跟讀練習: Unit 3: Climate | Collins - Listening for IELTS. - 通過影片學習英語口語

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Track 14 1.

glaciers.

It is assumed that glaciers move slowly, but occasionally they have surges and move up to 50 times faster than normal.

2. salinity.

The Dead Sea is famous for the salinity of its water.

3. Humidity.

The humidity in tropical areas can make you very tired.

4. Kilometers.

The oceans can reach depths of 11 kilometres in places, 5 pressure.

Altitude sickness is due to a reduction in air pressure.

6. Evaporation Rain is mainly caused by evaporation from the oceans.

7. Environment.

We need to look after the environment around us.

8. Biology.

Biology is a branch of the natural sciences.

9. Brightness.

Our perception of the brightness of the sun changes with the seasons.

Track 15.

Hi everyone, how are you all?

I'm fine thanks Linda.

Actually, I'm not feeling so well.

I think I've got a cold.

Oh no, Stephen.

I'm sorry to hear that.

What about you, Joanne?

I'm fine, but I'm very busy with my biology course.

Oh, me too.

There's so much work to do.

In that case, we should get started on our essay.

John, do you want to start?

Okay.

Let me start by telling you my ideas for the essay.

Track 16.

We've really got to decide who does what for our natural earth project.

Okay Alice.

Well, we've got all our cloud research, so let's decide how to break it down.

Well, we should probably start by saying how clouds are formed.

Good idea and then maybe move on to the different types of clouds.

We can separate it into low -lying, medium -level, and high clouds.

What do you think, Jenny?

Yes, I think that's a good idea, and we should also make a PowerPoint to make it a bit more interesting and put in pictures of the different clouds.

Good idea, Jenny.

We should probably have cue cards, too.

I'm useless at remembering what to say without them.

Yes, me too.

Well, I'm quite happy to organize everything we found out about clouds, and make sure it fits into our presentation times.

Actually, I'd better do that.

I've got all the research on my computer, so it makes sense.

How about if you make the presentation slides, Carl?

Okay, Alice.

That's fine by me.

Well, if you guys are gonna do that, then I'll look on the Internet for pictures of the different types of clouds.

That'll be great, Jenny.

I'll also make the prompt card so we don't forget what we're saying during the presentation.

Sounds great.

Let's have a run -through on Tuesday.

What sections does everyone want to talk about?

I don't really mind.

I don't mind.

I'll do that.

If you don't want to talk much, then why don't you just do the middle bit about the medium -level clouds?

Yes, I can do the low -level and high -level clouds part.

I'm sure Jenny can handle the summarizing, too.

Thanks, guys.

We can all take questions together.

Track 17.

Hi Roger.

Debbie!

Hi, how are you?

Oh, I've been struggling with my Natural Earth assignment.

It's proving to be really difficult.

The one for Professor Black?

Me too.

I'm writing about volcanic activity.

What are you doing yours on?

Acid rain.

I thought that would be okay, but the process is really complicated.

Well, I can help you with it.

I know a lot about acid rain.

I studied the causes and effects last year.

Really?

Oh, that's great.

I've done some work on the causes.

I'm going to write that acid rain is caused by sulphur dioxide from power plants and smelters.

Basically, this reacts in the atmosphere to form acid rain.

Ah, but it's not just sulphur dioxide.

It's also nitrogen oxides.

Really?

Yes, from things like car exhausts.

But aren't nitrogen oxides also caused by natural events too?

Yes.

They're a minor factor, but I think they're worth mentioning.

But sorry, carry on.

Thanks.

I might add that.

So anyway, these emissions react in the atmosphere with water,

oxygen and oxidants to form acidic compounds like sulfuric acid.

These compounds then fall to Earth.

Are you going to mention the different ways they return to the ground?

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Yes.

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So you've done a bit of background reading then?

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Yes.

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So if I've got it right, acid rain often comes down as rain but also as snow or fog.

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This is wet deposition.

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I'm also going to define it as any form of precipitation that removes acids from the atmosphere.

