Luyện nói tiếng Anh bằng Shadowing qua video: 1. Introduction
Chọn chế độ luyện tập
Mỗi chế độ mở một phòng luyện tập toàn màn hình.
358 câu
Nếu các câu quá ngắn hoặc quá dài, hãy bấm Edit để chỉnh sửa.
1
Dr. Paul Bloom I'd like to welcome people to Introduction to Psychology.
2
My name is Dr. Paul Bloom and I'm a professor for this course.
3
If you haven't yet picked up a syllabus from the front of the class, please raise your hand.
4
Are we out?
5
Are we at a syllabi?
6
Oh, please raise your hand and one of the teaching fellows will bring it to you if you don't yet have a syllabus.
7
The syllabus is also available on this website.
8
This website will become important to you should you choose to take this class.
9
It will include the syllabus, course, which will occasionally be revised well in advance.
10
Also, all of the class material will be on this site, including copies of the slides I'm presenting, including these slides right now,
11
practice exams, and any details on the written assignments.
12
So, you'll need to use this website regularly to keep in touch with the course.
13
Today will be a short class.
14
What I just want to do today is orient you, tell you what this course is about.
15
I know this is shopping period
16
and I want to give you a good sense of what you'd be in for if you took this course.
17
I want to go over the style of the classes, the evaluation, the readings, and so on,
18
and then give some examples of some of the specific topics that we'll be covering.
19
But before I get started, I have to point out something a little bit unusual about this this class.
20
We are being filmed.
21
This course is one of seven courses chosen to begin the Yale University Open Educational Resources video lecture project.
22
And what this means is that
23
when the year is over these videos will be available on
24
the internet free for anybody who wants to see them and ideally will be accessed by people across many different countries,
25
universities, some who would not normally have access to a university education.
26
I see this as a good and honorable use of Yale's resources
27
and of course it's also part of Yale's plan for world domination. So, because of this,
28
a Yale University production team from the Center of Media Initiatives is going to be taping all the class lectures
29
and they're up there.
30
The idea is that this should be as unobtrusive as possible.
31
And the classroom experience should essentially be the same as if they're not there.
32
So, it's their intention to tape the lectures, to tape me and sometimes the slides,
33
but not tape your faces or voices so we're not having you sign release forms.
34
Two things.
35
One thing is personally I have to remind myself not to use profanity
36
because children may be watching so I'll try not to do that.
37
There's also another
38
Another complexity, if you are in the front row
39
or the second row or the third row it is possible that some part of your head,
40
your back, or even your face might end up on film.
41
If you are in the witness protection program or you're some sort of fugitive, you probably don't want to sit in the front row.
42
I'll give them… If people want to unobtrusively kind of slide back, that's fine as I'm talking.
43
Okay, we're ready.
44
So, I'd like to welcome people to this course, Introduction to Psychology.
45
My name is Dr. Paul Bloom.
46
I'm professor of this course.
47
And what this is going to be is a comprehensive introduction to the study of the human mind.
48
So, we're going to cover a very, very wide range of topics, including brains, children, sex, memory,
49
madness, disgust, racism, and love, and many others.
50
We're going to talk about things like the proper explanation for differences between men and women, the question of whether animals can learn language,
51
the puzzle of what grosses us out, the problem of why some of us eat too much and what we could do to stop,
52
the question of why people go crazy in groups, research into whether you can
53
You can trust your childhood memories.
54
Research into why some of us get depressed and others don't.
55
The style of this is there will be two lectures a week as well as course readings.
56
Now, to do well in the course, you have to attend both the lectures and do the readings.
57
There will be some overlap.
58
In some cases the lectures will be quite linked to the readings
59
but there will be some parts of the readings that will not find their way into the lectures and some lectures,
60
some entire lectures that will not connect at all to the readings.
61
So, to pursue this course properly you have to do both.
62
What this means is that if you miss a class you need to get notes
63
and so you should get them from a friend or from the person sitting next to you.
64
The slides are going to be made available online.
65
So, one of the things you don't have to do is you don't have to write this down.
66
You take notes any way you choose but if you don't get anything on there it'll be available online.
67
I'm going to post it in a format which will be black
68
and white and easy to print out so you don't have to worry about this.
69
But again, attending to the slides is not a substitute for attending class.
