跟讀練習: Breaking down functional movement disorders • 2025 MDS Congress - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
123 句
如果句子過短或過長，請點選 Edit 進行調整。
1
Good afternoon, everyone, and welcome to a special episode of the MDS podcast coming from the Movement Disorder Congress 2025.
2
We are so privileged to have Professor Ibeck with us to discuss today's topic, Functional Movement Disorders.
3
Professor Ibeck is a neurologist working at the University of Freiburg.
4
To say Professor Ibeck is a specialist in FND is an understatement.
5
We are very thankful to have you here today with us.
6
I just listened to your talk on functional movement disorders, diagnosis and management.
7
Before we dive into the content of functional movement disorders, can you maybe tell us a little bit about what got you interested in this topic?
8
Sure.
9
Thank you so much, first, for inviting me to take part in this podcast.
10
It's a pleasure.
11
And to talk about FND, my passion.
12
So about how I got into FND, it was actually the fascination for these clinical presentations that I saw during my training.
13
I had a mentor who was a movement disorder specialist, and he showed me these unusual cases because back then the diagnosis
14
but he started showing me that there are actually positive signs.
15
And I got so fascinated because we did not understand the pathophysiology.
16
Mainly that was my interest.
17
Why do these patients do these symptoms?
18
And I wanted to know more.
19
And I think that over the years, you've been such an amazing contributor to telling all of us about how that happens.
20
And so thank you for the amazing work you've done.
21
Yes, so FMD, functional movement disorder,
22
is actually a group of symptoms where people present with abnormal movements or abnormal motor patterns such as weakness.
23
And it's actually a subgroup of what we call FND,
24
functional neurological disorder, because the same disorder can also express in different ways and be seen by other neurologists,
25
like non -epileptic or functional seizures, for example, or speech disorder would be part of FMD but sometimes diagnosed by other specialists,
26
or sensory problems, vision, hearing, so all the senses.
27
And now more recently, we also defined two groups that belong to that, that are functional cognitive disorder and functional vertigo.
28
That has also this name of triple PD, PPPD for postural, persistent, perceptual dizziness.
29
So this is a whole group.
30
But we're focusing today on FMD, right, movement and motor problems.
31
Brilliant.
32
Thank you.
33
That gives us a great overview of where everything sits.
34
would you say FMD is?
35
FMD, again, in general has been shown to be one of the commonest cause to see a neurologist in different studies.
36
So it's very common.
37
It's been estimated also to represent up to a third of consultation in a general neurologist setting.
38
Now that said, it can also be
39
just FND or FND plus neurological disorder because it's not rare to see patients who can have both, right, coexisting.
40
And FMD is the commonest subtype.
41
So you mentioned that it can also be seen with a neurological condition.
42
Are there specific neurological conditions that it's often seen with, or can it be seen with any neurological condition?
43
So it can be seen with any.
44
So you can have any
45
symptom but there are some specific patterns that we now recognize
46
and one that is of particular interest I think
47
that we discussed in the session is the association of functional Parkinsonism with actually Parkinson's disease
48
and it's very interesting because first the clinical presentation is not
49
that easy we need to really carefully look for signs one of the signs we discussed in the video is
50
that the slowness of movement that you can see in functional
51
bit different in the sense that patient will be slow
52
when you do the finger tapping but they won't show this loss of amplitude
53
that is typical of the bradykinesia that we see in Parkinson's.
54
So these help you make the diagnosis of functional Parkinsonism.
55
And it's been shown now in a few case series that patients can have both, but when they have both, it tends to be that they start with the functional Parkinsonism,
56
sometimes years before we actually find or develop the signs and symptoms of Parkinson.
57
but they might develop the disease.
58
This is an example where the role of the neurologist is really very important.
59
So over the last few years, there's so much research that has been coming out around FND.
60
How do you feel that the medical community has responded to this research?
61
Do you feel there are still some controversies around it?
62
Yeah, so thank you indeed for raising this point
63
because we see big lag between what's shown in science and the literature and then the clinical application.
64
And here I'm referring to this whole evidence from the literature that now we can make the diagnosis with positive signs,
65
that there are a lot of positive signs that have been validated in studies showing a good specificity, showing a good inter -rater reliability,
66
and yet In clinical practice, it takes years before neurologists actually know these signs or use them.
67
And yeah, but I guess it's normal in the field, right?
68
But it takes years until clinical research comes into clinical practice.
69
And we need then to bridge that gap.
70
A lot of conferences teaching, postgraduate teaching, pregraduate teaching.
71
I think if we teach the young medical doctors early how to make the diagnosis, we won't have this issue anymore.
72
So to everyone listening, if you understand the ins and outs of diagnosis, go out and share with your colleagues.
73
So when making the diagnosis, do you ever discuss the prognosis with the patient?
74
Not necessarily.
75
I really wait for the patient to ask.
76
And we often have patients who ask.
77
And then my answer is that for an individual person, we cannot predict, we're not good at it.
78
But then I cite studies and I say that roughly 40 % of patients will still have symptoms, but that it really depends.
