跟讀練習: The Kent State Massacre - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
101 句
如果句子過短或過長，請點選 Edit 進行調整。
1
Just past noon on Monday, May 4, 1970,
2
a squadron of Ohio National Guardsmen opened fire at a loose collection of students gathered across an expanse of leafy lawns and campus parking lots at Kent State University in Northeastern Ohio.
3
Four students were killed.
4
Nine others were wounded.
5
With that, the forces of order in the United States had launched a shooting war against their own children.
6
The May 4th incident at Kent State University was one of those rare events that that seemed to crystallize an entire period in snapshot brevity.
7
It distilled the essence of an age of tumult, the young squaring off against the old, opponents of American policy in Vietnam against the Cold War consensus, or simply the forces of change against the forces of order.
8
Even the most trivial aspects of the event connected to larger developments.
9
The most iconic image of the shootings, student photographer John Filo's photo of Marianne Vecchio kneeling over the slain Jeffrey Miller,
10
captured a 14-year-old girl, invariably described as a runaway, and who thereby symbolized the fraying of the Ballyhoo nuclear family.
11
Vecchio was, the Boston Globe intoned several years later, the quote, symbol of youth.
12
The 60s had its share of these allegorical moments.
13
The fire hoses at Birmingham, Mario Savio on the steps of Sproul Hall, the 1968 police riot in Chicago all captured the period's fraught social dynamics.
14
The Kent State killings, by contrast, were shocking because they happened in the very heart of middle America.
15
True, Kent State was not so politically or culturally inert as many observers then and since have insisted.
16
But that is precisely why the shootings reverberated so powerfully.
17
The counterculture, the anti-war movement, black power, and the generation gap had come even to Ohio.
18
As the iconoclastic journalist I.F.
19
Stone understood, the surprise is not that there is still apathy and indifference.
20
The surprise is that there is so much militancy, so much questioning, end quote, in the most average of average places.
21
There was no stronger evidence that America was exploding at its core.
22
Careful scholars of the shootings are now in wide agreement about what happened.
23
Over four days from May 1st to May 4th, initially peaceful protests against President Richard Nixon's announcement that U.S.
24
troops had expanded the Vietnam War into neutral Cambodia accelerated into what can fairly be called state-sponsored killing.
25
At each step along the way, young people aggressively testing boundaries, challenging restrictions, engaging in political protest ran into ham-handed authorities who overreacted in an effort to impose rules for their own sake.
26
Because of the national uproar over Cambodia, hundreds of college campuses closed as protests erupted over the next two weeks.
27
The atmosphere at Kent was charged.
28
Friday afternoon campus rallies were peaceful.
29
That night, however, students spilling out of the bars in town erupted into a melee that escalated from anti-war chants to dozens of smashed store windows.
30
Someone liberated a fertilizer spreader and threw it through the bank window.
31
The Friday night ruckus surprised hapless university officials.
32
Local leaders insisted that quote-unquote outside agitators and quote-unquote radical elements, long presumed active in the campus area, were to blame.
33
Kent Mayor Leroy Satrum declared a state of emergency in town and established a 6 p.m.
34
curfew.
35
He also appealed to Ohio Governor James Rhodes to send in the Ohio National Guard, the ONG.
36
Rhodes had deployed the Guard more times than any governor in the state's history and obliged without hesitation.
37
already had directed several thousand guardsmen to police a teamster strike in the region.
38
They could spare a thousand for Kent.
39
The ONG units arrived at Kent late Saturday night as fire gutted the campus ROTC building.
40
There's little doubt that students were the arsonists.
41
The guard moved on campus and pushed students from the Central Commons back toward the dorms.
42
Having done so, the Guard's commanders, Generals Sylvester Del Corso and Robert Canterbury, made clear that they recognized no boundaries between town and campus, nor did they acknowledge university officials.
43
Sunday May 3 began quietly.
44
Governor Rhodes, who had been in Cleveland, stopped at Kent on his return to the state capital, Columbus.
45
With Del Corso and other officials in attendance, he delivered an inflammatory speech denouncing those mysterious outside agitators who were going from one campus to another, causing destruction.