70
There's a textbook, book, Peter Gray's Psychology, 5th edition, and there's also a collection of short readings,
71
The Norton Reader, edited by Gary Marcus.
72
It's an excellent textbook.
73
It's an excellent collection and you should get them both.
74
They're available at Labyrinth Bookstore on York Street or you can get them online.
75
I should note that last time I taught the course I used the Marcus Reader
76
and when Professor Marvin Chun taught his course last semester he used
77
Peter Gray's fifth edition textbook.
78
So there may be a lot of used copies floating around.
79
You should feel free to try to get one of those.
80
The evaluation goes like this.
81
There is a midterm and there is a final.
82
The final will not be held in the exam period because I like to take long vacations.
83
It will be held the last day of class.
84
The exams will be multiple choice and short answer, fill in the blank, that sort of thing
85
and prior to the exams I will post previous exams online
86
so you have a feeling for how these exams work and so on.
87
There will also be review sessions.
88
Starting at the beginning of the third week of class, that is not next week but the week after,
89
on each Monday I'm going to put up a brief question or set of questions which you have to answer.
90
And your answers need to be sent to your teaching fellow and and you'll be given a teaching fellow, assigned one, by Friday.
91
This is not meant to be difficult.
92
It's not meant to be more than five, ten minutes of work.
93
But the point of the question, fifteen, twenty minutes of work,
94
but the point of the question is to motivate people to keep up with the material and do the readings.
95
These questions will be marked pass, fail.
96
I expect most everybody to pass all of the questions.
97
But it's just to keep you on track and keep you going.
98
There's a book review, a short book review to be written towards near the end of the class.
99
I'll give details about that later on in the semester.
100
And there's also an experimental participation requirement.
101
And next week I'll hand out a piece of paper describing the requirement.
102
The point of the requirement is to give you all experience
103
actually seeing what psychological research is about as well as to give us hundreds of subjects to do our experiments on.
104
The issue sometimes comes up as to how to do well in the course.
105
Here's how to do well.
106
Attend all the classes, keep up with the readings, ideally keep up with the readings before you come to class.
107
And one thing I would strongly suggest is to form some sort of study groups, either formally or informally.
108
Have people you could talk to do when prior to the exams she's patting somebody next to her.
109
I hope you know him.
110
And in fact what I want to do, not this class because it's shopping period, I don't know who's coming next class or what,
111
but I'll set up a few minutes prior at the beginning
112
class for people just to introduce themselves to the person next to them
113
so they have some sort of resource in the class.
114
class.
115
Now, this is a large class and if you don't do anything about it, it can be very anonymous.
116
And some of you may choose to pursue it that way and that's totally fine.
117
But what I would suggest you do is establish some contact with us,
118
either with me or with any of the teaching fellows and I'll introduce the teaching fellows sometime next week.
119
You could talk to us at the beginning or the end of class.
120
Unless there are special circumstances I always try to come at least ten minutes early
121
and I'm willing to stay late to talk to people.
122
You could come by during my office hours which are on the syllabus
123
and you could send me an email and set up an appointment.
124
I'm very willing to talk to students about intellectual ideas, about course problems, and so on.
125
And if you see me at some point just on campus, you could introduce yourself.
126
I'd like to meet people from this class.
127
So, again, I want to stress.
128
You have the option of staying anonymous in this class,
129
but you also have the option of seeking out and making some sort of contact with us.
130
Okay.
131
That's the formal stuff of the course.
132
What's this course about?
133
Unlike a lot of other courses, some people come to intro psychology with some unusual motivations.
134
Maybe you're crazy and hope to become less crazy.
135
Maybe you want to learn how to you want to study better, improve your sex life, interpret your dreams, and win friends and influence people.
136
Those are not necessarily bad reasons to take this course.
137
And with the exception of the sex part, this course might actually help you out with some of these things.
138
The study of scientific psychology has a lot of insights of real world relevance to real problems
139
that we face in our everyday lives.
140
And I want to try, and when these issues come up, I'm going to try to stress them
141
and make you try to think about the extent to
142
which the laboratory research I'll be talking about can affect your everyday life, how you study, how you interact with people,
143
how you might try to persuade somebody of something else, what sort of therapy works best for you.
