've also learned is not just

that some people cannot work because they cannot solve the caregiving puzzle others cannot work

100

because for a variety of reasons illness injury mental illness physical or developmental disability

101

they are not well suited to the modern labor market the result is much higher rates of poverty for them.

102

We saw earlier that few poor people are consistently poor over a four -year period, maybe three percent of the population.

103

Well, two -thirds of that group have one or more disability.

104

Lesson seven is that disability must be foregrounded in our thinking about poverty much more than it has been.

105

But even those who are able to work and do may still be poor nonetheless less.

106

32 % of all women who work

107

and 24 % of all men who work work in jobs

108

that pay wages so low that even if they work full -time all year round, they will still be poor.

109

It's something we've been seeing for decades in soup kitchens and food pantries around the country.

110

The growing numbers of people who work full -time and yet cannot earn enough to put food on the table.

111

The problem is particularly acute for people of color.

112

42 % of Hispanic Americans and 36 % of African Americans work in poverty wage jobs.

113

No matter how many hours or how many weeks they work, they cannot escape poverty with wages alone.

114

Which means either labor markets need to change or the policies and programs that support working people must.

115

Medicare and Medicaid point us to Lesson 9.

116

showing us that access to health care reduces poverty.

117

The Affordable Care Act is giving us additional evidence of this, especially its expansion of Medicaid in those states that have chosen to take part.

118

We could reduce poverty even more by adding dental coverage and mental health coverage, problems that are especially severe among poor and low -income populations.

119

On the micro level, you can help people in your communities get coverage,

120

access care, and deal with small medical issues before they become larger ones.

121

If people are less sick, they will be less poor.

122

And of course, if people are less poor to begin with,

123

they're less likely to get sick and less likely to remain sick for long periods of time.

124

Here's lesson 10.

125

Mass incarceration is a post -war on poverty phenomenon,

126

and its effects are disproportionately concentrated in low -income communities of color and among African American men especially.

127

And anti -poverty programs have got to take seriously the prison

128

and the universe of people affected by it if they are serious about improving well -being.

129

Whatever else it is, the American criminal justice system is a massive engine for making people sick,

130

angry, and poor.

131

Lesson 11 is that we've got to start talking about climate change as a poverty problem.

132

Hurricane Katrina was the canary in the coal mine here.

133

What are we doing to help poor places and the people in them prepare for this new 21st century poverty problem?

134

We've got to because they will be affected first and they'll be hit the hardest.

135

Now it's not all bad news.

136

Thanks to social security, we now know that we can reduce poverty a lot and rather easily.

137

Here, we've done it by sending money regularly to older Americans.

138

The Earned Income Tax Credit and SNAP have taught us the same lesson.

139

Cash and near cash benefits can have significant anti -poverty effects.

140

More local programs can learn this lesson and trust the research

141

that shows that unconditional additional cash grants may be the single most effective intervention that's available to us.

142

But this, among other things, requires trusting poor people to know what's best for themselves.

143

But that's a lesson consonant with VISTA's commitment to low -income people's self -determination and having a voice in service delivery.

144

Finally, let's dispense with the notion that the war on poverty failed.

145

It did a lot, even if it could have done more there were real successes to the war on poverty.

146

How do we know this?

147

Take a look.

148

That green line shows us the pre -transfer poverty rate.

149

That's how much poverty has been created by the economy without counting the effects of anti -poverty policies and programs.

150

Notice that the economy is producing about the same amount of poverty today as it was 50 years ago.

151

That black line shows us,

152

using the supplemental measure, how much actual poverty remains once we count the effects of anti -poverty programs.

153

Over the War on Poverty period, we've brought poverty down from 26 percent to 16 percent.

154

Now, that's not nearly enough, I'd argue, but it's not nothing either.

155

These are not the only important lessons that we might take away from the last 50 years of course,

156

but I'm hoping they might be one place from

157

which we can start to think about what we should be doing now to solve today's poverty and inequality.

158

Remember, not all past solutions will be the best ones moving forward.

159

We can't build 21st century anti -poverty programs on 20th century notions of the roots of need.

160

Thank you.

161

Thank you to AmeriCorps Vista, and here's to the next 50 years of service.

162

Thank you.

ดาวน์โหลดแอป

ทุกอย่างที่ต้องใช้เพื่อพูดได้คล่อง

AI ให้คะแนนการออกเสียงให้คะแนนทุกประโยค

ฝึก IPAเชี่ยวชาญทุกเสียง

คำศัพท์สร้างคลังคำของคุณ

เกมคำศัพท์เล่นไปเรียนไป

สแกน QR

Download on theApp Store Get it onGoogle Play

FOR YOU

วิดีโอแนะนำ

197 ประโยค

Solve at MIT: Her Majesty Queen Rania on "Youth, Skills, and the Workforce" Challenge

Daily ConversationUniversity StudentsWorking Adults

คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้

บทเรียนฝึกพูดนี้ใช้วิดีโอ “13 Lessons About Poverty” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: poverty, poor, percent, lesson, rate วิดีโอนี้มี 120 ประโยค และ 2172 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 14:31 ผู้พูดพูดด้วยความเร็วเป็นธรรมชาติ ประมาณ 150 คำต่อนาที ใกล้เคียงกับบทสนทนาในชีวิตประจำวัน 86% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก

คำศัพท์สำคัญในวิดีโอนี้

คำที่ควรเรียนรู้ 15 คำจากวิดีโอ พร้อมคำอ่านและความหมาย:

คำศัพท์	คำอ่าน	ความหมาย
poverty คำนาม	/ˈpɑːvɚti/	ความจน, ความยากจน
lesson คำนาม	/ˈlɛs.ən/	บทเรียน
wage คำนาม	/weɪd͡ʒ/	ค่าจ้าง, ค่าแรง
disability คำนาม	/dɪsəˈbɪlɪti/	ความพิการ
earn คำกริยา	/ɝn/	หาเงิน
illness คำนาม	/ˈɪl.nəs/	โรค, โรคา
solve คำกริยา	/sɒlv/	แก้, แก้ไข
slip คำกริยา	/ˈslɪp/	ไถล, ลื่น
consequence คำนาม	/ˈkɑn.sɪ.kwəns/	ผล, ผลลัพธ์
argue คำกริยา	/ˈɑɹ.ɡju/	เถียง, ถก
infrastructure คำนาม	/ˈɪnfɹəˌstɹʌkt͡ʃə/	โครงสร้างพื้นฐาน
suffer คำกริยา	/ˈsʌfɚ/	ตรำ
institution คำนาม	/ˌɪn.stɪˈtʃuː.ʃən/	สถาบัน
minority คำนาม	/maɪˈnɒɹ.ɪ.ti/	คนกลุ่มน้อย
legacy คำนาม	/ˈlɛɡəsi/	มรดก

ไวยากรณ์ในวิดีโอนี้

โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:

โครงสร้าง	ในวิดีโอ
Present perfect continuous have/has been + -ing — การกระทำที่เริ่มก่อนหน้านี้และยังดำเนินอยู่	we've been focusing · we've been seeing
ประโยคเงื่อนไข if + อนุประโยค, will/would + กริยา — เงื่อนไขและผลลัพธ์	If people are less sick, they will be
Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ	could be done · was understood · cannot be mobilized
Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน	we've learned · I've noted · we've also learned

การออกเสียงที่ควรระวัง

ผู้พูดใช้รูปย่อและรูปลดเสียง 21 ครั้ง เช่น we've, I'd, can't ให้พูดแบบสั้นตามที่ได้ยิน

เสียง “sh” และ “zh”: intervention /ɪntɚˈvɛnʃən/, notion /ˈnoʊʃən/, institution /ˌɪn.stɪˈtʃuː.ʃən/, initiative /ɪˈnɪʃ.ə.tɪv/, determination /dɪˌtɜːmɪˈneɪʃən/
คำยาว — ลงเสียงหนักให้ถูกพยางค์: disability /dɪsəˈbɪlɪti/, intervention /ɪntɚˈvɛnʃən/, consistently /kənˈsɪstəntli/, infrastructure /ˈɪnfɹəˌstɹʌkt͡ʃə/, institution /ˌɪn.stɪˈtʃuː.ʃən/

เสียงที่คนไทยมักออกเสียงยาก:

เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: wage /weɪd͡ʒ/, illness /ˈɪl.nəs/, solve /sɒlv/, consequence /ˈkɑn.sɪ.kwəns/, nonetheless /ˌnʌnðəˈlɛs/
/v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: poverty /ˈpɑːvɚti/, solve /sɒlv/, intervention /ɪntɚˈvɛnʃən/, achievement /əˈt͡ʃiːv.mənt/, initiative /ɪˈnɪʃ.ə.tɪv/
/z/ — เสียงก้อง ไม่ใช่ /s/: puzzle /ˈpʌzəl/, suburbs /ˈsʌbɝbz/, reservation /ˌɹɛz.ɚˈveɪ.ʃən/, physiological /ˌfɪz.i.əˈlɑ.d͡ʒɪ.kəl/, exacerbate /ɪɡˈzæsɚˌbeɪt/

วิธีฝึกกับวิดีโอนี้

ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
เริ่มที่ความเร็ว 0.75× พูดตามทีละประโยค แล้วกลับไปใช้ความเร็วปกติเมื่อเริ่มคล่อง
อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง poverty, lesson, wage เป็นพิเศษ

เทคนิค Shadowing คืออะไร?

Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ

เทคนิค shadowing: อ่านคู่มือฉบับเต็มทีละขั้นตอน →

ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: 13 Lessons About Poverty

เลือกโหมดฝึก

ดาวน์โหลดแอป

Why Trillions of Foreign Aid Hasn’t Solved Poverty

Take Action If You Want Changes - President Obama Motivational Speech

Game Theory #3: Rich Dad, Poor Dad

Education gap: The root of inequality

Peter Singer | It Is NOT Immoral To Be A Billionaire (8/8) | Oxford Union

Agriculture for Improved Nutrition and Health (CRP4)

Why Are US Politics Today So Divisive?: Crash Course US Government #1

How Money & Banking Work (& why they're broken today) - Lyn Alden

What is Public Health? Episode 1 of "That's Public Health"

The 'Luxury Poverty' Trap, Explained

The Poverty Trap