跟讀練習: IELTS Speaking Part 2 | Describe a Problem You Had and How You Solved It | Band 7+ Sample Answer - 通過影片學習英語口語
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107 句
如果句子過短或過長，請點選 Edit 進行調整。
1
Hey everyone!
大家好！
2
Welcome back to Marin English Lab.
歡迎回到Marin英語實驗室。
3
Here is something most IELTS candidates never realize about this topic.
關於這個話題，大多數雅思考生從未意識到一點。
4
When the examiner says, describe a problem you had and how you solved it, they are not asking about the problem.
當面試官說“描述一個你遇到過的問題以及你是如何解決它的”時，他們問的並不是問題本身。
5
They are asking about who you are under pressure.
他們想知道你在壓力下會變成什麼樣。
6
Because anyone can fix a problem.
因為任何人都能解決問題。
7
But only a band 7 candidate can tell the examiner what that problem revealed about them.
但只有雅思7分水平的考生才能向考官說明，那個問題反映出了他們自身的哪些特質。
8
Today I'll show you exactly how.
今天我就來給大家詳細演示具體做法。
9
Full model answer.
完整標準答案
10
Top vocabulary.
核心詞彙。
11
Let's go.
我們走吧。
12
Here is the strategy most people miss entirely.
這是大多數人完全忽略的策略。
13
They spend 90% of their answer describing the problem and the solution.
他們的回答有90%的篇幅都在描述問題和解決方案。
14
But the examiner already knows you solved it.
但考官已經知道你解出來了。
15
That is why they asked.
這就是他們當時提問的原因。
16
What they want to hear is the moment your thinking shifted.
他們想聽到的是你思維發生轉變的那個瞬間。
17
The point where you stopped reacting and started reasoning.
你從本能反應轉向理性思考的那個轉折點。
18
That cognitive turning point.
那個認知轉折點。
19
When you move from panic to clarity.
當你從慌亂走向清醒。
20
Is where band 7 language lives.
這裡就是雅思7分水平的語言表達該有的樣子。
21
Ready?
準備好了嗎？
22
The problem I want to describe happened during my final year of university, and in retrospect, it was one of the most instructive crises I have ever navigated.
我想講述的這件事發生在我大學最後一年，回頭來看，這是我經歷過的最具啟發性的危機之一。
23
Three days before the submission deadline for my thesis, the external hard drive containing 18 months of research data simply stopped working.
在我的論文提交截止日期的三天前，那塊存著我十八個月研究資料的行動硬碟突然就壞了。
24
No warning.
沒有任何警告。
25
No error message.
沒有錯誤資訊。
26
Just silence where there had once been everything.
曾經萬物喧囂的地方，如今只剩一片寂靜。
27
My initial response was entirely predictable, paralysis followed by panic.
我最初的反應完全在預料之中，先是僵住，緊接著就是恐慌。
28
For approximately two hours, I sat in front of a black screen and did nothing useful whatsoever.
我在黑屏前坐了大約兩個小時，什麼有用的事也沒做。
29
I think part of me was hoping the situation would somehow resolve itself.
我想我內心有一部分其實是在指望這件事能自己莫名其妙地解決。
30
But then something shifted.
但後來情況發生了變化。
31
I made a deliberate decision to decompose the problem rather than react to it as a single overwhelming catastrophe.
我刻意決定將問題拆解開來，而不是把它當成一場壓得人喘不過氣的災難來被動應對。
32
I asked myself, what do I actually still have?
我問自己，我到底還擁有什麼？
33
Printed drafts.
列印稿
34
Handwritten notes.
手寫筆記。
35
Three months of emails with my supervisor containing key arguments and feedback.
我與主管之間為期三個月的郵件往來，包含關鍵論證與反饋意見。
36
Fragments, but not nothing.
只剩碎片，但並非一無所有。
37
I took the drive to a data recovery specialist that same afternoon.
當天下午我就把這塊硬碟送到了一家資料恢復專業機構。
38
While they worked overnight, I systematically reconstructed what I could from memory and from those scattered sources.
他們通宵工作時，我根據記憶和那些零散的資料，有條理地還原出我能整理的內容。
39
I did not sleep.
我沒睡。
40
But by morning, I had rebuilt approximately 60% of the lost content, and the recovery specialist retrieved the rest.
但到了早上，我已經重新恢復了大約60%丟失的內容，剩下的部分由恢復專家找回了。
41
I submitted the thesis on time.
