Luyện nói tiếng Anh bằng Shadowing qua video: Flying a plane badly, on purpose.
Đang tạo bài học...
1
My flight is going to go wrong on purpose, as my road trip brings me to Bedfordshire.
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You might have noticed that the opening drone shot for this episode was a little middle of nowhere.
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Couldn't get any closer to the filming location, because today's filming location is an airport, and also a university, and they're kind of the same thing.
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Welcome to Cranfield University.
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Cranfield was originally the College of Aeronautics.
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It has about 5,000 students, mostly post-graduates, and the main campus is a former Royal Air Force Base, RAF Cranfield.
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And I was visiting the National Flying Laboratory Centre, the Flying Classroom, which is not the big plane.
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So are we technically going airside?
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We are going to be going airside, that's right.
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Hold on, wait.
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There are two planes here.
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Yes.
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That's a big old plane.
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That's the one we're actually going.
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This is the one that we're going to be flying in today.
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Yeah, the 737 is a static aircraft that's used as a ground laboratory here for a whole number of exercises,
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some being evacuation drills, some being intelligent emergency lighting.
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It's all sorts of stuff.
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So they had a trial recently where they looked at, okay, if we can automate the emergency exit lights such that if that exit is not available,
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we turn the lights off, does that actually encourage the people to go to the exits that are safer?
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You can volunteer to help test evacuation procedures.
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Although I suspect one of the problems with
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that research is the sort of person who gets excited about
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volunteering to help test evacuation procedures is not exactly representative of the general public.
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Anyway, that's Rob that I'm talking to, he was the pilot that day.
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We headed airside and went to the Flying Laboratory, a Saab 340B that used to be a regional airliner.
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We're flying over 2,000 students a year in it at the moment, from all across the UK and the Republic of Ireland.
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The students from the universities?
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Yes, universities.
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So at the moment, it's 22, 23 universities outside of Cranfield.
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So if you're doing an aeronautical engineering degree, the chances are you'll fly with us.
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Be you from Glasgow, Southampton, Swansea, all across the country, at some stage those students will fly with us.
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And for them, it's probably their only practical flying experience.
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There were still a couple of weeks until the academic year started, so that day's flight was a couple of things.
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It was a start-of-season test for the plane, and it was also a chance to take some grad students,
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professors, business partners, and visiting people with a camera on the sort of test flight that a student might get to experience.
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Today we'd be doing five exercises to demonstrate what could be called non-standard maneuvers, or in other words, things pilots aren't usually meant to do.
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So first, that plane's a classroom.
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Second...
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The other thing we do is research work, and we do a whole load of different research stuff.
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One of them is the virtual flight data recorder, for example.
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We did some engine propeller research last year.
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We did some emissions research work earlier this year.
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So, classroom research, and then the third bit that we're really good at, I think, is STEM outreach work.
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We can get kids on an aeroplane, you know, quite often children who have never been close to an aeroplane.
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It's so hard to get...
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No one can get on a flight deck anymore.
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No. But here we've got a 737, we've got the real airplane that flies.
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You know, for those youngsters who aren't sure what they want to be, but they quite like the STEM stuff, we can really inspire them about getting into aviation.
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We did a walk around the plane, which had a couple of modifications.
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Can you see the vortex generators underneath?
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Oh, all those little things there.
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The spiky things.
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Yeah, the spiky things.
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So you'll see those.
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There's a spiky thing at the front.
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We've got more sections under here.
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They were all produced after the aircraft first flew, generally.
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What happens is, back in that day, they'd design the aeroplane, think it's okay, hand it over to the test pilots.
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The test pilots would fly it and go, hmm, it's not quite right.
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No computer simulation.
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No computer simulation in those days.
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So they'd go back and they'd fit some vortex generators, hand it back to the test pilots and say, what do you think now?
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And they'd go, now it's all right.
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So if you look around on the aeroplane, there's all sorts of quirks and things that just identify the era in which it was flown.
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We went inside and, well, it was a plane.
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They gave me a model of it.
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The in-flight entertainment was a bit unusual, though.
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I'm holding onto a tablet here, which is held by the demonstrator who sits in the cabin attendant seat.
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And the demonstrator will control the flight.
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He will control what the students see.
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So depending on what we want to do, we'll have different displays.
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If you've ever been on a long haul flight with that moving map display, this was that, but with so much more detail.
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There are seat bags located in every seat pocket.
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We try not to use them, but we often do use them.
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I have been told that there are going to be some maneuvers later
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and I'm going to be given a job here to the same job that I guess first year students would have.
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They are, well actually the students we fly are typically second or third year undergraduate students from other universities.
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So they've had a bit of time at university, they understand much more about aerospace and aerodynamics than they did when they started, so that when they fly with us,
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They've got the theory in their heads, but it's all about what does the real world look and feel like.
