跟读练习: Cambridge Ielts 16 Reading test 2 Passage 3 - 通过视频学习英语口语
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47 句
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of microbes so that babies get the best start in life.
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Passage 3.
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How to make wise decisions.
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Across cultures, wisdom has been considered one of the most revered human qualities.
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Although the truly wise may seem few and far between, empirical research examining wisdom suggests
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that it isn't an exceptional trait possessed by a small handful of bearded philosophers after all in fact, the latest studies suggest that most of us have the ability to make wise decisions,
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given the right context.
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It appears that experiential, situational, and cultural factors are even more powerful in shaping wisdom than previously imagined,
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says Associate Professor Igor Grossman of the University of Waterloo in Ontario, Canada.
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Recent empirical findings from cognitive,
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developmental, social, and personality psychology cumulatively suggest that people's ability to reason wisely varies dramatically across experiential and situational contexts.
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Understanding the role of such contextual factors offers unique insights into understanding wisdom in daily life, as well as how it can be enhanced and taught.
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It seems that it's not so much that some people simply possess wisdom and others lack it, but that our ability to reason wisely depends on a variety of external factors.
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It is impossible to characterize thought processes attributed to wisdom without considering the role of contextual factors, explains Grossman.
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In other words, wisdom is not solely an inner quality, but rather unfolds as a function of situations people happen to be in.
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Some situations are more likely to promote wisdom than others.
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Coming up with a definition of wisdom is challenging, but Grossman and his colleagues have identified four key characteristics as part of a framework of wise reasoning.
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One is intellectual humility or recognition of the limits of our own knowledge, and another is appreciation of perspectives wider than the issue at hand.
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Sensitivity to the possibility of change in social relations is also key, along with compromise or integration of different attitudes and beliefs.
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Grossman and his colleagues have also found
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that one of the most reliable ways to support wisdom in
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our own day-to-day decisions is to look at scenarios from a third-party perspective, as though giving advice to a friend.
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Research suggests that when adopting a first-person viewpoint we focus on the focal features of the environment
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and when we adopt a third person observer viewpoint we reason more broadly
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and focus more on interpersonal and moral ideals such as justice and impartiality.
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Looking at problems from this more expansive viewpoint appears to foster cognitive processes related to wise decisions.
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What are we to do then
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when confronted with situations like a disagreement with a spouse or negotiating a contract at work
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that require us to take a personal stake?
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Grossman argues that even when we aren't able to change the situation, we can still evaluate these experiences from different perspectives.
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For example, in one experiment that took place during the peak of a recent economic recession, graduating college seniors were asked to reflect on their job prospects.
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The students were instructed to imagine their career either, as if you were a distant observer, or, before your own eyes as if you were right there.
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Participants in the group assigned to the distant observer role displayed more wisdom-related reasoning, intellectual humility and recognition of change,
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than did participants in the control group.
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In another study, couples in long-term romantic relationships were instructed to visualize an unresolved relationship conflict either through the eyes of an outsider
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or from their own perspective.
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Participants then discussed the incident with their partner for 10 minutes, after which they wrote down their thoughts about it.
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Couples in the others' eyes condition were significantly more likely to rely on wise reasoning,
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recognizing others' perspectives and searching for a compromise compared to the couples in the egocentric condition.
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Ego decentering promotes greater focus on others and enables a bigger picture, conceptual view of the experience, affording recognition of intellectual humility and change, says Grossman.
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We might associate wisdom with intelligence or particular personality traits,
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but research shows only a small positive relationship between wise thinking and crystallized intelligence and the personality traits of openness and agreeableness.
