跟讀練習: Complete IELTS Band 5-6.5 - UNIT 3 - 通過影片學習英語口語

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193 句
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1
Complete IELTS, Bands 5 to 6 .5, by Guy Brookhart and Vanessa Jakeman,
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published by Cambridge University Press.
3
This recording is copyright.
4
Track 10, Unit 3, Listening, Exercise 3.
5
Come in.
6
Hi.
7
Oh, hi, Amanda.
8
You've come to discuss your midterm assignment, haven't you?
9
Yes, that's right.
10
So, what have you decided to do?
11
Well, I thought I could base my study on pronunciation
12
and get students to do some self -assessment of their own pronunciation skills.
13
That's interesting.
14
You mean get them to record themselves.
15
That's right.
16
Then listen back and see where their weaknesses lie.
17
Good idea.
18
You could also do some peer evaluation.
19
Oh, yes.
20
See whether their assessment of themselves matches what their classmates think.
21
Uh -huh.
22
So, how are you planning to do the assignment?
23
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
24
Maybe something from one of the textbooks we're reading.
25
Why don't you look up one of my lectures on the website and find a suitable extract there?
26
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
27
Oh yes, that's a much better idea.
28
I'll still have to write it out though, won't I?
29
Yes, I don't think you can expect them to remember it.
30
Even a sentence is hard to recall.
31
No, and it isn't a memory test.
32
So, when I choose the extract, what features do I need to think about?
33
Um, first I'd say pick something, well, something that's about a paragraph long,
34
but that makes sense out of the context of the lecture.
35
Right.
36
A clear, well -structured passage.
37
Yes, because to read something well, you've got to be able to understand it, haven't you?
38
Yes.
39
That might mean taking a while to make the selection.
40
I guess it shouldn't consist entirely of short words.
41
No, that's an obvious one.
42
You need to think about what features of pronunciation you're going to focus on.
43
Then make sure that your extract has examples of these.
44
So, some multi -syllable words.
45
Things like probably and approximately.
46
Yes, some challenges.
47
And then there's sentence length.
48
Hmm.
49
I should include some complex sentences so that the students have to show they know where to pause.
50
Exactly.
51
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
52
So that they can stress things.
53
Yes, particular words or phrases should stand out as significant.
54
You know, we've already covered this in our classes over the weeks.
55
Now, let me see.
56
Is there a lecture that I could recommend for you?
57
What about the one you did at the start of term on the history of English?
58
Yes, you could go for that.
59
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
60
The topic's a bit dull, though.
61
Uh -huh.
62
I guess it's good to use something enjoyable.
63
Yes, you might as well.
64
You have a choice.
65
So, um, the lecture on gestures and signs certainly went down well.
66
I really liked that one, but I'm not sure that the content is related to what I'm doing.
67
Hmm.
68
Does that matter?
69
OK, there's the one on intonation patterns.
70
I didn't take long to put that together though.
71
It might be a bit...
72
The topic's certainly more closely linked to the whole area of pronunciation.
73
OK.
74
So, could be good.
75
Just watch out in case there are too many examples or models.
76
The assignment after that lecture was fun.
77
What about language and rhythm?
78
That was one of my mini -lectures.
79
Oh, right!
80
So I wouldn't have to spend too much time going through the content to find something.
81
No, whereas the one on intonation patterns was a lot longer.
82
Well, you've got a few to choose from there.
83
So whatever I choose, I'll need to type it out
84
and give them a copy each and then get them to record themselves reading the paragraph aloud.
85
Yes, give them about ten minutes to prepare.
86
You can record in next Tuesday's class if you like.
87
Oh, thanks.
88
Do we have the equipment?
89
That's also important, yes.
90
They could use mobile phones, couldn't they?
91
Though the sound quality may not be good on all of them.
92
Technology can be unreliable at times, but OK.
93
Well, we can also bring in some of the department's digital recorders.
94
You just need to book those in advance.
95
OK, thanks.
96
Well, good luck and let me know if you need any more help.
97
It'll certainly be interesting to look at your findings afterwards.
98
Thanks, Dr White.
99
Thank you.
100
Track 10, Unit 3, Listening, Exercise 3 Come in.
101
Hi.
102
Oh, hi, Amanda.
103
You've come to discuss your midterm assignment, haven't you?
104
Yes, that's right.
105
So, what have you decided to do?
106
Well, I thought I could base my study on pronunciation.
107
and get students to do some self -assessment of their own pronunciation skills.
108
That's interesting.
109
You mean get them to record themselves.
110
That's right.
111
Then listen back and see where their weaknesses lie.
112
Good idea.
113
You could also do some peer evaluation.
114
Oh, yes.
115
See whether their assessment of themselves matches what their classmates think.
116
Uh -huh.
117
So, how are you planning to do the assignment?
118
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
119
Maybe something from one of the textbooks we're reading.
120
Why don't you look up one of my lectures on the website and find a suitable extract there?
121
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
122
Oh yes, that's a much better idea.
123
I'll still have to write it out though, won't I?
124
Yes, I don't think you can expect them to remember it
125
Even a sentence is hard to recall
126
No, and it isn't a memory test
127
So, when I choose the extract, what features do I need to think about?
128
Um, first I'd say pick something
129
Well, something that's about a paragraph long
130
But that makes sense out of the context of the lecture Right.
131
A clear, well -structured passage.
132
Yes, because to read something well, you've got to be able to understand it, haven't you?
133
Yes.
134
That might mean taking a while to make the selection.
135
I guess it shouldn't consist entirely of short words.
136
No, that's an obvious one.
137
You need to think about what features of pronunciation you're going to focus on.
138
Then make sure that your extract has examples of these.
139
So, some multi -syllable words, things like probably and approximately.
140
Yes, some challenges.
141
And then there's sentence length.
142
Hmm.
143
I should include some complex sentences so that the students have to show they know where to pause.
144
Exactly.
145
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
146
So that they can stress things.
147
Yes, particular words or phrases should stand out as significant.
148
You know, we've already covered this in our classes over the weeks.
149
Track 11, Unit 3, Listening, Exercise 6.
150
Now, let me see.
151
Is there a lecture that I could recommend for you?
152
What about the one you did at the start of term on the history of English?
153
Yes, you could go for that.
154
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
155
The topic's a bit dull, though.
156
Uh -huh.
157
I guess it's good to use something enjoyable.
158
Yes, you might as well.
159
You have a choice.
160
So, um, the lecture on gestures and sign certainly went down well.
161
I really liked that one, but I'm not sure that the content is related to what I'm doing.
162
Hmm, does that matter?
163
OK, there's the one on intonation patterns.
164
I didn't take long to put that together, though.
165
It might be a bit...
166
The topic's certainly more closely linked to the whole area of pronunciation.
167
OK, so could be good.
168
Just watch out in case there are too many examples or models.
169
The assignment after that lecture was fun.
170
What about language and rhythm?
171
That was one of my many lectures.
172
Oh, right.
173
So I wouldn't have to spend too much time going through the content to find something.
174
No. whereas the one on intonation patterns was a lot longer.
175
Well, you've got a few to choose from there.
176
So whatever I choose, I'll need to type it out
177
and give them a copy each and then get them to record themselves reading the paragraph aloud?
178
Yes.
179
Give them about ten minutes to prepare.
180
You can record in next Tuesday's class if you like.
181
Oh, thanks.
182
Do we have the equipment?
183
That's also important, yes.
184
They could use mobile phones, couldn't they?
185
Though the sound quality may not be good on all of them.
186
Technology can be unreliable at times, but OK.
187
Well, we can also bring in some of the department's digital recorders.
188
You just need to book those in advance.
189
OK, thanks.
190
Well, good luck and let me know if you need any more help.
191
It'll certainly be interesting to look at your findings afterwards.
192
Thanks, Dr White.
193
Thank you.

