跟讀練習: Cambridge 13 Test 2 Section 3 Listening - 通過影片學習英語口語

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Section 3.

You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,

a study of materials on an extremely small scale.

First, you have some time to look at questions 21 to 25.

Thank you.

Ah, come in, Russ.

Thank you.

Now, you wanted to consult me about your class presentation on nanotechnology.

You're due to give it next week, aren't you?

That's right, and I'm really struggling.

I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,

in a way there's too much to say.

I could talk for much longer than the 20 minutes I've been allocated.

Should I assume the other students don't know much and give them a kind of general introduction?

Or should I try and make them share my fascination with a particular aspect?

You could do either, but you'll need to have it clear in your own mind.

Then I think I'll give an overview.

OK.

Now, one way of approaching this is to work through developments in chronological order.

On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?

Exactly.

Or another way would be to focus on its impact in one particular area, say medicine or space exploration.

That would make it easier to focus.

Perhaps I should do that.

I think that would be a good idea.

Right.

How important is it to include slides in the presentation?

They aren't essential by any means and there's a danger of tailoring what you say to fit whatever slides you can find.

While it can be good to include slides, you could end up spending too long looking for suitable ones.

You might find it better to leave them out.

I see.

Another thing I was wondering about was how to start.

I know presentations often begin with first I'm going to talk about this and then I'll talk about that.

But I thought about asking the audience what they know about nanotechnology.

That would be fine if you had an hour or two for the presentation,

but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.

So maybe I should mention a particular way that nanotechnology is used to focus people's attention?

That sounds sensible.

What do you think I should do next?

I really have to plan the presentation today and tomorrow.

Well, initially, I think you should ignore all the notes you've made,

take a small piece of paper and write a single short sentence that ties together the whole presentation.

It can be something as simple as, nanotechnology is already improving our lives.

Then start planning the content around that.

You can always modify that sentence later if you need to.

OK.

Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.

Now listen and answer questions 26 to 30.

OK, now let's think about actually giving the presentation.

You've only given one before, if I remember correctly, about an experiment you'd been involved in.

That's right.

It was pretty rubbish.

Let's say it was better in some respects than in others.

With regard to the structure, I felt that you ended rather abruptly, without rounding it off.

Be careful not to do that in next week's presentation.

OK.

And you made very little eye contact with the audience because you were looking down at your notes most of the time.

You need to be looking at the audience and only occasionally glancing at your notes.

Your body language was a little odd.

Every time you showed a slide, you turned your back on the audience so you could look at it.

You should have been looking at your laptop.

And you kept scratching your head, so I found myself wondering when you were next going to do that,

instead of listening to what you were saying.

Oh dear.

What did you think of the language?

I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.

Yes, that came across.

You used a few words that are specific to the field,

but you always explained what they meant so the audience wouldn't have had any difficulty understanding.

Uh -huh.

I must say, the handouts you prepared were well thought out.

They were a good summary of your presentation, which people would have been able to refer to later on.

So well done on that.

Thank you.

Well, I hope that helps you with next week's presentation.

Yes, it will.

Thanks a lot.

I'll look forward to seeing a big improvement then.

That is the end of section 3.

You now have half a minute to check your answers.

Now turn to section 4.

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本課的詞彙與口語要點

這節口語課以影片“Cambridge 13 Test 2 Section 3 Listening”為素材。影片中反覆出現的詞有：presentation, nanotechnology, audience, slide, notes。這段影片共有 82 個句子、840 個單詞可供跟讀。講話部分時長為 7:04。說話人語速平穩，每分鐘約 119 個詞，很適合跟讀。 85% 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 15 個值得學習的單詞，附發音和釋義：

單詞	發音	釋義
slide 名詞	/ˈslaɪ̯d/	滑梯
topic 名詞	/ˈtɑpɪk/	主題 /主題, 話題 /話題
ignore 動詞	/ɪɡˈnɔː/	無視 /無視, 忽略
thin 形容詞	/ˈθɪn/	бә, 薄
refer 動詞	/ɹɪˈfɜː/	談到 /談到
aspect 名詞	/ˈæspɛkt/	方面
occasionally 副詞	/əˈkeɪʒənəli/	偶爾 /偶爾, 偶然
experiment 名詞	/ɪkˈspɛɹ.ə.mənt/	實驗 /實驗
suitable 形容詞	[ˈsjuː.tə.bɫ̩]	合適 /合適, 適當 /適當
summary 名詞	/ˈsʌm.ə.ɹi/	摘要
difficulty 名詞	/ˈdɪfɪkəlti/	困難 /困難
laptop 名詞	/ˈlæp.tɑp/	手提電腦 /手提電腦, 手提計算機 /手提計算機
exploration 名詞	/ˌɛkspləˈɹeɪʃən/	勘探, 勘察
scratch 動詞	/skɹæt͡ʃ/	抓, 劃
overview 名詞	/ˈoʊ.vɚˌvjuː/	概觀 /概觀

影片中出現的短語動詞

單詞	釋義
end up 動詞	到達
look forward to 動詞	期待, 嚮往

值得反覆跟讀的句子

影片中簡短而完整的句子，可以直接用在日常對話裡：

You're due to give it next week, aren't you?
That's right, and I'm really struggling.
Then I think I'll give an overview.
What do you think I should do next?
What did you think of the language?

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
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	I've read · I've been allocated · you've made
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	I've been allocated · being applied · been involved

需要注意的發音

說話人用了 18 次縮略和弱讀形式，例如 I'll, aren't, I'm。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, occasionally /əˈkeɪʒənəli/, exploration /ˌɛkspləˈɹeɪʃən/, rubbish /ˈɹʌbɪʃ/, fascination /fæsɪˈneɪʃən/
長單詞——注意重音位置: occasionally /əˈkeɪʒənəli/, experiment /ɪkˈspɛɹ.ə.mənt/, difficulty /ˈdɪfɪkəlti/, exploration /ˌɛkspləˈɹeɪʃən/, motorcycle /ˈmoʊtɚˌsaɪkəl/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: overview /ˈoʊ.vɚˌvjuː/, additive /ˈæd.ɪ.tɪv/
詞尾子音 — 要讀清楚，後面不要加母音: slide /ˈslaɪ̯d/, consult /ˈkɑnsʌlt/, topic /ˈtɑpɪk/, aspect /ˈæspɛkt/, experiment /ɪkˈspɛɹ.ə.mənt/
/r/ 和 /l/ 的區別: correctly /kəˈɹɛk(t).li/, exploration /ˌɛkspləˈɹeɪʃən/, abruptly /əˈbɹʌp.li/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/, repellent /ɹəˈpɛlənt/

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 slide, topic, ignore 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。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Cambridge 13 Test 2 Section 3 Listening - 通過影片學習英語口語

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本課的詞彙與口語要點

影片中的重點詞彙

影片中出現的短語動詞

值得反覆跟讀的句子

影片中的語法

需要注意的發音

如何用這段影片練習

什麼是跟讀法？