跟读练习: Cambridge 16 IELTS Reading Test 4 Passage 2 - 通过视频学习英语口语
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Changes in reading habits What are the implications of the way we read today?
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Look around on your next plane trip.
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The iPad is the new pacifier for babies and toddlers.
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Younger school-aged children read stories on smartphones, older kids don't read at all, but hunch over video games.
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Parents and other passengers read on tablets or skim a flotilla of email and news feeds.
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Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture.
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The neuronal circuit that underlies the brain's ability to read is subtly,
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rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.
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As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species brain more than 6,000 years ago.
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That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd,
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to the present, highly elaborated reading brain.
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My research depicts how the present reading brain enables the development of some of our most important intellectual and effective processes,
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internalized knowledge, analogical reasoning and inference, perspective taking and empathy, critical analysis and the generation of insight.
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Research surfacing in many parts of the world now cautions
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that each of these essential deep reading processes may be under threat as we move into digital-based modes of reading.
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This is not a simple, binary issue of print versus digital reading and technological innovation.
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As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.
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In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit,
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what our children and older students are not developing, and what we can do about it.
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We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language, it needs an environment to develop.
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Further, it will adapt to that environment's requirements, from different writing systems to the characteristics of whatever medium is used.
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If the dominant medium advantages processes that are fast, multitask-oriented and well-suited for large volumes of information, like the current digital medium,
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so will the reading circuit.
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As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
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Increasing reports from educators and from researchers in psychology and the humanities bear this out.
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English literature scholar
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and teacher Mark Edmondson describes how many college students actively avoid the classic literature of the 19th
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and 20th centuries in favor of something simpler, as they no longer have the patience to read longer, denser, more difficult texts.
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We should be less concerned with students' cognitive impatience, however, than by what may underlie it,
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the potential inability of large numbers of students to read with
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a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.
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Multiple studies show
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that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school
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and college students in stavannah norway psychologist and mong
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and her colleagues studied how high school students comprehend the same material in different mediums
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mullins group asked subjects questions about a short story whose plot
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had universal student appear half of the students read the story on a tablet the other half in paperback
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Results indicated that students who read on print were superior in their comprehension to screen reading peers,
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particularly in their ability to sequence detail and reconstruct the plot in chronological order.
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Ximing Liu from San Jose State University has conducted a series of studies
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which indicate that the new norm in reading is skimming, involving word spotting and browsing through the text.
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Many readers now use a pattern when reading in
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which they sample the first line and then word spot through the rest of the text.
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When the reading brain skims like this, it reduces time allocated to deep reading processes.
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In other words, we don't have time to grasp complexity, to understand another's feelings, to perceive beauty, and to create thoughts of the readers on.
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The possibility that critical analysis, empathy, and other deep reading processes could become the unintended collateral damage
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of our digital culture is not a straightforward binary issue about print versus digital reading.
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It is about how we all have begun to read on various mediums how
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that changes not only what we read but also the purposes for
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which we read nor is it only about the young the subtle atrophy of critical analysis
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and empathy affects us all equally it affects our ability to navigate a constant bombardment of information
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it incentivizes a retreat to the most familiar stores of unchecked information
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which require and receive no analysis leaving us susceptible to false information and irrational ideas
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There's an old rule in neuroscience that does not alter with age, use it or lose it.
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It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.
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The story of the changing reading brain is hardly finished.
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We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched.
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If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us,
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there is as much reason for excitement as caution.
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本课的词汇与口语要点
这节 C1 级别的口语课以视频“Cambridge 16 IELTS Reading Test 4 Passage 2”为素材。 视频中反复出现的词有：reading, student, digital, processes, circuit。 这段视频共有 59 个句子、932 个单词可供跟读。 讲话部分时长为 6:00。 说话人语速自然，每分钟约 155 个词，接近日常对话。 只有 78% 的单词属于英语最常用的 3,000 词，词汇难度较高。
视频中的重点词汇
视频中最难的 15 个单词，附发音和释义：
| 单词 | 发音 | 释义 |
|---|---|---|
| empathy 名词 | /ˈɛmpəθi/ | 移情, 同感 |
| innovate 动词 | /ˈɪn.ə.veɪt/ | 創新 /创新 |
| neuroscience 名词 | 神經科學 /神经科学 | |
| underlie 动词 | /ˌʌn.dɚˈlaɪ/ | 构成基础 |
| comprehension 名词 | /ˌkɑmpɹɪˈhɛnʃn̩/ | 理解, 瞭解 /了解 |
| psychologist 名词 | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | 心理學家 /心理学家 |
| toddler 名词 | /ˈtɑdlɚ/ | 幼兒 /幼儿, 小孩 |
| binary 形容词 | /ˈbaɪ.nə.ɹi/ | 二進 /二进 |
| scholar 名词 | /ˈskɑlɚ/ | 學生 /学生 |
| caution 名词 | /ˈkɔːʃ(ə)n/ | 謹慎 /谨慎 |
| complexity 名词 | /kəmˈplɛk.sɪ.ti/ | 複雜性 /复杂性 |
| atrophy 名词 | /ˈæt.ɹə.fi/ | 萎縮 /萎缩, 退化 |
| blueprint 名词 | /ˈbluːˌpɹɪnt/ | 藍圖 /蓝图 |
| bombardment 名词 | /bɑmbɑɹdmənt/ | 轟擊 /轰击, 砲擊 /炮击 |
| chronological 形容词 | /ˌkɹɑnəˈlɑd͡ʒɪkəl/ | 按時間先後 /按时间先后 |
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 |
|---|---|
| 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 | has written · has conducted · have begun |
| 被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的 | is not given · will be allocated |
需要注意的发音
- “sh” 和 “zh” 音: diminish /dɪˈmɪnɪʃ/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, caution /ˈkɔːʃ(ə)n/, impatience /ɪmˈpeɪʃəns/
- 长单词——注意重音位置: implication /ˌɪmpləˈkeɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, complexity /kəmˈplɛk.sɪ.ti/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/, incentivize /ɪnˈsɛntɪvaɪz/
如何用这段视频练习
- 先完整听一遍视频，不要开口，记下不认识的单词。
- 先用 0.75 倍速逐句跟读，熟练之后再回到正常速度。
- 录下自己的声音并与原声对比，特别注意 empathy, innovate, neuroscience 这类单词。
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。