跟讀練習: Vol 2 - test 4 - section 3 - 通過影片學習英語口語

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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.

First, you have some time to look at questions 21 to 24.

Now listen carefully and answer questions 21 to 24.

Helen and Paul, congratulations to you both for doing so well the past semester.

You too have exhibited an impeccable performance during your first year in the nursing programme.

I'd like to get some feedback from the two of you to better improve the programme

and to provide guidance for our prospective students.

I'd like to start with you, Helen. So...

First of all, Which aspect of the programme impressed you?

Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.

But as I stepped into the classroom for the first time, I was surprised by the diversity.

Most were in their 20s, but there were also those in their 30s or even 40s.

As it turns out, the intergenerational communication has sparked intense debate and new thinking,

and I think that's something special about the programme that I appreciate very much.

What about you, Paul?

What do you think of the programme? For me?

The group project we carried out last semester is another key feature of the programme.

The whole class was divided into eight different groups, working on eight prospective cases.

Team building sessions were conducted in a collaborative way most of the time.

Comprised of five members, our group studied acute pancreatitis.

During the process, we broke the task into different parts and assigned them to each member.

We were then able to tackle the complex problem by pooling our knowledge and skills.

More importantly, stronger links were established between the group members.

Because of the project, we've all become good friends.

That's true.

According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.

So tell me Paul, what else do you like about the programme?

I want to be a registered nurse working in a public hospital after graduation.

So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.

However, I was amazed by the amount of written assignments since

I thought the course should have focused more on practice oriented learning.

involves critical thinking, which challenges me to develop my points more thoroughly.

I thus manage to gain a diversity of perspectives.

The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,

including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.

So, I'm afraid written work is unavoidable.

Also this year, we've added a module of law.

How do you feel about that?

At first we felt that learning law is kind of redundant and too time consuming.

After a few sessions we realised that it is necessary in dealing with future medical disputes.

Before you hear the rest of the talk, you have some time to look at questions 25 to 30.

Now, listen and answer questions 25 to 30.

Do you have any suggestions for prospective students?

What bothers me most is handing in essays on time.

I almost missed the deadline once, because there were three essays due within the same week.

So rationalising your time is critical.

Well, that's true.

The lectures deliver so much useful information.

I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.

How was the research?

I heard that it was quite challenging.

How did you manage to overcome the difficulties?

That's true.

The majority of us had no clue how to carry out the research at first.

Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.

She taught me about finding the appropriate resources and choosing the proper research methods.

Have you checked out the online forum?

that they come across and get support from the faculty members.

Some of my classmates didn't do so well during the placement tests.

I feel that background reading is necessary.

Lastly, do you have anything to say to the freshmen?

I was really ambitious at first, trying to get straight A's on my transcript.

I made tons of notes and worked hard even on the optional assignments to get extra credit.

I stressed myself out before having an emotional breakdown.

After consulting my advisor, I found it important to set realistic goals.

Don't push yourself too hard.

It is wise to sort out your priorities.

Thank you for coming here today and providing valuable feedback on the programme.

Have a great summer break.

That is the end of section 3.

You now have half a minute to check your answers.

Now turn to section 4.

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FOR YOU

本課的詞彙與口語要點

這節 B2 級別的口語課以影片“Vol 2 - test 4 - section 3”為素材。影片中反覆出現的詞有：programme, Paul, practice, questions, member。這段影片共有 72 個句子、804 個單詞可供跟讀。講話部分時長為 7:13。說話人語速平穩，每分鐘約 111 個詞，很適合跟讀。 82% 的單詞屬於英語最常用的 3,000 詞，其餘的詞建議在練習前先學一下。全部 72 個句子中有 11 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

影片中最難的 15 個單詞，附發音和釋義：

單詞	發音	釋義
classmate 名詞	/ˈklæs.meɪt/	同學 /同學, 同班同學 /同班同學
semester 名詞	/sɪˈmɛstɚ/	學期 /學期
classroom 名詞	/ˈklɑːsɹʊm/	教室, 課堂 /課堂
assignment 名詞	/əˈsaɪn.mənt/	分配, 佈置
enroll 動詞	/ɪnˈɹəʊl/	註冊 /註冊
impeccable 形容詞	/ɪmˈpɛkəbəl/	無瑕 /無瑕, 無懈可擊 /無懈可擊
intergenerational 形容詞		代際 /代際, 代間 /代間
pancreatitis 名詞		胰臟炎, 胰臟炎
practicum 名詞	/ˈpɹæk.tɪ.kəm/	實習課 /實習課, 實習課程 /實習課程
revisit 動詞	/ɹiːˈvɪzɪt/	回顧 /回顧
teamwork 名詞		團隊合作 /團隊合作, 全隊合作 /全隊合作
unavoidable 形容詞	/ˌʌnəˈvɔɪdəbəl/	不可避免的, 免不了
redundant 形容詞	/ɹɪˈdʌn.dənt/	冗雜 /冗雜, 冗餘 /冗餘
librarian 名詞	/laɪˈbɹɛə̯ɹi.ən/	圖書館館長 /圖書館館長
internship 名詞	/ˈɪntɜːnʃɪp/	實習 /實習

影片中出現的短語動詞

單詞	發音	釋義
carry out 動詞	/ˈkæ.ɹi aʊt/	進行 /進行
check out 動詞		退房
turn out 動詞		原來 /原來

值得反覆跟讀的句子

影片中簡短而完整的句子，可以直接用在日常對話裡：

What do you think of the programme?
How do you feel about that?
Do you have any suggestions for prospective students?
How did you manage to overcome the difficulties?
Have you checked out the online forum?

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	was enrolled · was divided · were conducted
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 exhibited · has sparked · we've added

需要注意的發音

說話人用了 7 次縮略和弱讀形式，例如 I'd, we've, didn't。請按聽到的簡短形式來說。

“th” 音: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
“sh” 和 “zh” 音: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
長單詞——注意重音位置: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: prospective /pɹəˈspɛktɪv/, revisit /ɹiːˈvɪzɪt/, unavoidable /ˌʌnəˈvɔɪdəbəl/, collaborative /kəˈlæb.ə.ɹə.tɪv/, advisor /ædˈvaɪ.zə(ɹ)/
詞尾子音 — 要讀清楚，後面不要加母音: prospective /pɹəˈspɛktɪv/, classmate /ˈklæs.meɪt/, assignment /əˈsaɪn.mənt/, orient /ˈɔɹ.iˌɛnt/, revisit /ɹiːˈvɪzɪt/
/r/ 和 /l/ 的區別: classroom /ˈklɑːsɹʊm/, enroll /ɪnˈɹəʊl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

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。
用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
錄下自己的聲音並與原聲對比，特別注意 classmate, semester, classroom 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。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Vol 2 - test 4 - section 3 - 通過影片學習英語口語

選擇練習模式

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