79
And I then tailor my explanation to what I see, because if I see a patient with acute symptoms,
80
I tend to be more encouraging and positive because from experience, not really from literature, but from experience, we know that they tend to get better quicker.
81
When we see patients with very chronic symptoms, I also want them to have realistic expectations, so I tell them that it will take months or years.
82
And again, it's not to discourage them, it's to make a good treatment plan with them that is realistic.
83
Thank you.
84
And again, when explaining the diagnosis to your patients, are there any big no -nos that you would say,
85
"Stay away from everyone, please." Yes, I think there are two words that we should stay away from.
86
It's to refer to a functional disorder on one hand and oppose it to a real disorder.
87
So the term real disorder should not be used.
88
Or genion is the other one to say this is a genion tremor, whereas this is a functional tremor.
89
This is really not helpful because it conveys really a sort of hierarchy of symptoms and that FND would be less important.
90
And we're talking to people who suffer on a daily basis with the symptoms.
91
And other than that, I think we can use term.
92
Of course functional is the most appropriate to me
93
because it's very descriptive but what matters more is our attitude
94
and our behavior and the respect we show to our patient
95
and we show them that we not only believe them
96
but we have seen many other patients like them
97
and it's not rare and we know what we're talking about and this reassures the patients a lot.
98
Brilliant, thank you.
99
So then moving towards management, how beneficial is it to see or to refer a patient for treatment as early as possible?
100
It's very important.
101
Going back to the prognosis, if we diagnose patients early and they can get into treatment early, they will get better.
102
So this is really the big effort that I've been trying to do in my country, in the different hospitals I've been working for, but also to advocate internationally.
103
These patients should be diagnosed really early so that we can influence the prognosis.
104
And then in terms of management, how important is an interdisciplinary team?
105
It's key.
106
To have an interdisciplinary team is key.
107
And we still see a lot of centers around the globe where neurologists feel very isolated
108
because they're able to make the diagnosis, but then they don't know where to refer.
109
They don't have a good physio around.
110
They don't have a psychiatrist or psychologist.
111
We see the other side where it's the psychiatrist that say, we don't have any neurologists interested in the team.
112
Or I've also talked to some OT, occupational therapists, that said, but I need a neurologist to certify it.
113
So it's really key that we all work together and that we develop then this teamwork.
114
Also because now there are studies that show
115
that we can really improve the patient's outcome with interdisciplinary treatment being outpatient setting or inpatient setting.
116
Both have now come in studies.
117
Thank you.
118
I really appreciate your time today and for sharing your knowledge with our listeners.
119
Thank you also for your amazing presentation at the Congress.
120
And to everyone that's been listening, thank you for opening your mind.
121
Thank you.
122
clinical practice.
123
Any disclosures of the participants can be found within the episode description located on the MDS website.
同頻道
C13
Huntington's Disease Overview with Francisco Cardoso
Daily ConversationUniversity Students
C15
Tardive Dyskinesia Overview with Matt Stern
University StudentsWorking Adults
C12
What is it? Exercise-induced episodic gait disorder in a young boy
IELTS PrepTOEFL PrepUniversity Students
C23
Ataxia Series: The ataxia exam - Phenomenology, classification, and a practical diagnostic roadmap
University StudentsWorking Adults
C24