144
But the general goals of this course are actually, I think, even more interesting than that.
145
What I want to do is provide a state of the art, our introduction to the most important topic that there is,
146
us, how the human mind works, how we think, what makes us what we are.
147
And we'll be approaching this from a range of directions.
148
So, traditionally psychology is often broken up into the following, into five sub -areas.
149
Neuroscience, which is the study of the mind by looking at the brain.
150
Developmental, which is the area which I focus mostly on, which is trying to learn about how people develop and grow and learn.
151
Cognitive, which is the one term of the five that might be unfamiliar to some of you,
152
but it refers to a sort of computational approach to studying the mind,
153
often viewing the mind on analogy with a computer and looking at how people do things like understand language,
154
recognize objects, play games, and so on.
155
There is social, which is the study of how people act in groups, how people act with other people.
156
And there is clinical, which is maybe the aspect of psychology that people think of immediately when they hear psychology,
157
which is the study of mental health and mental illness.
158
And we'll be covering all of those areas.
159
We'll also be covering a set of related areas.
160
I am convinced that you cannot study the mind solely by looking at the discipline of psychology.
161
The discipline of psychology theology spills over to issues of how the mind has evolved.
162
Economics and game theory are now an essential tools for understanding human thought and human behavior.
163
There's issues connecting to philosophy, computer science, anthropology, literature, theology, and many, many other domains.
164
So this course will be wide ranging in that sense.
165
At this point I've been speaking and generalities.
166
So, I want to close this introductory class by giving five examples of the sorts of topics we'll be covering.
167
And I'll start off the topic that we'll be covering next week, on Monday.
168
The brain.
169
This is a brain.
170
In fact, it's a specific person's brain.
171
And what's interesting about the brain is that little white the right mark there.
172
It's her brain.
173
It's Terri Schiavo's brain.
174
You recognize her more from pictures like that.
175
And what a case like this, where somebody is in a coma, is without consciousness, as a result of damage to the brain,
176
is a stark illustration of the physical nature of mental life, the physical basis for everything that we normally hold dear,
177
like free will, mental, consciousness, morality, and emotions.
178
And that's what we'll begin the course with, talking about how a physical thing can give rise to mental life.
179
We'll talk a lot about children.
180
This is actually a specific child.
181
It's my son, Zachary, my younger son, dressed up as Spider -Man, but it is Halloween.
182
No, it's not Halloween.
183
Oh.
184
So, well, there's more to say about that.
185
I study child development for a living.
186
And I'm interested in several questions.
187
So one question is just a question of development.
188
Everybody in this room can speak and understand English.
189
Everybody in this room has some understanding of how the world works, how physical things behave.
190
Everybody in this room has some understanding of other people and how people behave.
191
And the question that preoccupies developmental psychologists is how do we come to have this knowledge?
192
And in particular, how much of it is hardwired, built in, innate, and how much of it is a product of culture,
193
of language, of schooling?
194
And developmental psychologists use many ingenious methods to try to pull these apart
195
and try to figure out what are the They are basic components of human nature.
196
There's also the question of continuity.
197
To what extent is Zachary at that age going to be that way forever?
198
To what extent is your fate sealed?
199
To what extent could, if I were to meet you when you were five years old, I could describe the way you are now?
200
Now, the poet William Wordsworth wrote,
201
the child is father to the man and what this means is
202
that you can see within every child the adult he or she will become.
203
We will look and ask the question whether this is true.
204
Is it true for your personality?
205
Is it true for your interest?
206
Is it true for your their intelligence.
207
Another question having to do with development is what makes us the way we are.
208
We're different in a lot of ways.
209
The people in this room differ according to their taste in food, they differ according to their IQs, whether they're aggressive or shy,
210
whether they're attracted to males, females, both or neither, whether they're good at music,
211
whether they're politically liberal or conservative.
212
Why are we different?
213
What's the explanation for why we're different?
214
And again, this could be translated in terms of a question of genes and environment.
215
To what extent are things the result of the genes we possess?
216
To what extent are individual natures the result of how we were raised?
217
And to what extent are they best explained in terms of an interaction?
218
One common theory, for instance, is that we are shaped by our parents.
219
This was best summarized most famously by the British poet Philip Larkin who wrote,
220
they mess you up, your mom and dad.
