跟讀練習: Keira Knightley OBE - Made By Dyslexia Interview - 通過影片學習英語口語

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School when I was about five was amazing because I was absolutely top of every class, well top of my class.

And I was reading in front of people and I thought of myself as being unbelievably intelligent.

And then when I was six they realised

that I hadn't been reading at all and that my mum read to me all the time.

We had lots of books at home and I'd memorised them.

And it was only when somebody finally gave me a book

that my mum hadn't read me that they realised

that I hadn't been reading at all and couldn't read at all read at all.

So when I was six I went from being the top of the class to the absolute bottom of the class.

And I still remember what a shock that was.

And I still remember how I saw myself completely differently from that moment.

I was really, really lucky.

I was at a brilliant state primary school.

And also my brother had been there before and and he'd been diagnosed with dyslexia, so they'd already dealt with him.

And the teachers there said to my parents, you need to find a carrot to dangle in front of Kira.

There's no reason that she shouldn't be able to read, and there's no reason that she shouldn't be able to, you know, do well at school.

But you need to find a carrot.

And really fortunately for me, I wanted to act.

So it was my head teacher, who was a brilliant man called David Cooper, who said to my mum, if she wants to act, then you let her act.

But she's only allowed to do it if her grades either stay the same or go up.

If she drops a grade, then you take the carrot away.

I think I've always been very creative.

You know, I was always, it was art, it was drama, it was music.

I was always very good at creative writing.

I was top of those classes.

It's just that my spelling was awful.

Again, the teachers that I had recognised how important it was

that I knew that the points that I was making and the pieces of creative writing, the stories that I were telling, were great and were valid and were interesting and that they gave me a mark for that.

and that the spelling and the punctuation was entirely different.

Because when you split them up, you're not saying you're not intelligent enough.

What you're saying is, hey, you're not very good at this bit and that's fine, that's fine.

Deal with that bit, but well done because that was a great story.

Because actually, you know, confidence is the most important thing and

if you tell a child that they're not good at something and you tell a child that they're stupid, then they'll feel like they are.

And so I think it's really important to say you're not stupid.

Your brain simply works differently than other people

and you can find different ways around it and you'll be good at other things.

You may not be a brilliant speller, you may not be a very fast reader, but you will learn how to read and you will learn as much spelling as you need to,

you know, but you'll be better at different things and I think that's unbelievably important to know as a kid.

My spelling makes people laugh.

It makes me laugh actually and my reading, if I'm sight reading, oh it's a complete joke.

I mean I'll make, it'll mean something else completely.

It won't make any sense at all, which you know for what I do for a living was quite difficult

because if you give me a page of dialogue now I can just about do it

but I mean it jumps about and you know it takes me a while, I really need to learn it, I need to sit with it.

I always have to say, you cannot give me a rewritten scene on the day and think that I'm going to be able to perform it well.

If you give me a rewritten scene the day before and I have a night to work on it, I will be able to do it well.

I think I was really lucky that it was diagnosed when I was six.

So that early diagnosis was key to absolutely everything.

So I think probably because of my dyslexia, my work ethic has always been really high.

I think it's vital that teachers are trained about dyslexia, about spotting it and about working with dyslexic kids.

It's absolutely vital.

Because the world is changing and imagination is key to everything

and there's going to be a lot of kids whose potential are lost unless we train our teachers to effectively teach them.

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你能學到什麼口語技巧？

這段影片對話非常適合英語口語練習，能幫你提升兩項關鍵能力：一是用自然語氣講述個人經歷，二是清晰表達複雜情緒（如從自信到受挫再到釋然的轉變）。此外，通過模仿凱拉·奈特莉的表述方式，你還能學會如何在口語中合理拆分觀點（如將創意寫作與拼寫分開討論），讓表達更有層次。對於雅思口語練習來說，這種邏輯清晰的敘事能力尤為重要。

注意這些連讀與弱讀現象

影片中存在不少典型的連讀和弱讀，比如“and I thought of myself”中“and I”連讀為/ən aɪ/，“it was art, it was drama”裡“it was”弱讀為/ɪt wəz/。還有“you need to find a carrot”中“need to”連讀成/niːd tə/。這些語音現象能讓你的口語更接近母語者，練習時可重點關注。

像母語者一樣模仿節奏與重音

進行shadow speech（影子跟讀法）時，要注意凱拉的節奏變化：講述童年經歷時語速稍快，表達感悟時則放慢速度。重音部分也很關鍵，比如“信心是最重要的”中“信心”被重讀，突出核心觀點。此外，她在“你的大腦只是運作方式不同”這類句子中，會弱化“只是”“不同”等詞，讓重音落在“運作方式”上。通過反覆shadow speak，你能逐漸掌握這種輕重緩急的變化，讓口語更具感染力。

記住，影子跟讀法的關鍵是“同步”——在 speaker 說完後 1-2 秒內重複，重點模仿語氣和節奏，而非逐字照搬。長期練習能有效提升你的口語流暢度和語感。

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	been diagnosed · was diagnosed · are trained
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	I've always been · has always been

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: Keira Knightley OBE - Made By Dyslexia Interview - 通過影片學習英語口語

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你能學到什麼口語技巧？

注意這些連讀與弱讀現象

像母語者一樣模仿節奏與重音

影片中的語法

什麼是跟讀法？