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Yes, I think that's a good term to define it.

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Dry deposition.

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Well, I think that's when the pollutants stick to the ground through dust.

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I'm not really sure how to define it, though, compared to wet deposition.

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Just think of it as any pollutants that are not caused through precipitation.

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That's probably the best way.

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Did you know that sunlight can enhance the effects of acid rain as well?

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No, I didn't.

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There's so much to think about.

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I'm sure I'll go over my word limit.

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Well, you sound like you know a lot about the subject.

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Just try and keep your focus.

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I've had the same problem writing about volcanoes.

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There's just so much.

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Track 18.

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Do you want to make a start on our natural earth project?

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I think our idea of a lightning safety presentation is great.

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Don't you, Rachel?

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Yes, I think it'll be really good.

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I have a few ideas already.

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Great!

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Me too.

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I think we should divide it into two parts.

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What to do if you're inside when lightning strikes and what to do if you're outside.

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What do you think?

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That's good, but we need more.

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Something about planning for this kind of event.

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And also, what to do if someone gets hit by lightning.

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Oh, I can't believe I forgot that. Of course.

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Well, what should we talk about in the first part?

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I think we should say it's important to be aware.

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Lightning is always before rain, so don't wait until it rains.

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As soon as you hear thunder or lightning, you should get inside.

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OK, yes.

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And then if you're indoors, you should avoid water.

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Stay away from doors and windows and don't use the telephone.

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before going back outside.

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And if you're outside when it storms, you also need to avoid water.

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Try and get inside as soon as possible.

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There are certain things you should avoid.

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Open spaces, anything large and made of metal.

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And of course, the obvious one: trees.

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But we should mention that if lightning strikes very near you, you need to crouch down.

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Oh, is that right?

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I thought you had to stand still.

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No, that's actually wrong.

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You're supposed to crouch down.

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And put your hands over your ears.

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The noise can damage your hearing if you don't.

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Okay, I think we've got quite a lot here.

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Only the last part to go.

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Now.

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What to do if someone gets hit?

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I think we should say that it's very rare for someone to get hit by lightning.

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Our talk sounds as if there's danger all around.

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We should try and make it sound a bit more reassuring.

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Yes, you're right.

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We'll say it doesn't happen often.

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It's just better to be safe than sorry.

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But what should we say about getting hit by lightning?

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Well, I think we should say it's safe to touch people who've been hit by lightning.

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They don't have any electrical charge. should help them.

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Otherwise, it's just best to call for an ambulance.

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And we should remind our audience that 80 % of lightning victims don't get fatally injured.

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That should calm everyone's nerves.

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Track 19.

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Section 3.

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You will hear three students discussing a group project on weather conditions.

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First, you will have 20 seconds to look at questions 1 to 7.

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Now listen carefully and answer questions 1 to 7.

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So, I think we'd better start planning what we're going to do for our group project.

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Have you guys had any ideas?

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I was thinking we should do something on extreme weather events, but I think Alex had some different ideas.

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Yes, maybe we should look into more localised weather conditions and the effects on the immediate environment.

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That's a good idea, Alex, but I don't think we'd be able to get much data on that, and we don't really have time to do our own research.

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What about doing something about the seasons?

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I think the seasons might be a bit too wide -reaching, you know, when we take into account the wind patterns and pressure systems.

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Maybe you're right.

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Well, how about Tom's idea of extreme weather conditions?

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Yes, that sounds like a good idea.

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It's easy to break down into separate parts, and it certainly sounds more interesting.

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I'd quite like to cover monsoons.

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I've been doing some reading on them and they're quite interesting.

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Well, that sounds good.

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We should maybe take two areas each.

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That would make it easier for us to focus.

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Well, we've got lots to choose from.

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We could do blizzards, heat waves, droughts, cyclones.

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There are loads.

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Why don't you do blizzards too, Tom?

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I don't fancy doing them, but I wouldn't mind doing something on floods.

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They're linked to monsoons, I think, so it will be an easy transition.

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What do you fancy doing, Alex?