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It is remarkable how much people can vary in their wisdom from one situation to the next,
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and how much stronger such contextual effects are for understanding the relationship between wise judgment
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and its social and effective outcomes as compared to the generalized traits grossman explains
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that is knowing how wisely a person behaves in a given situation is more informative for understanding their emotions
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or likelihood to forgive or retaliate as compared to knowing whether the person may be wise in general
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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 Ielts 16 Reading test 2 Passage 3”为素材。 视频中反复出现的词有：wisdom, wise, grossman, situation, perspective。 这段视频共有 47 个句子、776 个单词可供跟读。 讲话部分时长为 4:40。 说话人语速自然，每分钟约 167 个词，接近日常对话。 只有 74% 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 |
|---|---|---|
| trait 名词 | /tɹeɪt/ | 特徵 /特征 |
| humility 名词 | /hjuːˈmɪlɪti/ | 謙卑 /谦卑, 謙遜 /谦逊 |
| participant 名词 | /pɑːɹˈtɪsəpənt/ | 參加者 /参加者, 參與者 /参与者 |
| observer 名词 | /əbˈzɝvɚ/ | 觀察者 /观察者 |
| experiential 形容词 | /ɪkˌspɪɹiˈɛnʃəl/ | 来自经验的 |
| instruct 动词 | /ɪnˈstɹʌkt/ | 教, 教育 |
| empirical 形容词 | /ɪmˈpɪɹɪkəl/ | 經驗 /经验 |
| colleague 名词 | /ˈkɒliːɡ/ | 同事, 同僚 |
| possess 动词 | /pəˈzɛs/ | 抱有, 具备 |
| characterize 动词 | /ˈkɛɹəktəɹaɪz/ | 塑造 |
| crystallize 动词 | /ˈkɹɪstəlaɪz/ | 結晶 /结晶 |
| egocentric 形容词 | /ˌiːɡəʊˈsɛntɹɪk/ | 自我中心的, 利己主义的 |
| generalize 动词 | /ˈd͡ʒɛn.(ə.)ɹə.laɪz/ | 籠統而談 /笼统而谈 |
| interpersonal 形容词 | 人際的 /人际的, 人與人之間的 /人与人之间的 | |
| microbe 名词 | /ˈmaɪkɹoʊb/ | 微生物 |
视频中出现的短语动词
| 单词 | 释义 |
|---|---|
| come up with 动词 | 想出, 提出 |
| write down 动词 | 寫下來 /写下来, 寫下 /写下 |
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 |
|---|---|
| 被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的 | has been considered · can be enhanced · were asked |
| 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 been considered · have identified · have also found |
需要注意的发音
- “sh” 和 “zh” 音: experiential /ɪkˌspɪɹiˈɛnʃəl/, situational /sɪtjuːˈeɪʃənəl/, visualize /ˈvɪʒuəˌlaɪz/, recession /ɹɪˈsɛʃn̩/, negotiate /nəˈɡəʊ.ʃi.eɪt/
- 长单词——注意重音位置: humility /hjuːˈmɪlɪti/, participant /pɑːɹˈtɪsəpənt/, experiential /ɪkˌspɪɹiˈɛnʃəl/, situational /sɪtjuːˈeɪʃənəl/, empirical /ɪmˈpɪɹɪkəl/
中文母语者容易读错的音：
- /v/ — 不要读成 /w/，上齿轻触下唇: viewpoint /ˈvjuː.pɔɪnt/, observer /əbˈzɝvɚ/, expansive /ɪkˈspænsɪv/, revere /ɹɪˈvɪə(ɹ)/, visualize /ˈvɪʒuəˌlaɪz/
- 词尾辅音 — 要读清楚，后面不要加元音: trait /tɹeɪt/, viewpoint /ˈvjuː.pɔɪnt/, participant /pɑːɹˈtɪsəpənt/, instruct /ɪnˈstɹʌkt/, colleague /ˈkɒliːɡ/
- /r/ 和 /l/ 的区别: experiential /ɪkˌspɪɹiˈɛnʃəl/, empirical /ɪmˈpɪɹɪkəl/, crystallize /ˈkɹɪstəlaɪz/, generalize /ˈd͡ʒɛn.(ə.)ɹə.laɪz/, retaliate /ɹɪˈtæl.i.eɪt/
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 trait, humility, participant 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。