221
They may not mean to but they do.
222
They fill you with the faults they had and add some extra just for you. Is he right?
223
It's very controversial.
224
It's been a series of, a huge controversy in a popular culture to the extent to which
225
parents matter and this is an issue which will preoccupy us for much of the course.
226
A different question.
227
What makes somebody attractive?
228
And this can be asked at all sorts of levels but a simple level is what makes for a pretty
229
So these are, according to ratings, very attractive faces.
230
They are not the faces of real people.
231
What's on the screen are computer -generated faces of a Caucasian male
232
and a Caucasian female who don't exist in the real world.
233
But through using this sort of computer generation and then asking people what they think of this face, what they think of that face,
234
scientists have come to some sense as to what really makes a face attractive both within cultures and across cultures.
235
And that's something which we're going to devote some time to when we talk about social behavior and, in particular, when we talk about sex.
236
Not all attractiveness, not all beauty, of course, is linked to sex.
237
So, pandas, for instance, like this panda, are notoriously cute and I don't have anything to say about it really, it's just a cute picture.
238
Morality is extremely central to our lives and a deep question which we will struggle with throughout most of the course
239
is the question of good and evil, evil and good.
240
These three pictures exemplify different sorts of evil,
241
what you call institutional evil by somebody behaving cruelly towards somebody else,
242
perhaps not due to malice but because of the situation that she's in.
243
It has a picture of Osama bin
244
Laden, a mass murderer driven by political cause.
245
And then there's this guy on the bottom.
246
Anybody know who he is?
247
Ted Bundy.
248
Ted Bundy.
249
Who got that?
250
Film that man.
251
No, Ted Bundy, exactly.
252
And that's like, before we get into the technicals, that's like crazy evil.
253
And we're going to have to come to terms with why some people are like that.
254
And again, the same situation comes up.
255
Is it part of your nature to be good or bad
256
or is it largely due to the situation that you've fallen?
257
and there's a lot of some quite spectacular experiments that try to tease that apart.
258
If we're going to talk about evil, we should also talk about good.
259
This is, these are pictures of two notoriously good men, Oskar Schindler and Paul Rusesabudgenia,
260
each who at different times in history saved the lives of many, many, many people at great risk to themselves.
261
Schindler in the Holocaust and then the other guy in,
262
because I can't pronounce his name, Rusesavagenia in Rwanda.
263
And they both had real good movies made about them.
264
And so, but what's interesting about these cases is you couldn't have predicted ahead of time that they would be heroes disorders.
265
And one personal issue within any of us is what would we do in such situations.
266
Finally, throughout this course we will discuss mental illness.
267
Now, towards the end of the class I want to devote a full week to discussing major disorders like depression
268
and anxiety because of their profound social importance disorders.
269
Such disorders are reasonably common in college students.
270
Many people in this room are currently suffering from a mood disorder, an anxiety disorder, or both.
271
And I won't ask for a show of hands,
272
but I know a lot of people in this room are on some form of medication for this disorder.
273
And we'll discuss the current research in why people get these disorders and what's the best way to make them better.
274
But I also have a weakness for the less common mental disorders
275
that I think tell us something really interesting about mental life.
276
So when we talk about memory, for instance, we'll talk about disorders in memory, including some disorders that keep you from forming new memories,
277
as well as disorders of amnesia, where you forget the past.
278
And these are extraordinarily
279
It's primarily interesting for all sorts of reasons.
280
Early in the course, in fact I think next week, we will discuss, no, later on in the course, in the middle of the semester,
281
we will discuss the amazing case of Phineas Gage.
282
Phineas Gage was a construction worker about a hundred years ago.
283
Due to an explosion, a metal pipe went through his head like so.
284
Miraculously, he was not
285
In fact, his friends, it went through his head when it ended up a hundred feet away, covered with brains and blood.
286
And Phineas Gage sat down and went, oh.
287
And then on the way to the hospital they stopped by a pub, have some cider.
288
He was not blind, he was not deaf, he was not retarded, but something else happened to him.
289
He lost his sense of right and wrong.
290
He lost his control.
291
He used to be a hard -working family man.
292
After the accident, he lost all of that.
293
He couldn't hold a job, he couldn't stay faithful to his wife, he couldn't speak for five minutes without cursing,
294
he got into fights, he got into brawls, he got drunk.