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Well, I could always cover winds.

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But that isn't really extreme enough.

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I could do hurricanes.

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They're pretty exciting.

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How about doing cyclones, Emma?

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I'd rather do heat waves and droughts, I think.

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I know a bit about them.

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I don't know anything about cyclones.

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Cyclones are really interesting.

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I can cover them.

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That sounds great.

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I was thinking about doing cyclones, but I'm happy for you to do them.

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Before you hear the rest of the talk, you have 20 seconds to look at questions 8 to 10.

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Now listen and answer questions 8 to 10.

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Track 20.

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Right, shall we get started on some of the content?

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Yes, we haven't got that much time.

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Does anyone know anything about their topics?

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I know quite a lot about Cyclones. Do you?

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Well, I studied them at high school.

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You know, cyclones usually start near the equator.

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They need quite warm water to form.

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Above the warm water, the vapour in the air forms clouds, and if there is low pressure, then these clouds will start to rotate.

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Isn't it also the fact that the Earth rotates too, which makes the clouds spin more?

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Yes, that too.

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Once they begin rotating, they can either lose momentum or keep gathering momentum until they hit land.

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These ones are called mature cyclones.

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Luckily, as soon as they hit land, they start to lose momentum and fade away.

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just because they don't have the warmth of the ocean underneath.

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Well that's a relief.

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They can still be really destructive.

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They are like a big circle of wind.

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They blow strongly until the eye of the storm passes, you know, the centre, where everything is really quiet, no wind or anything.

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But then the other side hits and the winds blow just as strongly but in the other direction.

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It's just amazing.

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Yes, I would really like to cover that.

235

Well, it looks like we've got it all arranged then.

236

That is the end of section 3.

237

In the exam, you will have half a minute to check your answers.

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FOR YOU

為什麼要通過這個影片練習口語？

通過觀看這段關於氣候的YouTube影片，您不僅能夠了解氣候變化和生態環境的重要知識，還能夠提升您的英語口語能力。這種形式的學習，特別是“shadow speech”方法，能夠幫助您在真實語境下掌握語言的用法。通過模仿影片中的對話和表達，您可以增強自己的口語流利度與自信心，這對於準備雅思口語練習非常重要。為了有效學習英語，建議您多進行“英語口語練習”，如通過邊看邊說，使您的語言運用更加自然。

語法與表達在上下文中的使用

在這段對話中，包含了一些重要的語法結構和表達方式，這對學習者來說非常有幫助。

使用“Well”作為引導思考的詞：例如，“Well, we should probably start by saying how clouds are formed.”這個用法顯示了說話者如何引導討論。
條件句的應用：在對話中使用條件句，如“if you make the presentation slides, Carl”，能夠幫助學習者理解怎樣表達條件和假設。
分層次的結構：如“let's decide how to break it down”，鼓勵學習者用類似的方式組織自己的想法。

這些表達方式在日常對話中非常常見，使得您的交流更加流暢和自然。

常見的發音陷阱

在影片中，某些詞彙的發音可能會讓學習者感到困惑。以下是幾個要特別注意的發音陷阱：

Salinity（鹽度）：此詞的重音位置可能不太明顯，記得要強調第二個音節，以更準確地表達。
Evaporation（蒸發）：注意這個詞的音節分隔，避免在發音時連讀影響清晰度。
Humidity（溼度）：在快速對話中，注意保留每個音節的完整發音，使得聽眾能夠清楚地理解。

通過不斷的“看YouTube學英語”，您可以在這種真實的語境中練習這些複雜的詞彙，以便自信地在各種討論中使用。

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
現在完成進行時 have/has been + -ing — 以前開始、現在仍在繼續的動作	I've been struggling · I've been doing
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	is assumed · are formed · is caused
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 done · you've done · I've had

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: Unit 3: Climate | Collins - Listening for IELTS. - 通過影片學習英語口語

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為什麼要通過這個影片練習口語？

語法與表達在上下文中的使用

常見的發音陷阱

影片中的語法

什麼是跟讀法？