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And that's where this airplane's really important.
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They've done the lectures, they've done the seminars, but we get them in the aeroportons, and say, okay, you've seen it on PowerPoint, this is how it looks and feels and smells in real life.
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So enjoy it, and they do enjoy it.
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I mean, even those that maybe don't feel very well, they still have a smile on their face.
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And they learn things and they feel things that it would never do in a simulator.
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There was a full and detailed briefing about the flight and about safety.
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The pilots checked over the flight plan, and then we all passed through a working replica of a check-in system and boarding gate, because that is also something that scientists might want to research.
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Our demonstrator was Simon, and he took us out to the plane, gave us a quick rundown about what it could do, and soon enough the engines were starting up,
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the propellers were spinning, and we were taking to the sky.
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The plane's going to look a little empty from some camera angles, First, because I was trying not to get people's faces in shock too much, and second, because only the window seats were occupied.
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We reached the block of airspace we'd been assigned, and it was time for exercise one, G-force.
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This was a bit of a warm-up.
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The pilots were going to bank the plane more and more and more, and the students' job was simply to write down the elevator angle, the force that the pilot was using to pull the stick,
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and the G-force we were undergoing.
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Which sounds easy, apart from the fact that we were under G-force.
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We're just about to start, so if you get your book ready, the screen will only pause for 15 seconds, if you remember for this one.
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This was, obviously, quite simple when we're going straight ahead at 1G.
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Then we started to bank.
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That's our next data point, 30 degrees angle of bank.
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30 degrees doesn't sound like much, but the turn then kept getting tighter and tighter, and by the end of the first exercise,
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we were turning at a 60-degree bank angle and pulling a sustained 2G.
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You can see my camera's stabilisation, struggling to cope with everything that was going on.
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And frankly, so was I.
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Frozen, thank you, end of test.
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Okay, well done, everybody, you made it.
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Well done.
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Full marks to Rob the pilot there.
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That was 2.00G.
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He managed to hit his target to two decimal places.
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Unbelievable.
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I, on the other hand, had got confused at some point and scrambled my data because I'd made a critical error, and it was something I should have known.
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There are two rules of how not to get motion sick when you're under G-force.
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The first, do not look at a screen during G-Force.
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And I was looking at two and my papers.
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And the second is, don't turn your head during G-Force.
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And I knew that, and I still did it.
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Because I wanted to look out the window and see the screen and see my papers, and if you're ever in a situation like this, keep your head still and move your eyes.
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because turning your head under G-force messes up all the balance stuff in your inner ear, and suddenly you will feel sick.
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And as a result, I'm pretty sure I would have failed that test as a student.
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My copybook was a mess.
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Still, four more exercises to go.
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The next one was to demonstrate the stick pusher.
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So for this one, I would like you to check all loose articles are safely away, that you're tightly strapped in,
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emphasize tightly, and give me a thumbs up or a wave to tell me that you are all strapped in.
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Thank you very much, lots of thumbs up, thank you.
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I would have loved to have been loosely strapped in, because we were going to be pulling a very brief negative G-manoeuvre, where your seat drops away from under you.
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But I was on camera, and I was behaving.
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There's still quite a reaction, though.
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It did take us a few minutes to get into position for this one, so while that happens...
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Keeping your computer and internet connections safe is something that I am meant to know about.
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So when NordVPN asked me to talk about their next-gen antivirus, I was sceptical.
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I spent a long time talking to one of their product and engineering managers, talking about security and privacy, and he's convinced me that they know what they're doing.
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By next-gen antivirus, they mean it acts before malicious stuff gets downloaded to your system.
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So they'll block phishing sites and fake shops and scam sites.
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If they find lists of leaked or stolen credentials that match yours, they'll warn you.
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And they'll do it while still maintaining your privacy.
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They've got independent test results to back up that it works above the protection that's built into your computer or your phone.
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And of course, the regular VPN is still there too.
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I'm still using it regularly, and I have done now for years, to get around region blocks on content.
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If I'm in Europe, like I am now, there are American sites that block the entire continent, or which just send me to the local version without an option to switch back.
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NordVPN runs on Windows, Mac, Linux, iOS and Android, covering up to ten devices at the same time, and has a 30-day money-back guarantee.
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Go to nordvpn.com slash Tom Scott, scan the QR code on screen, So click the link in the description to get the best deal they're currently offering.
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Right, we had reached the assigned bit of airspace for the stick pusher test.
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The propellers went to maximum RPM, and the pilots pushed the plane towards a stall.
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So if a plane pulls up too fast or travels too slowly, the airflow over the wings can become turbulent, and the lift goes away.
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It's recoverable, but, you know, bad.
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Best way I can describe it is, imagine the plane is in normal flight.
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This angle, absolutely fine.
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This angle?