295
He lost his control.
296
He ended up on a circus sideshow traveling through the country with the big steel pipe that went through his head.
297
And this is, again, an extraordinary example of how the brain can give rise to the mind
298
and how things that go wrong with the brain can affect you in a serious way.
299
We'll discuss cases of multiple personality disorder where people have more than one personality
300
and also discuss the There's a debate over whether such cases are true or not, whether they could be taken as a real phenomena
301
or a made up phenomena which is there's a matter of a lot of controversy.
302
And then we'll even discuss some rarer cases like Capgras syndrome.
303
Capgras syndrome is typically is There's hundreds of cases, not many, hundreds of cases.
304
It's typically the result of some sort of stroke.
305
And what happens to you is very specific.
306
You develop a particular delusion, like it's getting dark.
307
And the delusion is that the people you love the most have been replaced.
308
They've been replaced by aliens or for robots, thank you, by Martians, by CIA agents,
309
by trained actors and actresses,
310
but the people, but the idea is the people you care for the most you believe are gone.
311
And this could lead to tragic consequences.
312
Capgras Syndrome is associated with a very high level of violence.
313
One man in Australia a couple of years ago was under the the delusion
314
that his father was replaced with a robot and cut off his head.
315
A related disorder involving the very same parts of the brain is called Cotard's Syndrome.
316
And Cotard's Syndrome is you believe that you're dead.
317
You believe that you're dead.
318
You are persuaded that you're dead.
319
You're walking around.
320
You know you're walking around.
321
You know that there are people around.
322
But you think that you're dead.
323
And what's striking about these is it's not, these are not just sort of big screwy problems of messed up people.
324
Rather, they're located, they're related at a pinpoint level to certain parts of your brain.
325
And we're going to talk about the best modern theories as to why these syndromes occur.
326
Now, the reason to be interested in them, again, is not because they're frequent.
327
They aren't.
328
And it's not because of some some sort of gruesome, morbid curiosity.
329
Rather, by looking at extreme cases they can help us best understand normal life.
330
Often by looking at extremes it throws into sharp contrast things we naturally take for granted.
331
The issue of psychopathy, of people who either do the brain damage or because they're born that way have no moral understanding,
332
can help us cope with questions of free will and responsibility, of the relationship or difference between mental illness and evil.
333
Multiple personality cases force us to address the question of what is a self?
334
To what extent are all of us composed of multiple people?
335
And to what extent are we a single unified person over time?
336
Cases like cop grass are important because they tell us about how we see the world.
337
They tell us, that there's a difference between recognizing something, in a sense that you could name it, and knowing what it is.
338
And so, by studying these abnormal cases we can get some insight into regular life.
339
So, that's the end of the illustration of the example topics.
340
The syllabus lists many more.
341
I'll end by telling you that
342
there's a lot of stuff that we'll be talking about
343
that I that I want to talk about that I am not expert in.
344
And fortunately there is a community at Yale of the best scholars
345
and teachers on the planet and
346
so it would be a shame for me not to use them to cover some of these issues.
347
And so I'm going to include four guest lecturers.
348
The first one is Dr. Marvin Chun who is, teaches the Introduction Psychology course in the fall at all and as my competition.
349
And he's going to give an amazing lecture on cognitive neuroscience, especially the cognitive neuroscience of faces.
350
Dr. Susan Nolan -Huxama is the world's authority on depression
351
and in particular on sex differences in depression and she's going to talk about this towards the end of the So,
352
of course, Kelly Brownell is going to talk… is the head of the Rudd Center,
353
focuses on obesity, eating disorders, dieting, and he'll talk about the psychology of food.
354
And finally, Dr. Peter Salovey,
355
dean of Yale College, is going to come to us on Valentine's Day
356
and tell us that's everything he knows about the mysteries of love.
357
All of these details are in the syllabus and I'll stick around and answer questions.
358
Hope to see you next week.