我按時提交了論文。
42
The grade, remarkably, was the highest I received that year.
令人驚訝的是，這是我那一年拿到的最高分數。
43
What that experience taught me was not about data backup, though I now back up obsessively.
那次經歷給我的教訓倒不是資料備份的問題，儘管現在我備份資料已經到了近乎偏執的程度。
44
It taught me something far more transferable, that a crisis is most dangerous in the first two hours, when emotion overrides cognition.
它教會了我一個更具普適性的道理：危機發生後的頭兩個小時是最危險的，此時情緒會壓倒理性認知。
45
The moment you impose structure on chaos, even an imperfect structure, you recover your capacity to think.
當你為混亂建立起框架——哪怕這個框架並不完美——你也能重新獲得思考的能力。
46
And thinking, it turns out, is always the solution.
事實證明，思考永遠是解決問題的辦法。
47
Why this answer works?
為什麼這個答案是可行的？
48
For things made that answer exceptional.
為卓越而生的造物。
49
First, an unexpected opening, instructive crisis.
首先，一場出人意料的開端，一場具有啟發性的危機。
50
Not a big problem.
不是什麼大問題。
51
A crisis that taught something.
一場帶來深刻教訓的危機。
52
The examiner's attention locks in immediately.
考官的注意力立刻被牢牢吸引住了。
53
Second, honest self-awareness.
第二，誠實的自我認知。
54
Admitting two hours of paralysis.
承認有兩小時的癱瘓期。
55
That vulnerability makes the recovery feel earned, not formulaic.
正是這種脆弱感讓後續的復甦顯得來之不易，而非流於俗套。
56
Third, academic register.
第三，學術語域。
57
Decompose the problem.
分解問題。
58
Systematically reconstructed.
經過系統性重建。
59
Impose structure on chaos.
為混亂建立秩序。
60
These are not just vocabulary.
這些不只是詞彙。
61
They signal a mind that thinks precisely.
它們彰顯出一個思維縝密的頭腦。
62
And fourth, a closing idea that transcends the story.
第四點，是一個超越故事本身的收尾立意。
63
A crisis is most dangerous in the first two hours, when emotion overrides cognition.
危機發生後的頭兩個小時最為危險，此時情緒會壓倒理性判斷。
64
The examiner walks out still thinking about that.
考官走了出去，腦子裡還在想著那件事。
65
That is band seven.
那是七分。
66
Three phrases that signal academic thinking to your examiner.
向閱卷老師展現學術思維的三個表達句式。
67
1. Decompose the problem.
1. 分解問題。
68
When most people face a crisis, they see one enormous wall.
69
They try to climb a hole and fail.
70
To decompose a problem means to break it into its smallest components, to stop seeing the wall, and start seeing the individual bricks.
71
It is the language of engineers, scientists, and strategic thinkers.
72
And when you use it in an IELTS answer, the examiner hears someone who does not just solve problems, someone who thinks about how to think about problems.
73
Say it like this.
74
Rather than reacting to it as one catastrophe, I made a deliberate decision to decompose the problem into its manageable parts.
75
2. Impose structure on chaos.
76
This phrase does something most IELTS vocabulary cannot.
77
It describes a mental action, not a physical one.
78
Chaos is the state where everything feels beyond control.
79
Imposing structure means deliberately creating order, not waiting for calm to arrive, but building it yourself.
80
It also shows emotional intelligence, the recognition that structure is a tool for regulating anxiety, not just for organizing tasks.
81
Use it to close a paragraph.
82
The moment I imposed structure on the chaos, I recovered my capacity to think clearly.
83
The examiner has never heard that sentence in an IELTS exam.
84
They will remember it.
85
3. Emotion overrides cognition.
86
This is your band-aid closing phrase.
87
It sounds academic because it is, but it describes something every human being has experienced.
88
Cognition means rational thinking.
89
When emotion overrides cognition, your feelings shut down your ability to reason.
90
Every person in that exam room has felt this, but almost no one has the vocabulary to describe it so precisely.
91
Close your answer with, A crisis is most dangerous in the first two hours, when emotion overrides cognition.
92
The solution, always, is to start thinking.
93
Two sentences.
94
The examiner stops writing.
95
Looks up.
96
That is the moment you secure band 7.
97
Five minutes.
98
And now you have a problem-solving answer that sounds like a person who thinks, not just a person who coped.
99
Here is your challenge.
100
Comment below.
