跟讀練習: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - 通過影片學習英語口語

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The topic of today's class is reducing risks from natural hazards.

Notice I said natural hazards, not natural disasters.

Natural hazards are events in nature like hurricanes, earthquakes, and tsunamis.

We know they can be dangerous, but not all are.

There are many small tsunamis and earthquakes we don't even notice, and hurricanes that just die out.

By the same token, we know they can create terrible disasters in which many people die and widespread damage is sustained.

Three prime examples of this are the earthquake in Pakistan in 2005, Hurricane Katrina in the US in the same year,

and the tsunami in the Indian Ocean in 2004.

Now all of you remember those, don't you?

Well, today we'll examine ways to reduce our risks from natural hazards so they don't become natural disasters.

We can't stop earthquakes or hurricanes or tsunamis, but there are things we can do to try to minimize or limit their impact.

So, I'm going to divide this lecture into two parts.

First, we'll look at some of the factors that go into designing an emergency plan.

You may be familiar with some of this based on what's in place in your own communities.

Then I want us to turn to the role of education in reducing risks to people in disaster-prone regions.

But first, let's go over the terms we'll be using.

The first is disaster preparedness.

To prepare means to get ready, right?

Preparedness is the state of being ready.

Another term is mitigation.

To mitigate means to make less severe, not as bad.

We use the phrase disaster preparedness and mitigation to talk about what to do to prepare for natural disaster,

so that the impact will be less severe and people will suffer less.

We can try to lessen or mitigate the damage so that people can quickly return to their normal lives.

Now I'll present some factors involved in generating an emergency response plan.

First, government officials need to identify the risks.

What are the natural hazards?

For example, in Japan there are earthquakes and typhoons.

In the US, hurricanes and fires.

There are several natural hazards in every country.

Second, the government needs to establish a channel of communications with scientists.

Scientists must be able to share information regularly with the government as they collect data about risks.

Third, government officials need to work out a process for briefing the public on what scientists tell them.

The problem is, experts can't predict natural hazards with 100% accuracy.

For example, they may know a hurricane is forming, but can't say exactly when or where it will go.

Despite this, public officials still have to decide what to tell the public and when.

They can wait and say nothing, or they can tell people to evacuate.

If they wait too long, lots of people might get hurt.

But if they tell people to evacuate and then nothing happens, people may get angry.

In the future, they may not cooperate.

Communicating with the public is a huge challenge for officials.

Here's an example.

In 2005, before Hurricane Katrina hit New Orleans, people were told to evacuate.

But 61% of them didn't.

We know some stayed because they had no transportation, no choice.

But of the 61% who didn't leave, 37% said they simply ignored the order to evacuate.

Why?

Because they didn't want to leave their homes.

Scientific information doesn't do much good if it's ignored.

Yet ultimately, officials must try to keep people safe.

A fourth factor is evaluating what services are needed.

For example, are there sufficient numbers of police, firefighters and emergency workers who are trained to respond to a natural disaster?

Is there a network in place for emergency workers to distribute supplies, such as bottled water, food, blankets and medicine?

Is there a way to inform the public about the emergency plan

so that they know where to go and what to do before, during and after a natural disaster?

Related to this evaluation is the fifth and final factor, setting spending priorities.

Countries have to decide whether to spend money for things they need now, like new schools and roads,

or to allocate money to prepare for a natural disaster that may never happen.

Now let's turn to the role of education in emergency planning.

Experts agree that educating the public, especially children, about the risks is essential.

Here's one way.

The United Nations group UNESCO has launched an international campaign called Disaster risk reduction begins at school.

In turn, many schools in countries like Turkey, France, Mexico and Cuba now have disaster preparedness and safety programs.

The logic behind this UNESCO program is education will help children understand the risks where they live.

They'll know specific things to do before, during and after a natural disaster to make everyone in their communities safer.

The hope is that as more children are educated, there will be fewer victims of natural disasters.

For example, in Turkey, earthquakes threaten the safety of about 5 million children.

So there is now an earthquake education program targeted at students countrywide.

And in Cuba recently, with more school programs about hurricanes, there have been fewer hurricane victims.

That's great news.

So let's review what we've covered today.

I mentioned five factors in an emergency plan and how education of children is considered vital to disaster preparedness and mitigation.

I feel a lot of hope now because so many countries see how important a good emergency plan is.

Well that's all for today.

We'll see you next time.

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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“CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT”為素材。影片中反覆出現的詞有：disaster, natural, hurricane, emergency, risk。這段影片共有 75 個句子、919 個單詞可供跟讀。講話部分時長為 6:55。說話人語速平穩，每分鐘約 133 個詞，很適合跟讀。 84% 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
hazard 名詞	/ˈhæzəd/	危險, 風險 /風險
tsunami 名詞	/(t)suːˈnɑːmi/	海嘯 /海嘯
evacuate 動詞	/ɪˈvæk.ju.eɪt/	撤離 /撤離, 疏散
mitigate 動詞	/ˈmɪt.ɪ.ɡeɪt/	緩解, 減少
firefighter 名詞	/ˈfaɪ.ɚˌfaɪ.tɚ/	消防隊員 /消防隊員, 消防員 /消防員
lessen 動詞	/ˈlɛsən/	減少 /減少
typhoon 名詞	/taɪˈfun/	颱風 /颱風
distribute 動詞	/dɪˈstɹɪbjuːt/	分配
cooperate 動詞	/kəʊˈɒp.ə.ɹeɪt/	合作, 協力 /協力
minimize 動詞	/ˈmɪn.ɪˌmaɪz/	最小化
token 名詞	/ˈtoʊkən/	代幣 /代幣, 籌碼 /籌碼
sustain 動詞	/səˈsteɪn/	維持
threaten 動詞	/ˈθɹɛt.n̩/	威脅 /威脅, 恐嚇 /恐嚇
evaluate 動詞	/ɪˈvaljʊeɪt/	評價 /評價
blanket 名詞	/ˈblæŋ.kɪt/	毯子

影片中出現的短語動詞

單詞	發音	釋義
work out 動詞	/ˌwɝk ˈaʊt/	計算 /計算, 算出

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
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	is sustained · were told · are needed
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 launched · have been · we've covered

需要注意的發音

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

長單詞——注意重音位置: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: evacuate /ɪˈvæk.ju.eɪt/, evaluate /ɪˈvaljʊeɪt/
詞尾子音 — 要讀清楚，後面不要加母音: hazard /ˈhæzəd/, preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigate /ˈmɪt.ɪ.ɡeɪt/, educate /ˈɛd͡ʒ.əˌkeɪt/
/æ/ — 嘴張大，不要讀成 /e/: hazard /ˈhæzəd/, evacuate /ɪˈvæk.ju.eɪt/, allocate /ˈæl.ə.keɪt/, blanket /ˈblæŋ.kɪt/

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 hazard, tsunami, evacuate 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: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - 通過影片學習英語口語

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