跟读练习: Bài giảng Công Lý ở ĐH Harvard Tập 1 Phần 1 360p - 通过视频学习英语口语
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Funding for this program is provided by Additional funding provided by
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This is a course about justice and we begin with a story.
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Suppose you're the driver of a trolley car
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and your trolley car is hurtling down the track at 60 miles an hour
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and at the end of the track you notice five workers working on the track.
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You try to stop but you can't.
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Your brakes don't work.
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You feel desperate because you know that if you crash into these five workers because they will all die.
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Let's assume you know that for sure.
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And so you feel helpless until you notice that there is, off to the right, a side track.
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And at the end of that track there's one worker working on the track.
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Your steering wheel works.
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So you can turn the trolley car, if you want to, onto the side track,
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the one but sparing the five.
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Here's our first question.
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What's the right thing to do?
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What would you do?
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Let's take a poll.
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How many would turn the trolley car onto the side track?
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Raise your hands.
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how many wouldn't, how many would go straight ahead?
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keep your hands up, those of you who would go straight ahead a handful of people would,
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the vast majority would turn let's hear first, now we need to begin to investigate the reasons why you think it's the right thing to do,
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let's begin with those in the majority Who would turn to go onto the sidetrack?
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Why would you do it?
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What would be your reason?
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Who's willing to volunteer a reason?
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Go ahead, stand up.
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Because it can't be right to kill five people when you can only kill one person instead.
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It wouldn't be right to kill five if you could kill one person instead.
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That's a good reason.
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That's a good reason. Who else?
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Does everybody agree with that reason?
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Go ahead.
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Well, I think it's the same reason on 9-11.
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We regard the people who flew the plane into the Pennsylvania field as heroes,
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because they chose to kill the people in the plane and not kill more people in big buildings in the buildings?
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So the principle there was the same on 9-11.
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It's a tragic circumstance, but better to kill one so that five can live? Is
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that the reason most of you had those of you who
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would turn yes let's hear now from those in the minority those who wouldn't turn
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yes well i think that's the same type of mentality that justifies genocide and totalitarianism
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in order to save one type of race, you wipe out the other.
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So what would you do in this case?
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You would, to avoid the horrors of genocide, you would crash into the five and kill them?
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Presumably, yes.
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You would?
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Yeah.
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Okay, who else?
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That's a brave answer.
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Thank you.
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let's consider another trolley car case and see whether those of you in the majority
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want to adhere to the principle
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better that one should die so that five should live this time you're not the driver of the trolley car,
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you're an onlooker you're standing on a bridge overlooking a trolley car track
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and down the track comes a trolley car at the end of the track are five workers
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the brakes don't work
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the trolley car is about to careen into the five
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and kill them and now you're not the driver you really feel helpless until you notice standing next to you
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leaning over the bridge is a very fat man.
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And you could give him a shove.
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He would fall over the bridge onto the track right in the way of the trolley car.
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He would die, but he would spare the five.
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Now, how many would push the fat man over the bridge? raise your hand how many wouldn't?
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most people wouldn't here's the obvious question what became of the principle
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better to save five lives even
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if it means sacrificing one what became of the principle that almost everyone endorsed in the first case.
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I need to hear from someone who was in the majority in both cases.
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How do you explain the difference between the two?
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Yes.
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The second one, I guess, involves an active choice of pushing the person down,
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which I guess that person himself would otherwise not have been involved in the situation at all
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and so to choose on his behalf, I guess, to involve him in something that he otherwise would have escaped is,
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I guess, more than what you have in the first case, where the three parties, the driver and the two sets of workers,
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are already, I guess, in the situation.
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But the guy working, the one on the track, off to the side, he didn't choose to sacrifice his life any more than the fat man did, did he?
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That's true, but he was on the tracks. And you...
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This guy was on the bridge.
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Go ahead, you can come back if you want.
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All right, it's a hard question.
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You did well.
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You did very well.
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It's a hard question.
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Who else can find a way of reconciling the reaction of the majority in these two cases?
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Yes.
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Well, I guess in the first case where you have the one worker and the five, it's choice between those two.
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Then you have to make a certain choice and people are going to die because of the trolley car, not necessarily because of your direct actions the trolley car is a runway thing
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and you're making a split second choice whereas pushing the fat
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man over is an actual act of murder on your part you have control over
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that whereas you may not have control over the trolley car
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so i think it's a slightly different situation all right who has a reply is
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that is no that's that's good who has a way who wants to reply
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is that a way out of this um i don't think that's a very good reason because you choose to
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It's either way you have to choose who dies because you either choose to turn and kill the person, which is an active, conscious thought to turn, or you choose to push the fat man over,
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which is also an active, conscious action.
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So either way you're making a choice.
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Do you want to reply?
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Well, I'm not really sure that that's the case.
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It just still seems kind of different, the act of actually pushing someone over onto the tracks and killing him.
