跟讀練習: Understanding Disabilities (for students) - 通過影片學習英語口語
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38 句
如果句子過短或過長，請點選 Edit 進行調整。
1
What do you think of when you hear the word disability?
2
Wheelchairs?
3
Seeing eye dogs?
4
Sign language?
5
Do you think about invisible disabilities?
6
Learning disabilities such as dyslexia?
7
Mental health conditions like bipolar disorder?
8
Or chronic illnesses like diabetes?
9
These are all correct thoughts.
10
It's important to understand that there are many different types of disabilities.
11
Some Some can be seen and some cannot.
12
It is also essential to understand that societal stereotypes about disabilities can cause barriers to success for a person with a disability.
13
Remember that there is a person who is using a wheelchair to get around, a person who is using their seeing -eye dog to navigate the world,
14
a person who is using sign language to communicate.
15
Many of us have been taught that a disability is a limitation and that all people with disabilities want to be cured.
16
We might think that it is the person with a disability who is responsible for making lifestyle changes, and not that it is the world around us that needs to change.
17
But is any of this true?
18
Meet Lily.
19
Lily uses a wheelchair.
20
She rides the bus every day to get to work, but sometimes the lift is broken and she's late.
21
When Lily goes grocery shopping, she has to ask people to help her reach things on the top shelves.
22
Whenever her friends want to go out to dinner, she needs to call ahead to make sure the building has a wheelchair ramp at the entrance
23
and that the bathroom is accessible.
24
Lily recently decided that she wants to move in with her boyfriend, but his building doesn't have an elevator.
25
Lily experiences obstacles because our world was not built for, and often does not consider the needs of, people with disabilities.
26
This raises a number of questions.
27
Is Lily the problem, or should all buses have working lifts?
28
Should all grocery stores make sure that their customers can easily shop for what they need?
29
Should all restaurants be wheelchair accessible and all buildings have elevators?
30
More and more people with disabilities, like Lily, are speaking up about their experiences.
31
They, along with disability advocates, are challenging stereotypes and smashing stigma.
32
They're loudly and proudly advocating for the world to be more inclusive
33
and taking action so that people with disabilities can live free from discrimination.
34
Having a disability does not make you less than.
35
Disability is diversity.
36
And diversity is beautiful.
37
Even if we can't always see it, people with disabilities are all around us.
38
And all of us have a responsibility to make the world more accessible, safe, and equal for people living with disabilities.
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本課的詞彙與口語要點
這節口語課以影片“Understanding Disabilities”為素材。 影片中反覆出現的詞有：disabilities, Lily, disability, wheelchair, accessible。 這段影片共有 38 個句子、442 個單詞可供跟讀。 講話部分時長為 2:40。 說話人語速自然，每分鐘約 166 個詞，接近日常對話。 只有 80% 的單詞屬於英語最常用的 3,000 詞，詞彙難度較高。 全部 38 個句子中有 12 個是問句，適合練習疑問語調和簡短回答。
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 |
|---|---|---|
| disability 名詞 | /dɪsəˈbɪlɪti/ | 殘廢 /殘廢, 殘疾 /殘疾 |
| wheelchair 名詞 | /ˈ(h)wilt͡ʃɛɹ/ | 輪椅 /輪椅 |
| diversity 名詞 | /daɪˈvɜː(ɹ)sɪti/ | 多樣性 /多樣性, 變化 /變化 |
| illness 名詞 | /ˈɪl.nəs/ | 疾病, 病症 |
| entrance 名詞 | /ˈɛn.tɹəns/ | 入口, 門口 /門口 |
| cure 動詞 | /kjɔː/ | 治療 /治療 |
| discrimination 名詞 | /dɪskɹɪmɪˈneɪʃən/ | 區別 /區別 |
| disorder 名詞 | /dɪsˈɔɹdɚ/ | 混亂 /混亂, 紊亂 /紊亂 |
| lifestyle 名詞 | /ˈlaɪfˌstaɪl/ | 生活方式, 生態 /生態 |
| chronic 形容詞 | /ˈkɹɑ.nɪk/ | 慢性 |
| diabetes 名詞 | /ˌdaɪəˈbiːtiːz/ | 糖尿病 |
| barrier 名詞 | /ˈbæɹi.ə/ | 障, 柵欄 /柵欄 |
| invisible 形容詞 | /ɪnˈvɪzəb(ə)l/ | 無形 /無形, 隱形 /隱形 |
| smash 動詞 | /smæʃ/ | 粉碎 |
| shelf 名詞 | /ʃɛlf/ | 架子 |
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 | can be seen · have been taught · is broken |
| 定語從句 who / which + 從句 — 補充說明人或事物 | person who is |
| 用 “should” 提建議 should + 動詞 — 表示應該做的事 | should all buses · Should all grocery · Should all restaurants |
| 現在進行時 am/is/are + -ing — 此刻或近期正在發生的事 | is using · are speaking |
需要注意的發音
說話人用了 3 次縮略和弱讀形式，例如 can't, doesn't, they're。請按聽到的簡短形式來說。
- “sh” 和 “zh” 音: discrimination /dɪskɹɪmɪˈneɪʃən/, smash /smæʃ/, shelf /ʃɛlf/, limitation /lɪmɪˈteɪʃən/
- 長單詞——注意重音位置: disability /dɪsəˈbɪlɪti/, accessible /əkˈsɛs.ɪ.bəl/, diversity /daɪˈvɜː(ɹ)sɪti/, elevator /ˈɛləˌveɪtɚ/, discrimination /dɪskɹɪmɪˈneɪʃən/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: diversity /daɪˈvɜː(ɹ)sɪti/, advocate /ˈæd.və.kət/, elevator /ˈɛləˌveɪtɚ/, invisible /ɪnˈvɪzəb(ə)l/, inclusive /ɪnˈkluːsɪv/
- 詞尾子音 — 要讀清楚，後面不要加母音: advocate /ˈæd.və.kət/, illness /ˈɪl.nəs/, entrance /ˈɛn.tɹəns/, chronic /ˈkɹɑ.nɪk/, communicate /kəˈmjuːnɪkeɪt/
- /r/ 和 /l/ 的區別: wheelchair /ˈ(h)wilt͡ʃɛɹ/, proudly /ˈpɹaʊdli/
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 disability, wheelchair, diversity 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。