101
What is one problem you solved this year?
102
And what did it teach you about yourself?
103
One sentence in English.
104
I read every single comment, and I reply.
105
Like this video if it changed how you approach IELTS speaking.
106
Subscribe for a new video every single week.
107
See you in the next one.
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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“IELTS Speaking Part 2”為素材。 影片中反覆出現的詞有：examiner, structure, answer, cognition, crisis。 這段影片共有 107 個句子、948 個單詞可供跟讀。 講話部分時長為 6:17。 說話人語速自然，每分鐘約 151 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 |
|---|---|---|
| examiner 名詞 | /əɡˈzæmɪnɚ/ | 檢查員 /檢查員, 調查員 /調查員 |
| cognition 名詞 | /kɑɡˈnɪʃ.ən/ | 認知 /認知, 認識 /認識 |
| decompose 動詞 | /ˌdiːkəmˈpəʊz/ | 分解 |
| emotion 名詞 | /ɪˈməʊ.ʃən/ | 感情, 情感 |
| vocabulary 名詞 | /vəˈkæb.jə.lə.ɹi/ | 詞匯 /詞彙, 語匯 /語彙 |
| paralysis 名詞 | /pəˈɹæləsəs/ | 癱瘓 /癱瘓, 麻痺 |
| catastrophe 名詞 | /kəˈtæstɹəfi/ | 災難 /災難, 災殃 /災殃 |
| deliberate 形容詞 | /dɪˈlɪb.(ə.)ɹət/ | 故意, 蓄意 |
| thesis 名詞 | /ˈθisɪs/ | 論點 /論點, 論題 /論題 |
| overwhelm 動詞 | /ˌoʊ.vɚˈwɛlm/ | 吞沒 /吞沒 |
| retrospect 名詞 | /ˈɹɛtɹəˌspɛkt/ | 回顧 /回顧 |
| scatter 動詞 | /ˈskætɚ/ | 散佈 /散佈 |
| thinker 名詞 | /ˈθɪŋ.kɚ/ | 思想者 |
| transcend 動詞 | /tɹæn(t)ˈsɛnd/ | 超越 |
| fragment 名詞 | /ˈfɹæɡmənt/ | 碎片, 碎屑 |
影片中出現的短語動詞
| 單詞 | 發音 | 釋義 |
|---|---|---|
| look up 動詞 | /ˌlʊk ˈʌp/ | 仰, 上看 |
| turn out 動詞 | 原來 /原來 |
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：
- Today I'll show you exactly how.
- I asked myself, what do I actually still have?
- What is one problem you solved this year?
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 | have ever navigated · has never heard · has experienced |
| 定語從句 who / which + 從句 — 補充說明人或事物 | someone who does · person who thinks |
需要注意的發音
- “th” 音: thesis /ˈθisɪs/, thinker /ˈθɪŋ.kɚ/
- “sh” 和 “zh” 音: cognition /kɑɡˈnɪʃ.ən/, emotion /ɪˈməʊ.ʃən/, exceptional /ɪkˈsɛpʃənəl/, rational /ˈɹæʃ(ə)nəl/, submission /səbˈmɪʃən/
- 長單詞——注意重音位置: examiner /əɡˈzæmɪnɚ/, vocabulary /vəˈkæb.jə.lə.ɹi/, paralysis /pəˈɹæləsəs/, systematically /ˌsɪs.təˈmæt.ɪ.kli/, catastrophe /kəˈtæstɹəfi/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: override /oʊ.vɚˈɹaɪd/, vocabulary /vəˈkæb.jə.lə.ɹi/, instructive /ɪnˈstɹʌktɪv/, overwhelm /ˌoʊ.vɚˈwɛlm/, navigate /ˈnæv.ɪ.ɡeɪt/
- 詞尾子音 — 要讀清楚，後面不要加母音: decompose /ˌdiːkəmˈpəʊz/, override /oʊ.vɚˈɹaɪd/, bind /ˈbaɪ̯nd/, react /ɹiːˈækt/, instructive /ɪnˈstɹʌktɪv/
- /r/ 和 /l/ 的區別: vocabulary /vəˈkæb.jə.lə.ɹi/, paralysis /pəˈɹæləsəs/, deliberate /dɪˈlɪb.(ə.)ɹət/, precisely /pɹɪˈsaɪs.li/, formulaic /ˌfɔɹmjəˈleɪ.ɪk/
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 examiner, cognition, decompose 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。