跟讀練習: Cambridge 16 Test 1 Section 3 LIstening - 通過影片學習英語口語

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Part 3.

You will hear two students called Jess and Tom discussing their art projects.

First, you have some time to look at questions 21 to 24.

Now listen carefully and answer questions 21 to 24.

How are you getting on with your art project, Tom?

OK.

Like, they gave us the theme of birds to base our project on, and I'm not really all that interested in wildlife, but I'm starting to get into it.

I've pretty well finished the introductory stage.

So have I.

When they gave us all those handouts with details of books and websites to look at, I was really put off But the more I read,

the more interested I got Me too I found I could research so many different aspects of birds in art Colour,

movement, texture So I was looking forward to the bird park visit What a letdown It poured with rain

and we hardly saw a single bird Much less used than the trip to the Natural History Museum.

Yeah.

I liked all the stuff about evolution there.

The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.

Ah, I missed those because I was ill.

I wish we could have seen the projects last year's students did.

Hmm, I suppose they want us to do our own thing, not copy.

Have you drafted your proposal yet?

Yes, but I haven't handed it in.

I need to amend some parts.

I've realised the notes from my research are almost all just descriptions.

I haven't actually evaluated anything, so I'll have to fix that.

Oh, I didn't know we had to do that.

I'll have to look at that too.

Did you do a timeline for the project?

Yes, and a mind map.

Yeah, so did I.

I quite enjoyed that.

But it was hard having to explain the basis for my decisions in my action plan.

What?

You know, give a rationale.

I didn't realise we had to do that.

Okay, I can add it now.

And I've done the video diary presentation and worked out what I want my outcome to be in the project.

Someone told me it's best not to be too precise about your actual outcome at this stage, so you have more scope to explore your ideas later on.

So I'm going to go back to my proposal to make it a bit more vague.

Really?

Okay, I'll change that too then.

Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.

Now listen and answer questions 25 to 30.

One part of the project I'm unsure about is where we choose some paintings of birds

and say what they mean to us.

Like, I chose a painting of a falcon by Landseer.

I like it because the bird's standing there with his head turned to one side, but he seems to be staring straight at you.

But I can't just say it's a bit scary, can I?

Hmm.

You could talk about the possible danger suggested by the bird's look.

Oh, OK.

There's a picture of a fishhawk by Audubon I like.

It's swooping over the water with a fish in its talons

And with great black wings which take up most of the picture

So you could discuss it in relation to predators and food chains?

Well, actually, I think I'll concentrate on the impression of rapid motion it gives Right Do you know

that picture of a kingfisher by Van Gogh?

It's perching on a reed growing near a stream Yes, it's got these beautiful blue and red and black shades I've actually chosen it

because I saw a real kingfisher once

when I was little I was out walking with my grandfather and I've never forgotten it Oh, so we can use a personal link?

Sure OK

there's a portrait called william wells i can't remember the artist

but it's a middle -aged man who's just shot a bird

and his expression

and the way he's holding the bird in his hand suggests

he's not sure about what he's done to me it's about

how ambiguous people are in the way they exploit the natural

world interesting there's gogan's picture via amati he did it in

tahiti It's a woman with a white bird behind her

that is eating a lizard

And what I'm interested in is what idea this bird refers

to Apparently it's a reference to the never -ending cycle of existence Wow!

I chose a portrait of a little boy,

Giovanni de' Medici He's holding a tiny bird in one fist I like the way he's holding it carefully

so he doesn't hurt it Ah, right!

That is the end of part three.

You now have half a minute to check your answers to part three.

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本課的詞彙與口語要點

這節 B2 級別的口語課以影片“Cambridge 16 Test 1 Section 3 LIstening”為素材。影片中反覆出現的詞有：bird, project, picture, questions, holding。這段影片共有 76 個句子、802 個單詞可供跟讀。講話部分時長為 6:11。說話人語速平穩，每分鐘約 130 個詞，很適合跟讀。只有 80% 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
kingfisher 名詞	/ˈkɪŋˌfɪʃə/	翠鳥 /翠鳥, 魚狗 /魚狗
brainstorming 名詞		頭腦風暴 /頭腦風暴, 腦力激盪 /腦力激盪
introductory 形容詞	/ˌɪntɹəˈdʌktəɹi/	介紹的 /介紹的, 引導的 /引導的
rationale 名詞	/ˌɹæʃ.əˈnæl/	推理, 原理
amend 動詞	/əˈmɛnd/	修正, 修改
ambiguous 形容詞	/æmˈbɪɡ.ju.əs/	模稜兩可 /模稜兩可, 歧義 /歧義
lizard 名詞	/ˈlɪzɚd/	蜥蜴
predator 名詞	/ˈpɹɛd.ə.tɚ/	掠食者, 天敵 /天敵
falcon 名詞	/ˈfælkən/	隼
unsure 形容詞		不確定 /不確定
exploit 名詞	/ˈɛksplɔɪt/	功勛 /功勳, 勛績 /勳績
vague 形容詞	/veɪɡ/	模糊, 糢糊
fist 名詞	/fɪst/	拳頭 /拳頭
stare 動詞	/stɛɚ/	凝視 /凝視, 瞪眼
texture 名詞	/ˈtɛkst͡ʃə(ɹ)/	質地 /質地, 材質 /材質

影片中出現的短語動詞

單詞	發音	釋義
get on with 動詞		繼續 /繼續, 持續 /持續
look forward to 動詞		期待, 嚮往
put off 動詞		推遲 /推遲, 順延 /順延
work out 動詞	/ˌwɝk ˈaʊt/	計算 /計算, 算出

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：

I've pretty well finished the introductory stage.
Have you drafted your proposal yet?
Yes, but I haven't handed it in.
I'll have to look at that too.
Did you do a timeline for the project?

需要注意的發音

說話人用了 21 次縮略和弱讀形式，例如 I'm, I've, I'll。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: kingfisher /ˈkɪŋˌfɪʃə/, rationale /ˌɹæʃ.əˈnæl/, workshop /ˈwɝk.ʃɑp/, shade /ʃeɪd/
長單詞——注意重音位置: introductory /ˌɪntɹəˈdʌktəɹi/, ambiguous /æmˈbɪɡ.ju.əs/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: vague /veɪɡ/, evaluate /ɪˈvaljʊeɪt/
詞尾子音 — 要讀清楚，後面不要加母音: handout /ˈhændˌaʊt/, amend /əˈmɛnd/, ambiguous /æmˈbɪɡ.ju.əs/, lizard /ˈlɪzɚd/, exploit /ˈɛksplɔɪt/
/æ/ — 嘴張大，不要讀成 /e/: handout /ˈhændˌaʊt/, rationale /ˌɹæʃ.əˈnæl/, ambiguous /æmˈbɪɡ.ju.əs/, falcon /ˈfælkən/

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 kingfisher, brainstorming, introductory 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 Test 1 Section 3 LIstening - 通過影片學習英語口語

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