Tải Ứng Dụng
Mọi thứ bạn cần để nói trôi chảy
Chấm điểm AIChấm từng câu nói
Luyện IPAThành thạo mọi âm
Từ vựngMở rộng vốn từ
Game Từ vựngHọc qua chơi
Cùng kênh
C11
3. Foundations: Freud
Daily ConversationUniversity Students
C11
The Renovations of Notre-Dame | The Age of Cathedrals with R. Howard Bloch
University StudentsWorking Adults
C11
1. Introduction: What is Political Philosophy?
Daily ConversationUniversity Students
C15
Contract Law 1 Intro Hamer v Sidway (just say no)
Cambridge Exam PrepBusiness EnglishUniversity Students
C23
1. Introduction
Daily ConversationUniversity Students
C15
2. Foundations: This Is Your Brain
Daily ConversationUniversity Students
C16
2. Socratic Citizenship: Plato's Apology
IELTS PrepTOEFL PrepCambridge Exam Prep
FOR YOU
Video gợi ý
C12
764 câu
11. Introduction to Machine Learning
Daily ConversationUniversity Students
C11
206 câu
Anxiety, Stress, Loneliness & Depression Cured In 9 Weeks? | Dr. Sahar Yousef | Raj Shamani Clips
Daily ConversationUniversity Students
C12
21 câu
Introduction
Daily ConversationUniversity Students
![[Lecture Ready3] Ch03 Lecture2](https://img.youtube.com/vi/y4CfnSq77s8/mqdefault.jpg)
C11
111 câu
[Lecture Ready3] Ch03 Lecture2
Daily ConversationUniversity Students
B21
91 câu
TS 97 Quick Start Video
Daily ConversationUniversity Students
B21
20 câu
Crash Course US History Preview
Daily ConversationUniversity Students
C11
108 câu
LTEC 782: Design-Based Research in Education (Session 01)
Daily ConversationUniversity Students
C11
556 câu
1. Introduction and Supply & Demand
Daily ConversationUniversity Students
B22
50 câu
My daily life as a Yale graduate student | 耶魯碩士生的一天 Vlog (中英文字幕)
Daily ConversationUniversity Students
C13
172 câu
Introduction to Astronomy: Crash Course Astronomy #1
Daily ConversationUniversity Students
![[Lecture Ready3] Ch10 Lecture2](https://img.youtube.com/vi/8FVVfebHarQ/mqdefault.jpg)
C11
111 câu
[Lecture Ready3] Ch10 Lecture2
Daily ConversationUniversity Students
Từ vựng và ghi chú luyện nói cho bài học này
Bài luyện nói này dựa trên video “1. Introduction”. Video này có 123 câu và 3874 từ để luyện shadowing. Phần lời nói dài 25:57. Người nói giữ tốc độ đều, khoảng 149 từ mỗi phút, vừa sức để nói đuổi theo. 86% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất; phần còn lại nên xem trước khi luyện. 23 trong 123 câu là câu hỏi, nên bài này hợp để luyện ngữ điệu câu hỏi và cách trả lời ngắn.
Từ vựng quan trọng trong video
15 từ đáng học trong video, kèm phiên âm và nghĩa:
| Từ | Phiên âm | Nghĩa |
|---|---|---|
| disorder danh từ | /dɪsˈɔɹdɚ/ | rối loạn |
| psychology danh từ | /saɪˈkɑ.lə.d͡ʒi/ | tâm lý học |
| lecture danh từ | /ˈlɛk.t͡ʃə/ | bài giảng |
| topic danh từ | /ˈtɑpɪk/ | chủ đề |
| syndrome danh từ | /ˈsɪndɹoʊm/ | hội chứng |
| illness danh từ | /ˈɪl.nəs/ | bệnh, sự đau yếu |
| introduce động từ | /ˌɪntɹəˈdus/ | giới thiệu |
| requirement danh từ | /ɹɪˈkwaɪɹmənt/ | yêu cầu |
| semester danh từ | /sɪˈmɛstɚ/ | học kỳ, sáu tháng |
| behave động từ | /bɪˈheɪv/ | cư xử |
| textbook danh từ | /ˈtɛkst.bʊk/ | sách giáo khoa |
| everyday tính từ | /ˈɛvɹiˌdeɪ/ | hằng ngày, thường ngày |
| anxiety danh từ | /æŋˈzaɪ.əti/ | sự lo lắng, lo âu |
| connect động từ | /kəˈnɛkt/ | nối |
| experiment danh từ | /ɪkˈspɛɹ.ə.mənt/ | thí nghiệm |
Cụm động từ bạn sẽ nghe
| Từ | Nghĩa |
|---|---|
| sit down động từ | ngồi xuống, ngồi |
Những câu đáng luyện lại
Các câu ngắn, trọn ý trong video mà bạn có thể dùng lại khi giao tiếp hằng ngày:
- To what extent is your fate sealed?
