跟讀練習: Making Things Again | practice English with Spotlight - 通過影片學習英語口語
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104 句
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1
Welcome to Spotlight. I’m Liz Waid.
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And I’m Colin Lowther.
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Spotlight uses a special English method of broadcasting.
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It is easier for people to understand, no matter where in the world they live.
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Have you ever had a problem?
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You are a person, so of course you have!
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Maybe your motorbike would not start.
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Maybe you needed to fix a toilet.
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Maybe you did not know how to download something to your smartphone.
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All people have problems.
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But what was the first thing you did to solve your problem?
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If you can connect to the Internet, one of the first things you probably did was search there for an answer.
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There, you can find information and videos to help you with almost any problem.
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These how-to videos are very popular.
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That is because more and more people are interested in doing things themselves.
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More people are becoming interested in growing, making, and fixing things.
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This growing interest is known as the maker movement.
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Today’s Spotlight is on the maker movement.
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The maker movement includes a lot of different people and ideas.
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It includes people working independently to invent, create or design.
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Makers are people who design and create their own clothes or grow their own food.
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Many makers look at things in the world and say, “I could make that.” Or they may say, “I think I could make that better.” Or they dream of something they wish existed.
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And when they do not find it, they try to create it.
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People have always made things.
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Ancient people made baskets, bowls, and tools.
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One generation of people taught the next.
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Parents taught children.
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This was how people shared knowledge, experience, and wisdom with each other.
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But things started to change.
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Machines made it easier to grow food.
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So, fewer people needed to work on farms.
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So they moved to cities.
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They found work in factories.
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But then factories started to use machines.
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It started to cost less money to buy a new thing than to fix an old one.
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People began to forget how to grow food, create things, or fix things when they broke.
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And many people are tired of this.
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They do not want to throw things away.
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They want to be able to fix things that break.
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They want to grow their own food.
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They do not want to depend on factories or stores.
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They want to use knowledge and skills instead of spending money.
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In this way, the maker movement is a kind of return to the way things used to be.
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The maker movement includes traditional work like weaving cloth, making things out of wood, and growing your own food.
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But it also accepts and uses new technologies.
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Computers are now much less frightening to people than they used to be.
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More people understand how they work.
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Children learn to write code for computers in school.
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The Internet provides training and a way to connect to other makers.
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People in the maker movement come together to make things.
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Maker Faires are gatherings of these people.
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They spend a few days together talking, planning, inventing, and solving problems.
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These Faires began in the United States, but have spread to every continent.
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For example, in 2016 there was a Maker Faire in Shenzhen, China.
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At the Faire people taught wooden knife making, drawing, and how to build a robot out of LEGO building bricks.
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There was even a clothes fashion show.
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Much of the clothing was wearable technology.
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It had built-in computers, lights, or body sensors.
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Another kind of gathering of makers is called a Repair Café.
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People bring their broken things to the Repair Café.
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The Café has tools and supplies to fix things.
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There are also experts who offer to teach people how to fix what they have brought in.
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But whenever possible, the people must do the work themselves.
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Repair Cafés began in Amsterdam, but have also spread around the world.
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There are Repair Cafés in Egypt, Kenya, Ghana, Thailand, Brazil, Germany, Argentina, Azerbaijan, China and many other countries.
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And the maker movement is still growing.
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It is even starting to change education.
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Some schools are creating “maker spaces.” In these places, children can invent, combine, and discover.
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Jim Tiffin is a teacher in New York, in the US.
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His students do not just sit and listen to him talk.
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In the maker-space, they do things.
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He told the Scholastic website, "It has had the most empowering effect on students of any of the courses that I have taught.
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Students are taking the experiences from this class and using them in their other classes." Experts say that any school can be a maker space like this.
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They do not need high cost equipment or supplies.
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They can use paper, broken toys, string, clay or tape.
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Any materials will work. Students just have to make things!
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But schools are not the only places interested in the maker movement.
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Some big businesses also try to use the maker movement to sell more products.
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The clothing company Levis sells millions of pairs of blue jeans around the world.
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Many people do not consider them to be part of the maker movement.
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But Levis tries to find people who are making creative things.
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Then they put these things on their website.
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Big businesses like this tell the stories of these makers.
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People like the stories and buy more clothing.
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This way they try to seem like they are part of the maker movement even if they are making clothes in big factories.
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Many people do not want to just use things and throw them in the garbage.
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They want to use their hands. They want to learn.
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They want to be independent and in control.
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Tim Bajarin wrote about the maker movement for Time Magazine.
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He wrote: “The more I look into it, the more I believe that the maker movement is very important to America’s future.
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It may be able to turn more and more people into makers instead of just people who use things.
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I know from history that when you give makers the right tools and good ideas, they can change the world.” Do you like to learn new things?
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Do you like to create and repair? Tell us what you think.
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You can leave a comment on our website.
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Or email us at [email protected].
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You can also comment on Facebook at Facebook.com/spotlightradio.
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The writer of this program was Adam Navis.
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The producer was Michio Ozaki.
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The voices you heard were from the United States and the United Kingdom.
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All quotes were adapted for this program and voiced by Spotlight.
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You can listen to this program again, and read it, on the internet at www.radioenglish.net.
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This program is called, ‘Making Things Again’.
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Look out for our listening app in the Google Play store and in iTunes.
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We hope you can join us again for the next Spotlight program.Goodbye.
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為什麼用這個影片練習口語？
在這個影片中，Liz Waid和Colin Lowther通過引入製作運動（maker movement）的話題，帶我們走進一個有趣且有意義的英語學習體驗。製作運動是一個涉及發明、創造和設計的運動，它吸引著越來越多的人們關注如何獨立做事情。通過觀看這個影片，學習者不僅能夠了解制作運動的基本概念，還能在實際情境中提高自己的口語表達能力。通過模仿和跟讀，學習者能更自信地在類似場合中分享自己的想法，增強自己的雅思口語練習能力。
語法與表達在語境中的分析
影片中使用了許多有助於提高英語口語的語法結構和表達方式。以下是幾個關鍵點：
- 被動語態：例如"machines made it easier"展示了被動語態的使用，強調了行動的受害者而非行動者，這對於學習者瞭解不同句式結構非常重要。
- 條件句：如"If you can connect to the Internet"的句型，這可以幫助學生表達假設情況，適用於日常對話中表達條件和結果。
- 使用動詞原形：如"to invent, create or design"強調了多個動詞的使用，這不僅豐富了表達，還給了學習者更多的靈活性在口語中使用。
- 疑問句：使用"Have you ever had a problem?"的句型，可以教會學習者如何在交流中發起問題，與他人進行互動。
常見發音陷阱
在影片中，某些詞和句子的發音可能會對學習者造成一定的困擾。以下是一些需要注意的發音陷阱：
- maker 和 make 的發音：強調發音的清晰度對確保交流流暢非常重要。
- independently：這個詞較長，容易在發音時遺漏音節，建議反覆練習以提高準確性。
- factory 和 fix：注意這兩個詞的子音發音，確保在口語練習中不被忽略。
- 在正常語速下的“things”和“thing”可能會混淆，練習時可通過shadow speak來加強對這種細節的注意。
通過以上的練習和分析，學習者可以在進行英語口語練習、進行雅思口語練習的過程中，更有信心地表達自己，與他人有效交流。
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 |
|---|---|
| “used to” used to + 動詞 — 過去的習慣或狀態，現在已不再如此 | used to be |
| 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 you ever had · have always made · have spread |
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | is known · is called · were adapted |
| 定語從句 who / which + 從句 — 補充說明人或事物 | people who design · people who are · people who use |
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。