Ataxia Series: Recognizing sporadic ataxias
University Students
C217
Multiple System Atrophy Overview with Werner Poewe
University StudentsWorking Adults
C26
Ataxia Series: Neuroimaging patterns not to miss in ataxia
University Students
C24
What is it? A young boy with deafness and twisting limb movements
Daily ConversationUniversity Students
FOR YOU
推薦影片
C11
312 句
Personalised Cancer Care - Prof Mark Middleton
IELTS PrepTOEFL PrepUniversity Students
C13
510 句
Anna Lembke on Pleasure, Pain, and Recovery in a Dopamine-Driven World
IELTS PrepTOEFL PrepUniversity Students
C13
152 句
Cerebral Vascular Anatomy And Imaging
IELTS PrepTOEFL PrepUniversity Students
C17
493 句
Essentials: Understanding & Healing the Mind | Dr. Karl Deisseroth
IELTS PrepTOEFL PrepUniversity Students
C13
21 句
Dr Joseph Kwan | Cleveland Clinic London Neurological Rehabilitation
IELTS PrepTOEFL PrepUniversity Students
C12
258 句
Doctor Reacts To House MD | Girl Who Can’t Feel Pain
American AccentIELTS PrepTOEFL PrepUniversity Students
C12
50 句
Latest advances in AVM treatment - Uday LIMAYE
IELTS PrepTOEFL PrepUniversity Students
B24
380 句
Understand Native English Speakers with this Advanced Listening Lesson
British AccentIELTS PrepTOEFL PrepUniversity Students
B23
56 句
Can Music Be Medicine? – B2 English Listening Test
IELTS PrepTOEFL PrepCambridge Exam Prep
C14
341 句
Stop Letting Your Cycle Control Your Life | PMS & PMDD
British AccentDaily ConversationUniversity StudentsWorking Adults
本課的詞彙與口語要點
這節 C1 級別的口語課以影片“Breaking down functional movement disorders • 2025 MDS Congress”為素材。 影片中反覆出現的詞有：patient, functional, disorder, neurologist, symptom。 這段影片共有 123 個句子、1585 個單詞可供跟讀。 講話部分時長為 11:00。 說話人語速平穩，每分鐘約 144 個詞，很適合跟讀。 82% 的單詞屬於英語最常用的 3,000 詞，其餘的詞建議在練習前先學一下。
影片中的重點詞彙
影片中最難的 15 個單詞，附發音和釋義：
| 單詞 | 發音 | 釋義 |
|---|---|---|
| symptom 名詞 | /ˈsɪm(p)təm/ | 症狀 /症狀, 病徵 /病徵 |
| neurological 形容詞 | /nɝəˈlɑd͡ʒɪkəl/ | 神經學上的 |
| diagnose 動詞 | /ˈdaɪ.əɡˌnoʊs/ | 診斷 /診斷 |
| interdisciplinary 形容詞 | 跨學科的 /跨學科的, 科際的 /科際的 | |
| prognosis 名詞 | /pɹɑɡˈnoʊsɪs/ | 預後 /預後 |
| tremor 名詞 | /ˈtɹɛmɚ/ | 哆嗦, 顫抖 /顫抖 |
| psychiatrist 名詞 | /ˌsaɪˈkaɪ.ə.tɹɪst/ | 精神病醫生 /精神病醫生 |
| abnormal 形容詞 | /ˌæbˈnɔɹ.ml̩/ | 異常 /異常 |
| amplitude 名詞 | /ˈæm.plɪ.tud/ | 幅度 |
| bradykinesia 名詞 | 運動遲緩 /運動遲緩 | |
| certify 動詞 | /ˈsɜː.tɪ.faɪ/ | 證明 /證明 |
| coexist 動詞 | /ˌkoʊ.ɪɡˈzɪst/ | 共存, 並存 /並存 |
| dizziness 名詞 | 頭暈 /頭暈, 眩暈 /眩暈 | |
| fascinate 動詞 | /ˈfæsɪneɪt/ | 誘惑 /誘惑, 迷住 |
| fascination 名詞 | /fæsɪˈneɪʃən/ | 魅惑 |
影片中出現的短語動詞
| 單詞 | 發音 | 釋義 |
|---|---|---|
| come out 動詞 | /ˌkʌm ˈaʊt/ | 出, 出來 /出來 |
| go out 動詞 | 出, 出口 |
影片中的語法
說話人最常用的結構，並附上影片中的原話：
| 結構 | 影片中的用法 |
|---|---|
| 現在完成進行時 have/has been + -ing — 以前開始、現在仍在繼續的動作 | has been coming · I've been trying · that's been listening |
| 現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事 | you've been · you've done · has been shown |
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | be seen · has been shown · been estimated |
需要注意的發音
說話人用了 17 次縮略和弱讀形式，例如 don't, we're, I've。請按聽到的簡短形式來說。
- “th” 音: thankful /ˈθæŋkfəl/, therapist /ˈθɛɹəpɪst/
- “sh” 和 “zh” 音: fascination /fæsɪˈneɪʃən/, outpatient /ˈaʊtˌpeɪʃ(ə)nt/, reassure /ˌɹi.əˈʃʊɹ/, impatient /ɪmˈpeɪʃənt/, occupational /ɑkjuˈpeɪʃənəl/
- 長單詞——注意重音位置: neurological /nɝəˈlɑd͡ʒɪkəl/, psychiatrist /ˌsaɪˈkaɪ.ə.tɹɪst/, epileptic /ˌɛpɪˈlɛptɪk/, fascination /fæsɪˈneɪʃən/, perceptual /pə(ɹ)ˈsɛp.tʃ(u)əl/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: validate /ˈvæl.ɪ.deɪt/, vertigo /ˈvɝtɪɡoʊ/, descriptive /dəˈskɹɪptɪv/, convey /kənˈveɪ/
- 詞尾子音 — 要讀清楚，後面不要加母音: diagnose /ˈdaɪ.əɡˌnoʊs/, prognosis /pɹɑɡˈnoʊsɪs/, psychiatrist /ˌsaɪˈkaɪ.ə.tɹɪst/, amplitude /ˈæm.plɪ.tud/, coexist /ˌkoʊ.ɪɡˈzɪst/
- /r/ 和 /l/ 的區別: abnormal /ˌæbˈnɔɹ.ml̩/, perceptual /pə(ɹ)ˈsɛp.tʃ(u)əl/, postural /ˈpɑst͡ʃəɹəl/, disclosure /dɪsˈkləʊʒə(ɹ)/
如何用這段影片練習
- 先完整聽一遍影片，不要開口，記下不認識的單詞。
- 用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
- 錄下自己的聲音並與原聲對比，特別注意 symptom, neurological, diagnose 這類單詞。
什麼是跟讀法？
跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。