跟讀練習: Cambridge 16 IELTS Reading Test 4 Passage 2 - 通過影片學習英語口語

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Changes in reading habits What are the implications of the way we read today?

Look around on your next plane trip.

The iPad is the new pacifier for babies and toddlers.

Younger school-aged children read stories on smartphones, older kids don't read at all, but hunch over video games.

Parents and other passengers read on tablets or skim a flotilla of email and news feeds.

Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture.

The neuronal circuit that underlies the brain's ability to read is subtly,

rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.

As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species brain more than 6,000 years ago.

That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd,

to the present, highly elaborated reading brain.

My research depicts how the present reading brain enables the development of some of our most important intellectual and effective processes,

internalized knowledge, analogical reasoning and inference, perspective taking and empathy, critical analysis and the generation of insight.

Research surfacing in many parts of the world now cautions

that each of these essential deep reading processes may be under threat as we move into digital-based modes of reading.

This is not a simple, binary issue of print versus digital reading and technological innovation.

As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.

In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit,

what our children and older students are not developing, and what we can do about it.

We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language, it needs an environment to develop.

Further, it will adapt to that environment's requirements, from different writing systems to the characteristics of whatever medium is used.

If the dominant medium advantages processes that are fast, multitask-oriented and well-suited for large volumes of information, like the current digital medium,

so will the reading circuit.

As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.

Increasing reports from educators and from researchers in psychology and the humanities bear this out.

English literature scholar

and teacher Mark Edmondson describes how many college students actively avoid the classic literature of the 19th

and 20th centuries in favor of something simpler, as they no longer have the patience to read longer, denser, more difficult texts.

We should be less concerned with students' cognitive impatience, however, than by what may underlie it,

the potential inability of large numbers of students to read with

a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.

Multiple studies show

that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school

and college students in stavannah norway psychologist and mong

and her colleagues studied how high school students comprehend the same material in different mediums

mullins group asked subjects questions about a short story whose plot

had universal student appear half of the students read the story on a tablet the other half in paperback

Results indicated that students who read on print were superior in their comprehension to screen reading peers,

particularly in their ability to sequence detail and reconstruct the plot in chronological order.

Ximing Liu from San Jose State University has conducted a series of studies

which indicate that the new norm in reading is skimming, involving word spotting and browsing through the text.

Many readers now use a pattern when reading in

which they sample the first line and then word spot through the rest of the text.

When the reading brain skims like this, it reduces time allocated to deep reading processes.

In other words, we don't have time to grasp complexity, to understand another's feelings, to perceive beauty, and to create thoughts of the readers on.

The possibility that critical analysis, empathy, and other deep reading processes could become the unintended collateral damage

of our digital culture is not a straightforward binary issue about print versus digital reading.

It is about how we all have begun to read on various mediums how

that changes not only what we read but also the purposes for

which we read nor is it only about the young the subtle atrophy of critical analysis

and empathy affects us all equally it affects our ability to navigate a constant bombardment of information

it incentivizes a retreat to the most familiar stores of unchecked information

which require and receive no analysis leaving us susceptible to false information and irrational ideas

There's an old rule in neuroscience that does not alter with age, use it or lose it.

It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.

The story of the changing reading brain is hardly finished.

We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched.

If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us,

there is as much reason for excitement as caution.

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本課的詞彙與口語要點

這節 C1 級別的口語課以影片“Cambridge 16 IELTS Reading Test 4 Passage 2”為素材。影片中反覆出現的詞有：reading, student, digital, processes, circuit。這段影片共有 59 個句子、932 個單詞可供跟讀。講話部分時長為 6:00。說話人語速自然，每分鐘約 155 個詞，接近日常對話。只有 78% 的單詞屬於英語最常用的 3,000 詞，詞彙難度較高。

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
empathy 名詞	/ˈɛmpəθi/	移情, 同感
innovate 動詞	/ˈɪn.ə.veɪt/	創新 /創新
neuroscience 名詞		神經科學 /神經科學
underlie 動詞	/ˌʌn.dɚˈlaɪ/	構成基礎
comprehension 名詞	/ˌkɑmpɹɪˈhɛnʃn̩/	理解, 瞭解 /瞭解
psychologist 名詞	/ˌsaɪˈkɑl.ə.d͡ʒɪst/	心理學家 /心理學家
toddler 名詞	/ˈtɑdlɚ/	幼兒 /幼兒, 小孩
binary 形容詞	/ˈbaɪ.nə.ɹi/	二進 /二進
scholar 名詞	/ˈskɑlɚ/	學生 /學生
caution 名詞	/ˈkɔːʃ(ə)n/	謹慎 /謹慎
complexity 名詞	/kəmˈplɛk.sɪ.ti/	複雜性 /複雜性
atrophy 名詞	/ˈæt.ɹə.fi/	萎縮 /萎縮, 退化
blueprint 名詞	/ˈbluːˌpɹɪnt/	藍圖 /藍圖
bombardment 名詞	/bɑmbɑɹdmənt/	轟擊 /轟擊, 砲擊 /炮擊
chronological 形容詞	/ˌkɹɑnəˈlɑd͡ʒɪkəl/	按時間先後 /按時間先後

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	has written · has conducted · have begun
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	is not given · will be allocated

需要注意的發音

“sh” 和 “zh” 音: diminish /dɪˈmɪnɪʃ/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, caution /ˈkɔːʃ(ə)n/, impatience /ɪmˈpeɪʃəns/
長單詞——注意重音位置: implication /ˌɪmpləˈkeɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, complexity /kəmˈplɛk.sɪ.ti/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/, incentivize /ɪnˈsɛntɪvaɪz/

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。
先用 0.75 倍速逐句跟讀，熟練之後再回到正常速度。
錄下自己的聲音並與原聲對比，特別注意 empathy, innovate, neuroscience 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 16 IELTS Reading Test 4 Passage 2 - 通過影片學習英語口語

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