- Is it true for your personality?
- Is it true for your interests?
- Is it true for your intelligence?
- What's the explanation for why we're different?
Ngữ pháp trong video
Những cấu trúc người nói dùng nhiều nhất, kèm đúng cụm từ trong video:
| Cấu trúc | Trong video |
|---|---|
| Câu bị động be + quá khứ phân từ — nhấn vào việc xảy ra, không phải người làm | be revised · being filmed · will be accessed |
| Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật | course, which will · anybody who wants · format which will |
| Thì hiện tại hoàn thành have/has + quá khứ phân từ — việc đã xảy ra nhưng còn liên quan đến hiện tại | has evolved · It's been · have come |
Phát âm cần chú ý
Người nói dùng 72 dạng rút gọn, ví dụ we'll, don't, I'm. Hãy nói theo dạng ngắn đúng như bạn nghe.
- Âm “th”: faithful /ˈfeɪθ.fl̩/, theology /θiˈɒ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/
- Âm “sh” và “zh”: explanation /ˌɛkspləˈneɪʃən/, consciousness /ˈkɑnʃəsnəs/, illustration /ˌɪləsˈtɹeɪ̯ʃən/, sharp /ʃɑɹp/, contrast /kənˈt(ʃ)ɹæst/
- Từ dài — đặt trọng âm cho đúng: psychology /saɪˈkɑ.lə.d͡ʒi/, developmental /dɪˌvɛləpˈmɛntəl/, anxiety /æŋˈzaɪ.əti/, explanation /ˌɛkspləˈneɪʃən/, experiment /ɪkˈspɛɹ.ə.mənt/
Những âm người Việt thường gặp khó:
- Cụm phụ âm cuối — đọc đủ từng âm, đừng nuốt âm cuối: extent /ɪkˈstɛnt/, requirement /ɹɪˈkwaɪɹmənt/, connect /kəˈnɛkt/, experiment /ɪkˈspɛɹ.ə.mənt/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/
- Âm /tʃ/, /dʒ/ và /ʒ/ — tiếng Việt không có, đừng đọc thành “ch” hay “gi”: psychology /saɪˈkɑ.lə.d͡ʒi/, lecture /ˈlɛk.t͡ʃə/, gene /d͡ʒiːn/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
- Âm /æ/ — mở miệng rộng hơn âm “e”: exam /ɪɡˈzæm/, anxiety /æŋˈzaɪ.əti/, morality /məˈɹælɪti/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, format /ˈfɔːɹ.mæt/
Cách luyện với video này
- Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
- Nói đuổi từng câu ở tốc độ bình thường, lặp lại mỗi câu đến khi nhịp của bạn khớp với người nói.
- Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như disorder, psychology, lecture.
Phương Pháp Shadowing Là Gì?
Shadowing là kỹ thuật học ngôn ngữ có cơ sở khoa học, ban đầu được phát triển cho chương trình đào tạo phiên dịch viên chuyên nghiệp và được phổ biến rộng rãi bởi nhà đa ngôn ngữ học Dr. Alexander Arguelles. Nguyên lý cốt lõi đơn giản nhưng cực kỳ hiệu quả: bạn nghe tiếng Anh của người bản xứ và lặp lại to ngay lập tức — như một "cái bóng" (shadow) đuổi theo người nói với độ trễ chỉ 1–2 giây. Khác với luyện ngữ pháp hay học từ vựng bị động, Shadowing buộc não bộ và cơ miệng phải đồng thời xử lý và tái tạo ngôn ngữ thực tế. Các nghiên cứu khoa học xác nhận phương pháp này cải thiện đáng kể phát âm, ngữ điệu, nhịp điệu, nối âm, kỹ năng nghe và độ lưu loát khi nói — đặc biệt hiệu quả cho người luyện IELTS Speaking và muốn giao tiếp tiếng Anh tự nhiên như người bản ngữ.