46
Rhodes declared they were, quote, worse than the brown shirts and the communist element.
47
We are going to eradicate the problem.
48
Rhodes led Del Corso to believe that he approved whatever measures were necessary to, quote, eradicate the problem, including shoot to kill.
49
Yet he also told University President Robert White not to close the university.
50
That left university officials between unofficial martial law and a campus supposedly going about its normal affairs.
51
In part because of this contradictory situation, what happened on May 4th was a comedy of errors that ended in tragedy.
52
Near noon, Canterbury led some 100 guardsmen onto the Commons to disperse perhaps 500 students who had gathered for various reasons.
53
According to the report of the President's Commission on Campus Unrest, known as the Scranton Report after its chair, William Scranton,
54
some came to protest the presence of the Guard, some were simply curious or had free time.
55
The Guardsmen were equipped with tear gas launchers, gas masks, and M1 Garant rifles, which were loaded with live ammunition, according to guard policy.
56
The guard moved toward the students after firing tear gas volleys, but it was a windy day and the gas blew as gas does along the wind's whimsy.
57
Some students laughed, but the guards pushed most of them up Blanket Hill and down the other side, which issued through a shaded hill along the backside of Taylor Hall.
58
Both groups moved toward a parking lot and a broad field used for football practice.
59
Onlookers and students walking to their next class filled the area.
60
Photographs, and there are dozens thanks to the journalism students coming out of Taylor, show a strange scene.
61
While the guard, gas masks on and loaded rifles ready, marched into the field.
62
Students with their notebooks wandered past piers who were hurling tear gas canisters back at the guard.
63
Some chalked rocks, others jeered the soldiers.
64
Many students described the atmosphere as almost carnival-like.
65
Few imagined that the guard's rifles carried live rounds.
66
As they proceeded across the field, the guard ran into a long fence and had nowhere else to move.
67
Canterbury claimed that having pushed the students from the commons, he decided to go back up over Blanket Hill and return to the front of the campus.
68
As they turned to move, perhaps a dozen guardsmen dropped to their knees and pointed their weapons.
69
Alan Canfora, among the regular activists on campus, waved a black flag at them.
70
They did not to open fire.
71
Instead, Canterbury's men got to their feet and continued back toward Taylor Hall, moving through yet more students who had been collecting along the way.
72
Some of them came within range of rock throwers.
73
They were verbally abused.
74
When they reached the top of the hill, suddenly they wheeled around, and perhaps 20 guardsmen opened fire.
75
Some shot into the air, some plainly in the direction of the crowd below.
76
13 seconds and 67 rounds later, one student was dead, three others lay dying.
77
Nine students were wounded, including Dean Kaler, who took a bullet in his spine and never walked again.
78
The victim closest to the troops, Joe Lewis, was more than 20 yards away.
79
His crime?
80
He gave the guardsman the finger.
81
The nearest fatality, Jeffrey Miller, was unarmed and nearly 100 yards away.
82
Allison Krauss was unarmed and 343 feet away.
83
William Schroeder, an ROTC member, was nearly 400 feet away, as was Sandy Shure, who was walking to her next class.
84
Clearly, none presented a threat to the state of Ohio.
85
ONG leaders, the state of Ohio, and above all Del Corso and Canterbury, had an acute interest in self-justification.
86
Del Corso stoked rumors that the guard had responded to sniper fire.
87
The FBI quickly debunked the quote-unquote sniper theory by concluding simply, quote, there was no sniper.
88
The state claimed that the guardsmen feared for their lives.
89
The FBI suspected that these claims, quote, were fabricated, end quote, after the fact.
90
The state's legal dissembling lasted through a manipulated county grand jury.
91
The 1973 federal indictments of eight guardsmen charged with violating the civil rights of those they shot all were acquitted.
92
In its grudging 1979 agreement to pay $675,000 in civil damages to the victims' families.
93
Rhodes signed a letter of regret.
94
The most serious unresolved questions are whether an order to fire was given and by whom.
95
Some men claimed they'd heard an order, others thought they heard one, and still others explained that they fired because others did.