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本課的詞彙與口語要點

這節口語課以影片“Complete IELTS Band 5-6.5 - UNIT 3”為素材。 影片中反覆出現的詞有：lecture, pronunciation, extract, sentence, assignment。 這段影片共有 193 個句子、1553 個單詞可供跟讀。 講話部分時長為 11:16。 說話人語速平穩，每分鐘約 138 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
lecture 名詞/ˈlɛk.t͡ʃə/演講 /演講
extract 名詞/ˈɛkstɹækt/精
pronunciation 名詞/pɹəˌnʌn.siˈeɪ.ʃən/發音 /發音
assignment 名詞/əˈsaɪn.mənt/分配, 佈置
assessment 名詞/əˈsɛsmənt/評價 /評價, 評估 /評估
paragraph 名詞/ˈpæɹəɡɹæf/段, 段落
aloud 副詞/əˈlaʊd/大聲地 /大聲地
select 動詞/sɪˈlɛkt/選 /選, 挑選 /挑選
afterwards 副詞/ˈæf.tɚ.wɚdz/然後 /然後
skill 名詞/skɪl/技巧, 技能
whereas/(h)wɛɹˈæz/然而
recall 動詞/ɹɪˈkɔl/罷免 /罷免, 召回
suitable 形容詞[ˈsjuː.tə.bɫ̩]合適 /合適, 適當 /適當
sequence 名詞/ˈsiː.kwəns/序列, 順序 /順序
phrase 名詞/ˈfɹeɪ̯z/短語 /短語, 片語 /片語

影片中出現的短語動詞

單詞發音釋義
go down 動詞下降, 下去
go through 動詞通過 /通過
look up 動詞/ˌlʊk ˈʌp/仰, 上看

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：

  • Maybe something from one of the textbooks we're reading.
  • I'll still have to write it out though, won't I?
  • I guess it shouldn't consist entirely of short words.
  • Is there a lecture that I could recommend for you?
  • Do we have the equipment?

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You've come · have you decided · we've already covered
定語從句 who / which + 從句 — 補充說明人或事物information which was

需要注意的發音

說話人用了 50 次縮略和弱讀形式，例如 I'm, you've, don't。請按聽到的簡短形式來說。

  • “th” 音: rhythm /ˈɹɪð.əm/, authentic /ɔˈθɛn.tɪk/
  • “sh” 和 “zh” 音: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, intonation /ɪntəˈneɪʃən/
  • 長單詞——注意重音位置: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, intonation /ɪntəˈneɪʃən/

中文母語者容易讀錯的音：

  • 詞尾子音 — 要讀清楚，後面不要加母音: extract /ˈɛkstɹækt/, assignment /əˈsaɪn.mənt/, assessment /əˈsɛsmənt/, paragraph /ˈpæɹəɡɹæf/, aloud /əˈlaʊd/
  • /r/ 和 /l/ 的區別: recall /ɹɪˈkɔl/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/
  • /æ/ — 嘴張大，不要讀成 /e/: extract /ˈɛkstɹækt/, paragraph /ˈpæɹəɡɹæf/, afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, passage /ˈpæsɪd͡ʒ/

如何用這段影片練習

  1. 先完整聽一遍影片，不要開口，記下不認識的單詞。
  2. 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。
  3. 錄下自己的聲音並與原聲對比，特別注意 lecture, extract, pronunciation 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 →