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Bad.
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Not gonna work.
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Now if the plane was a fighter jet or something going straight up, that angle's absolutely fine, but, you know, this one would be bad.
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A stall happens at the transition point, when there's too much difference between the direction the aircraft's going and the direction in which the wings work.
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So we went into a climb, further and further and further, and our airspeed reduced and reduced and reduced, and we were all waiting for the emergency override to kick in,
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the stick pusher, which would suddenly push the pilot's control column forward to prevent a stall.
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If that ever activates in normal flight, that's obviously bad.
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But today, keep your eyes on the pilot's control column, because just for a moment, Rob won't be the one controlling it.
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Get ready for the push, get ready, get ready.
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Here we go, 101.
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Excellent.
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Solid.
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101 knots I got.
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101 knots was the airspeed at which the push happened.
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I did manage to write that down.
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Everybody okay?
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Nobody fell out?
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Everybody's still there?
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Yep, good.
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We got all sorts of diagrams and charts about what happened, but Rob was right, there is no substitute to having your chair drop out from under you
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and your seatbelt pull you down.
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Never experienced something close to a stall in an aircraft before, and that was quite a strong drop.
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Like, you would have seen my face there.
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I'm used to those now.
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I like roller coasters these days.
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That, if that was unexpected on a commercial flight, that would have caused some screaming.
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Item three was the fugoid pattern, which somehow I'd never heard of before this flight.
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Okay, the pilot's going to raise the nose now, which you can feel.
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Now, when we get to about 20 degrees nose up, the pilot will release the controls.
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You feel a bit of negative G initially.
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Here we go.
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Stickers released.
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This was joyful, a gentle, almost zero-g moment of floating.
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But I think most people would assume that if the pilot releases the controls, the plane is going to rapidly lose all direction and plunge towards the ground.
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But in normal conditions, assuming all the settings are dialled in, that's not what happens.
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Now, the aircraft wants to get back to its trim speed of 180 knots.
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You can see we're pitching down now, and speed is building up.
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We're losing altitude.
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I noticed that we passed through the speed that we're trying to get to.
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There's the aircraft overshoots, building up more lift, and we'll start to glitch up again.
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This was lovely, like a gentle up-and-down roller coaster.
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The plane is designed to be stable, because of course it is.
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It damps down its own motion, gently overshooting and undershooting its target speed.
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And the pilots were calm and just letting the plane do its thing.
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The pilot can easily actually control this, and they'll probably recover as we go through the horizon now.
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It would probably take some manual intervention to get that oscillation back down to zero, and it is possible to get an unstable fugoid pattern, or for a pilot to panic and make it worse.
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have caused air disasters, but like this, it was really nice.
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Exercise four was a much faster fugoid pattern.
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Very simply, the pilot was going to pull, and then later push the control column, one short motion.
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And just as before, the plane is designed to stay stable, and every setting chosen would help with that.
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It was a bit more dramatic, though.
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Make sure your seatbelt's tightly strapped, nothing to fly around.
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But again, keep your eye on what the pilot is doing.
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Okay, so the pilot is ready.
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I'm going to count them in this time.
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Okay, so get ready.
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Three, two, one, go.
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If you don't know about planes, you might assume that a pilot pushing and pulling the control column like that could cause a disaster.
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And yes, it's briefly startling, but then the design of the plane corrects for it.
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This angle of attack causes a changing pitch moment to oppose the input only slightly overshoots.
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It's a very highly damp system.
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As I said, that's what we want the aircraft to do, so the pilot doesn't have to make any corrections for this one at all.
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That would have caused some screaming on a commercial flight, that would.
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It's a lot of fun in this context, but I guess the...
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So if you could help me out here, if you could lower the window screens please,
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and we'll try and get rid of all our external reference points for this one.
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Our last demonstration is a classic.
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I knew the trick, I understood how it worked, and I was still very bad at it.
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So what the pilot's going to do is start with the aircraft straight and level, then we'll do a series of manoeuvres, and at the end of that the pilot will say,
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on condition, and you and I have to work out what is the aircraft doing.
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With no external reference points, that was difficult.
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You get to see two things here, what the aircraft's doing, and my face as I try and work it out.
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Here we go.
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Okay, I feel lighter, which means we have descended, we're starting to descend.
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Okay, that's a strong turn to the right, that's a very strong bank to the right, I'm pulling G-force, we're definitely banking to the right hard.
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So it honestly feels like we're continuing to bank stronger to the right.
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And that's now eased off.
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Now that feels like we're going straight.
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Now it's strung back to the right again.
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Did you spot that?
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Twice, Rob the pilot pulled a strong, sudden manoeuvre up and to the right, relative to what we were doing.
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But my brain had entirely missed the much longer, slow, steady turn down and left.
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I'm going to say we are going up and to the right.
