跟讀練習: IP3T7S3 Working effectively in groups - 通過影片學習英語口語
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90 句
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1
So, Brad, what did you think of the article on group work?
2
Oh, hi, Helen.
3
Yeah, it was pretty good, with helpful pieces of advice on how to make group work effective.
4
I think we were lucky to be given such a straightforward text to present at the Management Skills Seminar.
5
Yeah.
6
Actually, shall we discuss it now?
7
Have you got time?
8
Sure.
9
It's only a ten -minute presentation, so we just need to explain and then give our views on the main points raised in the article.
10
I'll jot down some notes.
11
Right.
12
So, there are three main sections.
13
I suggest we start with listening.
14
Yeah, effective listening in groups, because it's not something that's frequently covered on courses in our field.
15
No, and we should say that in the presentation.
16
Yeah.
17
And also, effective listening's pretty simple, you know.
18
I don't think it's hard to learn.
19
Well, people think it's easy, but in my experience, most of us tend to be very lazy listeners.
20
OK, I wouldn't argue with that.
21
Something I do think we should emphasise is the power of the listener's posture, gestures, etc, in making speakers feel respected.
22
Not that you're just waiting for them to finish before jumping in with your own ideas.
23
Uh -huh.
24
OK, right.
25
The next section is on goal setting.
26
Let's make sure we're clear what the article says on this.
27
Yeah.
28
Well, firstly, it says that all group members must be given time to explain their own goals.
29
That's it, yeah.
30
And then did it say that the whole group should agree on common goals?
31
That's a bit too strong.
32
It's more that everyone's agendas should be equally acceptable.
33
But it does say that goals have to be realistic, you know… Achievable within a particular time?
34
You've got it.
35
That's really what the article's saying.
36
There isn't really any point in having ideals if group members know they won't come to anything within a reasonable period.
37
So, I think a summary covering those points will be enough for that part of the presentation, don't you?
38
Yep.
39
Now, the last section is about conflict resolution.
40
Actually, I thought it was the worst part of the article.
41
Me too.
42
I don't think it went into sufficient detail on the issue.
43
Actually, I thought it devoted too much space to it, but that it was all rather boring, you know?
44
It didn't mention some of the more radical theories.
45
Absolutely.
46
I found that really irritating.
47
Right.
48
And also, I think it could have said more about conflict sometimes being healthy in groups.
49
Absolutely.
50
It just mentioned rather glibly about how we should avoid thinking of winners and losers, and that quick resolution of conflict is always desirable.
51
Without explaining what these terms mean?
52
Well, it gives quite detailed definitions, but doesn't develop a proper argument.
53
Right.
54
So, for the presentation, I think we just give some definitions and...
55
And then explain what we felt were the weaknesses in the article's treatment of conflict resolution.
56
Yeah, good.
57
So, let's think about what we have to prepare for the actual presentation.
58
Well, I suppose we'll use PowerPoint, but I'm hopeless at using it, especially if it has any visuals.
59
I really have to look into doing a course on it because I know I'll need it in the future.
60
Don't worry.
61
I'm quite happy using PowerPoint and I'll put it together when everything else is ready.
62
That's a relief.
63
But yes, do that later.
64
OK.
65
Now, I heard the tutor saying we have to include some well -chosen quotations from the article.
66
I'm not sure if we do.
67
I'll email him to find out.
68
No need.
69
I can just have a look at the specs he gave us when he set the task.
70
That'll be quicker.
71
But the tutor definitely said we have to prepare a handout to go with the talk.
72
I'm not really sure how we do that.
73
Sarah did one last year.
74
Who's she?
75
She's doing the same option as me on marketing.
76
I'll ask her advice on what to include.
77
Great.
78
So that just leaves the bibliography at the end.
79
I suppose it'll mainly be articles.
80
Yeah.
81
So we'll just look on the web and we can leave that till later.
82
But we've been advised against that.
83
Well, we could have a look through some journals in the library.
84
I think we should start by looking through module handbooks.
85
I think that'll give us some good leads.
86
Yeah, you're probably right.
87
So, that's all the topics...
88
That is the end of Section 3.
89
You now have half a minute to check your answers.
90
Now turn to section 4.
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本課的詞彙與口語要點
這節口語課以影片“IP3T7S3 Working effectively in groups”為素材。 影片中反覆出現的詞有：Brad, Helen, article, presentation, conflict。 這段影片共有 63 個句子、797 個單詞可供跟讀。 講話部分時長為 4:39。 說話人語速自然，每分鐘約 171 個詞，接近日常對話。 83% 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 |
|---|---|---|
| tutor 名詞 | /ˈtjuːtəː/ | 私人教師 /私人教師, 家庭教師 /家庭教師 |
| argue 動詞 | /ˈɑɹ.ɡju/ | 辯論 /辯論, 爭辯 /爭辯 |
| ideal 形容詞 | /aɪˈdi(ə)l/ | 理想的 |
| helpful 形容詞 | /ˈhɛlp.fl̩/ | 有幫助 /有幫助 |
| skill 名詞 | /skɪl/ | 技巧, 技能 |
| equally 副詞 | /ˈiːkwəli/ | 一樣地 /一樣地, 同樣地 /同樣地 |
| summary 名詞 | /ˈsʌm.ə.ɹi/ | 摘要 |
| radical 名詞 | /ˈɹædɪkəl/ | 根 |
| agenda 名詞 | /əˈd͡ʒɛn.də/ | 議程 /議程, 議事日程 /議事日程 |
| acceptable 形容詞 | /əkˈsɛp.tə.bəl/ | 可接受的 |
| lazy 形容詞 | /ˈleɪ̯zi(ː)/ | 懶 /懶, 懶惰 /懶惰 |
| leaf 名詞 | /lif/ | еезы, еер |
| weakness 名詞 | /ˈwik.nɪs/ | 虛弱 /虛弱, 軟弱 /軟弱 |
| realistic 形容詞 | /ˌɹɪəˈlɪs.tɪk/ | 現實 /現實, 栩栩如生 |
| advise 動詞 | /ədˈvaɪz/ | 勸導 /勸導, 勸告 /勸告 |
影片中出現的短語動詞
| 單詞 | 釋義 |
|---|---|
| find out 動詞 | 找出, 查明 |
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’ll jot down some notes ...
- I’ll email him to find out.
- I’m not really sure how we do that.
- I’ll ask her advice on what to include.
- I suppose it’ll mainly be articles.
需要注意的發音
說話人用了 29 次縮略和弱讀形式，例如 I'll, don't, I'm。請按聽到的簡短形式來說。
- “sh” 和 “zh” 音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, sufficient /səˈfɪʃənt/, quotation /kwoʊˈteɪʃn̩/
- 長單詞——注意重音位置: acceptable /əkˈsɛp.tə.bəl/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, achievable /əˈt͡ʃivəbəl/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: advise /ədˈvaɪz/, devote /dɪˈvəʊt/, achievable /əˈt͡ʃivəbəl/
- 詞尾子音 — 要讀清楚，後面不要加母音: sufficient /səˈfɪʃənt/, leaf /lif/, weakness /ˈwik.nɪs/, realistic /ˌɹɪəˈlɪs.tɪk/, advise /ədˈvaɪz/
- /r/ 和 /l/ 的區別: radical /ˈɹædɪkəl/, realistic /ˌɹɪəˈlɪs.tɪk/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, firstly /ˈfɜɹstli/
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 tutor, argue, ideal 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。