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You are actually killing him yourself.
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You're pushing him with your own hands.
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You're pushing him.
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And that's different than steering something that is going to cause death into another...
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You know, it doesn't really sound right saying it now.
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No, no, it's good.
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But I'm up here.
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It's good.
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What's your name?
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Andrew.
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Andrew.
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Let me ask you this question, Andrew.
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Yes.
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Suppose standing on the bridge next to the fat man, I didn't have to push him.
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Suppose he were standing over a trap door that I could open by turning a steering wheel like that. Would you turn?
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For some reason, that still just seems more wrong.
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Right?
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I mean, maybe if you accidentally like leaned into the steering wheel or something like that.
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But, or say that the car is hurtling towards a switch that will drop the trap.
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Then I could agree with that.
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Fair enough.
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It still seems wrong.
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in a way that it doesn't seem wrong in the first case to turn, you say.
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And in another way, I mean, in the first situation, you're involved directly with the situation.
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In the second one, you're an onlooker as well.
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All right.
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So you have the choice of becoming involved or not by pushing the fat man.
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All right.
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Let's forget for the moment about this case.
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That's good.
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Let's imagine a different case.
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This time you're a doctor in an emergency room, and six patients come to you.
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They've been in a terrible trolley car wreck.
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Five of them sustained moderate injuries, one is severely injured.
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You could spend all day caring for the one severely injured victim, but in that time the five would die.
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Or you could look after the five, restore them to health, but during that time the one severely injured person would die.
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How many would save the five?
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Now is the doctor.
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How many would save the one?
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Very few people.
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Just a handful of people.
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Same reason, I assume.
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One life versus five?
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Now consider another doctor case.
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This time you're a transplant surgeon
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and you have five patients each in desperate need of an organ transplant in order to survive.
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One needs a heart, one a lung, one a kidney, one a liver, and the fifth, a pancreas.
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And you have no organ donors.
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You are about to see them die.
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And then it occurs to you that in the next room,
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there's a healthy guy who came in for a checkup. And he's...
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You like that?
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And he's taking a nap.
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You could go in very quietly, yank out the five organs, that person would die.
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But you could save the five.
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How many would do it?
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anyone? how many? put your hands up if you would do it anyone in the balcony?
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you would?
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be careful, don't lean over too much what?
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how many wouldn't?
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alright, what do you say? speak up in the balcony, you who would would yank out the organs.
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Why?
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I'd actually like to explore a slightly alternate possibility of just
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taking the one of the five who needs an organ who dies first, and using their four healthy organs to save the other four.
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That's a pretty good idea.
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That's a great idea.
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except for the fact that you just wrecked the philosophical point
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let's step back from these stories and these arguments
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to notice a couple of things about the way the arguments have begun to unfold
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certain moral principles have already begun to emerge from the discussions we've had and let's consider what those moral principles look like.
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The first moral principle that emerged in the discussion said the right thing to do,
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the moral thing to do depends on the consequences that will result from your action.
FOR YOU
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你能学到什么
这段视频能帮你提升两项关键口语技能：一是在讨论复杂道德问题时清晰表达观点的能力，比如用“因为牺牲一人总比害死五人更合理”这样的句式阐述理由；二是学会在对话中自然回应他人观点，像视频里那样用“我认为这和9·11事件的逻辑类似”来建立关联。这些技能对雅思口语练习尤其重要，能让你在Part 3的深度讨论中更有底气。
注意这些发音现象
视频中存在不少连读和弱读现象，比如“turn the trolley car”中“turn the”连读为/tɜːnðə/，“you can only kill”中“can”弱读为/kən/。还有“wouldn't”的缩读，发音为/ˈwʊdənt/。这些连读和弱读是英语流畅度的关键，也是shadow speak练习时需要重点模仿的部分。
像母语者一样表达
模仿母语者的节奏和重音能让你的口语更自然。比如视频中“WHAT'S the RIGHT thing to DO?”这句话，重音落在“WHAT'S”“RIGHT”“DO”上，节奏先快后慢，突出核心问题。练习时可以用英语影子跟读的方法，逐句重复，注意重音和停顿。另外，视频中演讲者在提问时会适当放慢语速，比如“Who's WILLING to VOLUNTEER a reason?”，这种节奏变化能让听众更好地跟上思路，你也可以在雅思口语练习中借鉴。
通过观察这些细节，结合shadowspeak练习，你的口语流畅度和地道性会逐渐提升。不妨现在就打开视频，开始模仿吧！
视频中的语法
说话人最常用的结构，并附上视频中的原话：
| 结构 | 视频中的用法 |
|---|---|
| 定语从句 who / which + 从句 — 补充说明人或事物 | people who flew · those who wouldn · someone who was |
| 现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事 | They've been · have begun · have already begun |
| 被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的 | is provided · have been involved |
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。