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I knew they were trying to fool us, but I didn't know how or in what direction, and every part of me, balance system, brain, every part agreed.
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Your internal organs in your head are very poor at identifying slow rates of change
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and very easy to get disorientated when you don't have external references.
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It's the same trick that motion rides and simulator rides use, and it's the reason that instrument flying at night and in bad weather is a very different skill to flying by eye.
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That's not the main lesson I took from a flight in Cranfield University's laboratory, though the thing I learned for the second time in my life was something I should already have known,
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and as we came into land, I shared it with the camera.
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If there's one lesson that I would like to impart to everyone watching this video, don't turn your head during G-Force.
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Next time, or right now, on Nebula, a train that doesn't violate trademarks, and I hold on for dear life in a screaming void.
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Từ vựng và ghi chú luyện nói cho bài học này
Video này có 240 câu và 3239 từ để luyện shadowing. Phần lời nói dài 17:27. Người nói nói nhanh, khoảng 186 từ mỗi phút, nên sẽ có nhiều chỗ nối âm và nuốt âm. 84% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất; phần còn lại nên xem trước khi luyện.
Từ vựng quan trọng trong video
15 từ đáng học trong video, kèm phiên âm và nghĩa:
| Từ | Phiên âm | Nghĩa |
|---|---|---|
| angle danh từ | /ˈæŋ.ɡəl/ | gốc |
| column danh từ | /ˈkɒləm/ | cột |
| laboratory danh từ | /ˈlæb(ə)ɹəˌtɔɹi/ | phòng thí nghiệm |
| stall danh từ | /stɔːl/ | gian hàng, quầy hàng |
| exit danh từ | /ˈɛɡzət/ | lối ra |
| classroom danh từ | /ˈklɑːsɹʊm/ | lớp học, phòng học |
| evacuation danh từ | /ɪˌvækjuˈeɪʃən/ | sự sơ tán, sự tản cư |
| knot danh từ | /nɑt/ | nút, nơ |
| stable danh từ | /ˈsteɪ.bəl/ | chuồng, chuồng ngựa |
| lesson danh từ | /ˈlɛs.ən/ | bài, bài học |
| procedure danh từ | /pɹəˈsiː.d͡ʒə/ | phương pháp |
| disaster danh từ | /dɪˈzɑːs.təː/ | tai hoạ, thảm hoạ |
| privacy danh từ | /ˈpɹaɪ.və.si/ | sự riêng tư |
| volunteer danh từ | /ˌvɑlənˈtɪɹ/ | quân tình nguyện, tình nguyện viên |
| demonstrate động từ | /ˈdɛm.ənˌstɹeɪt/ | biểu tình |
Cụm động từ bạn sẽ nghe
| Từ | Nghĩa |
|---|---|
| back up động từ | lùi |
| go back động từ | trở lại |
| go up động từ | lên |
| look out động từ | cảnh giác, để ý |
| write down động từ | viết ra, ghi xuống |
Ngữ pháp trong video
Những cấu trúc người nói dùng nhiều nhất, kèm đúng cụm từ trong video:
| Cấu trúc | Trong video |
|---|---|
| Câu điều kiện if + mệnh đề, will/would + động từ — điều kiện và kết quả | If there's one lesson that I would like |
| Câu bị động be + quá khứ phân từ — nhấn vào việc xảy ra, không phải người làm | could be called · was flown · is held |
| Thì hiện tại hoàn thành have/has + quá khứ phân từ — việc đã xảy ra nhưng còn liên quan đến hiện tại | have never been · you've ever been · have been told |
| Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật | Classroom, which is · person who gets · children who have |
Phát âm cần chú ý
Người nói dùng 72 dạng rút gọn, ví dụ we're, I'm, don't. Hãy nói theo dạng ngắn đúng như bạn nghe.
- Âm “th”: thumb /ˈθʌm/, underneath /ˌʌndɚˈniθ/
- Âm “sh” và “zh”: evacuation /ɪˌvækjuˈeɪʃən/, simulation /ˌsɪm.jəˈleɪ.ʃn̩/, shock /ʃɔk/, transition /tɹænˈzɪʃ.ən/, unusual /ʌnˈjuːʒ(u)əl/
- Từ dài — đặt trọng âm cho đúng: laboratory /ˈlæb(ə)ɹəˌtɔɹi/, evacuation /ɪˌvækjuˈeɪʃən/, generator /ˈdʒɛnəɹeɪtə(ɹ)/, simulator /ˈsɪmjəˌleɪtɚ/, unusual /ʌnˈjuːʒ(u)əl/
Cách luyện với video này
- Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
- Bắt đầu ở tốc độ 0,75×, nói đuổi từng câu, rồi quay lại tốc độ bình thường khi đã quen.
- Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như angle, column, laboratory.
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.