96
If no order was given, then Canterbury and his fellow officers failed to control their men.
97
If the officers gave an order, then they were directly responsible for the killings.
98
In either case, not even U.S.
99
Vice President Spiro Agnew, hardly a sympathizer with the forces of change, could excuse what happened.
100
In an interview on The David Frost Show later that week, Agnew said that a shooting that is, quote, simply an over-response in the heat of anger is a murder.
101
Thank you.
FOR YOU
推薦影片
B23
283 句
Cocky MAGA Kid Can't DEFEND Trump's Actions and RUNS AWAY
Daily ConversationUniversity StudentsWorking Adults
C13
150 句
The only good nuclear accident
Daily ConversationUniversity StudentsWorking Adults
C11
121 句
Why the Americans were so feared by The Japanese
Daily ConversationUniversity Students
C1240 句
(English speech) Amiral William H. McRaven - Discours d'ouverture de l'Université du Texas à Austin
Daily ConversationUniversity Students
C11
166 句
Gen Z's Morality Crisis
Daily ConversationUniversity StudentsWorking Adults
C11
324 句
Why Germany Lost the Battle of the Bulge (4K WW2 Documentary)
Daily ConversationUniversity Students
C12
160 句
UNCENSORED: should the West be suspicious of Islam? Jonathan Sacerdoti, at the Oxford Union
Daily ConversationUniversity StudentsWorking Adults
C11
142 句
The Civil War, Part I: Crash Course US History #20
Daily ConversationHigh School StudentsUniversity Students
C14
57 句
How the body keeps the score on trauma | Bessel van der Kolk for Big Think+
Daily ConversationUniversity StudentsWorking Adults
B21
180 句
Insane Assassinations That Changed the World
University StudentsWorking Adults
C1374 句
Karl Marx: The Most Dangerous Philosopher in History || English Listening Practice ✅
IELTS PrepTOEFL PrepUniversity Students
C234
117 句
Thứ gì đó kỳ bí đang tàn sát lính Nga ở Ukraine khiến ai cũng sốc
Daily ConversationUniversity StudentsWorking Adults
為什麼要通過這個影片練習口語？
在1970年5月4日，肯特州立大學發生了一場悲慘的槍擊事件，這不僅是歷史中的一個重要時刻，也是現代社會中年輕人與權威之間衝突的縮影。通過觀看這個影片，學習者可以在真實的歷史語境中練習英語口語。這個影片在講述事件時，使用了豐富的描述性語言和情感表達，使學習者能夠感受到語言的力量和情感的深度。此外，影片可以幫助學習者理解歷史事件背後的社會動態以及不同立場間的對話，為雅思口語練習提供了生動的例子。
語法與表達在語境中的運用
- 時間狀語從句： 文中提到“Just past noon on Monday May 4, 1970”，通過時間狀語明確了事件發生的具體時點，學習者可以在日常交流中有效使用此類結構。
- 被動語態： 例如“students were killed”，強調事件的被動性質，適合用來表達結果或影響的場景。
- 對比結構： 文中提到“the young squaring off against the old”，有效展示了兩代人之間的對立，學習者可以利用這種對比方式來增強自己口語的表達力。
- 情態動詞： 使用“could spare a thousand for Kent”能夠表達可能性和能力，幫助學習者在討論各種話題時更具靈活性和層次感。
常見發音陷阱
在影片中，“shooting war”這個短語可能會讓非母語者感到困惑，尤其是“shooting”這一單詞，其“sh”音與“s”音的發音區別需特別注意。此外，片語“outside agitators”中，“agitators”的重音可能會影響整體理解，學習者需要特別練習。同時，名詞“Kent State”在快速對話中容易被誤讀，因此需要進行多次重複 shadow speak，確保口音準確。
通過以上要點，學習者可以有效地利用這個歷史事件相關影片進行雅思口語練習，提升自己的語言表達能力，理解語境中的細微差別，最終達到更高的英語水平。
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 | were killed · were wounded · be called |
| 定語從句 who / which + 從句 — 補充說明人或事物 | students who had · rifles, which were |
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。