跟讀練習: Vol 3 - test 8 - section 3 - 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。

79 句

如果句子過短或過長，請點選 Edit 進行調整。

Now turn to Section 3.

Section 3.

You will hear two students called Eva and Mike discussing their research project on tourism.

First, you have some time to look at questions 21 to 26.

Now listen carefully and answer questions 21 to 26.

Hi, Eva.

Is this a good time for us to look at our research project?

Our tutor told us to keep the focus narrow.

So what about we go for why people choose to go to certain places and attractions and leave the rest out?

You're right.

Otherwise, we'll have far too much information to cope with.

Okay, so what about the survey?

Well, I've looked through the ideas we had for questions for it, and I think it's not clear how we use the word area.

Sometimes it seems to mean a place, other times the field of our research, and even tourist attraction in some cases.

Oh, I think that's my fault.

I typed out our notes.

Oh.

It's probably best to use it for place in the sense of province or whatever.

Yes, I think so.

You know, we decided to concentrate on culture and tourism.

I wonder if we're really saying culture in the same way as most people do, because on our list of places to carry out our surveys,

I see you've put the Round Music Festival, which is contemporary music.

I thought we were going to be looking at more traditional forms of culture.

That would be confirming these old -fashioned ideas that culture has to be something that's at least 100 years old.

But that is what most people think.

Well, let's not get into an argument about that right now.

Let's think about the number of completed questionnaires we need.

In total, how many questionnaires do you think we have to get?

100?

200?

and over how many different events?

- Hmm, our tutor said we should have at least 200, otherwise the information won't actually mean that much.

And I think it's not practical to try to go to more than about five events.

We've got to get the first draft in by the end of February.

And you think we should interview everybody or just tourists?

Hmm, because presumably there'd be local people, domestic tourists, and international tourists at some events.

In fact, the more I think about it, the more I think we should just go for the tourists, but from overseas as well as national.

I'm sure we'd be able to provide more interesting results if we did that.

Right.

There's one thing that worries me, though.

What's that?

We said it's important to get some background on the people who answer our questions, like, "What's their job?" what they thought about the event.

But the idea of asking people how old they are...

Hmm.. we can't just ask them to tick a box with an age in it, and tell them they don't have to do it if they don't want to.

We could write in our own estimate when we've finished.

Are you sure that would be okay?

Yes, it's not the most crucial piece of information they're giving.

We're going to have a lot of facts and figures to present.

Have you any preference for putting them into a pie chart, a table, or a graph?

Tables are easy to do, but I read that most people find pie charts visually stimulating.

I hate reading graphs because unless they're quite big, you don't get exact figures.

Pie chart sounds good.

How are we going to divide up the work?

If it's okay with you, I'd like us to meet as often as possible to look at what we've each written up.

but we should do the actual writing on our own.

Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.

Now listen and answer questions 27 to 30.

Okay, would this be a good time to discuss our introduction?

An overview of tourism around the world looking at different tourist attractions in different countries.

But there are so many to choose from, though, so let's narrow it down.

Absolutely!

I found out that Mexico celebrates the fact

that it produces a huge number of varieties of chilies and people flock to this special event to taste dishes using them.

A lot of people think of Mexico as being the best place to see fantastic museums.

That's true, but let's take a different tact.

What about Greece?

one of the world's most famous countries for tourists.

Yes, and I think we should go for the ruins in this case.

the temples and theaters and so on rather than the food.

And for Britain, instead of focusing on the countryside and parks, I'd like to find out more about why people go to see plays and musicals.

Is it because there's such a good choice?

Hmm, interesting point.

And for India, instead of concentrating on the temples or the game parks, we could mention all the different folk dances.

Every region has its own and they don't just perform them at festivals.

They're part of everyday life.

Okay, we've got more than enough.

Let's draft the introduction.

That is the end of Part 3.

You now have half a minute to check your answers.

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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 3 - test 8 - section 3”為素材。影片中反覆出現的詞有：tourist, questions, event, culture, answer。這段影片共有 77 個句子、875 個單詞可供跟讀。講話部分時長為 5:54。說話人語速平穩，每分鐘約 148 個詞，很適合跟讀。 88% 的單詞屬於英語最常用的 3,000 詞，詞彙容易理解。全部 77 個句子中有 13 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
attraction 名詞	/əˈtɹækʃn̩/	吸引力
questionnaire 名詞	/ˌk(w)ɛstʃəˈnɛə/	問卷 /問卷, 調查表 /調查表
tutor 名詞	/ˈtjuːtəː/	私人教師 /私人教師, 家庭教師 /家庭教師
graph 名詞	/ɡɹæf/	圖表 /圖表
concentrate 動詞	/ˈkɑn.sən.tɹeɪt/	集中
stimulate 動詞	/ˈstɪm.jəˌleɪt/	刺激
flock 名詞	/flɑk/	群
tactic 名詞	/ˈtæktɪk/	戰術 /戰術
chili 名詞	/ˈt͡ʃɪli/	辣椒, 椒
tick 名詞	/tɪk/	蜱
countryside 名詞	/ˈkʌn.tɹiˌsaɪd/	農村 /農村, 鄉下 /鄉下
presumably 副詞	/pɹɪˈzuːməbli/	大概, 想必
preference 名詞	/ˈpɹɛf(ə)ɹ(ə)ns/	優選 /優選, 選擇 /選擇
overview 名詞	/ˈoʊ.vɚˌvjuː/	概觀 /概觀
divide 動詞	/dɪˈvaɪd/	分, 分裂

影片中出現的短語動詞

單詞	發音	釋義
find out 動詞		找出, 查明
carry out 動詞	/ˈkæ.ɹi aʊt/	進行 /進行

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：

In total, how many questionnaires do you think we have to get?
There's one thing that worries me, though.
Are you sure that would be okay?
How are we going to divide up the work?
That's true, but let's take a different tact.

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
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	I've looked · you've put · we've finished
定語從句 who / which + 從句 — 補充說明人或事物	Festival, which is · people who answer

需要注意的發音

說話人用了 24 次縮略和弱讀形式，例如 don't, we've, they're。請按聽到的簡短形式來說。

長單詞——注意重音位置: visually /ˈvɪzju.əli/, presumably /pɹɪˈzuːməbli/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: visually /ˈvɪzju.əli/, overview /ˈoʊ.vɚˌvjuː/, divide /dɪˈvaɪd/
詞尾子音 — 要讀清楚，後面不要加母音: graph /ɡɹæf/, concentrate /ˈkɑn.sən.tɹeɪt/, stimulate /ˈstɪm.jəˌleɪt/, flock /flɑk/, tactic /ˈtæktɪk/
/æ/ — 嘴張大，不要讀成 /e/: attraction /əˈtɹækʃn̩/, graph /ɡɹæf/, tactic /ˈtæktɪk/

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 attraction, questionnaire, tutor 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 3 - test 8 - section 3 - 通過影片學習英語口語

選擇練習模式

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