跟读练习: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - 通过视频学习英语口语

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The topic of today's class is reducing risks from natural hazards.

Notice I said natural hazards, not natural disasters.

Natural hazards are events in nature like hurricanes, earthquakes, and tsunamis.

We know they can be dangerous, but not all are.

There are many small tsunamis and earthquakes we don't even notice, and hurricanes that just die out.

By the same token, we know they can create terrible disasters in which many people die and widespread damage is sustained.

Three prime examples of this are the earthquake in Pakistan in 2005, Hurricane Katrina in the US in the same year,

and the tsunami in the Indian Ocean in 2004.

Now all of you remember those, don't you?

Well, today we'll examine ways to reduce our risks from natural hazards so they don't become natural disasters.

We can't stop earthquakes or hurricanes or tsunamis, but there are things we can do to try to minimize or limit their impact.

So, I'm going to divide this lecture into two parts.

First, we'll look at some of the factors that go into designing an emergency plan.

You may be familiar with some of this based on what's in place in your own communities.

Then I want us to turn to the role of education in reducing risks to people in disaster-prone regions.

But first, let's go over the terms we'll be using.

The first is disaster preparedness.

To prepare means to get ready, right?

Preparedness is the state of being ready.

Another term is mitigation.

To mitigate means to make less severe, not as bad.

We use the phrase disaster preparedness and mitigation to talk about what to do to prepare for natural disaster,

so that the impact will be less severe and people will suffer less.

We can try to lessen or mitigate the damage so that people can quickly return to their normal lives.

Now I'll present some factors involved in generating an emergency response plan.

First, government officials need to identify the risks.

What are the natural hazards?

For example, in Japan there are earthquakes and typhoons.

In the US, hurricanes and fires.

There are several natural hazards in every country.

Second, the government needs to establish a channel of communications with scientists.

Scientists must be able to share information regularly with the government as they collect data about risks.

Third, government officials need to work out a process for briefing the public on what scientists tell them.

The problem is, experts can't predict natural hazards with 100% accuracy.

For example, they may know a hurricane is forming, but can't say exactly when or where it will go.

Despite this, public officials still have to decide what to tell the public and when.

They can wait and say nothing, or they can tell people to evacuate.

If they wait too long, lots of people might get hurt.

But if they tell people to evacuate and then nothing happens, people may get angry.

In the future, they may not cooperate.

Communicating with the public is a huge challenge for officials.

Here's an example.

In 2005, before Hurricane Katrina hit New Orleans, people were told to evacuate.

But 61% of them didn't.

We know some stayed because they had no transportation, no choice.

But of the 61% who didn't leave, 37% said they simply ignored the order to evacuate.

Why?

Because they didn't want to leave their homes.

Scientific information doesn't do much good if it's ignored.

Yet ultimately, officials must try to keep people safe.

A fourth factor is evaluating what services are needed.

For example, are there sufficient numbers of police, firefighters and emergency workers who are trained to respond to a natural disaster?

Is there a network in place for emergency workers to distribute supplies, such as bottled water, food, blankets and medicine?

Is there a way to inform the public about the emergency plan

so that they know where to go and what to do before, during and after a natural disaster?

Related to this evaluation is the fifth and final factor, setting spending priorities.

Countries have to decide whether to spend money for things they need now, like new schools and roads,

or to allocate money to prepare for a natural disaster that may never happen.

Now let's turn to the role of education in emergency planning.

Experts agree that educating the public, especially children, about the risks is essential.

Here's one way.

The United Nations group UNESCO has launched an international campaign called Disaster risk reduction begins at school.

In turn, many schools in countries like Turkey, France, Mexico and Cuba now have disaster preparedness and safety programs.

The logic behind this UNESCO program is education will help children understand the risks where they live.

They'll know specific things to do before, during and after a natural disaster to make everyone in their communities safer.

The hope is that as more children are educated, there will be fewer victims of natural disasters.

For example, in Turkey, earthquakes threaten the safety of about 5 million children.

So there is now an earthquake education program targeted at students countrywide.

And in Cuba recently, with more school programs about hurricanes, there have been fewer hurricane victims.

That's great news.

So let's review what we've covered today.

I mentioned five factors in an emergency plan and how education of children is considered vital to disaster preparedness and mitigation.

I feel a lot of hope now because so many countries see how important a good emergency plan is.

Well that's all for today.

We'll see you next time.

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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“CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT”为素材。视频中反复出现的词有：disaster, natural, hurricane, emergency, risk。这段视频共有 75 个句子、919 个单词可供跟读。讲话部分时长为 6:55。说话人语速平稳，每分钟约 133 个词，很适合跟读。 84% 的单词属于英语最常用的 3,000 词，其余的词建议在练习前先学一下。

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
hazard 名词	/ˈhæzəd/	危险, 風險 /风险
tsunami 名词	/(t)suːˈnɑːmi/	海嘯 /海啸
evacuate 动词	/ɪˈvæk.ju.eɪt/	撤離 /撤离, 疏散
mitigate 动词	/ˈmɪt.ɪ.ɡeɪt/	缓解, 减少
firefighter 名词	/ˈfaɪ.ɚˌfaɪ.tɚ/	消防隊員 /消防队员, 消防員 /消防员
lessen 动词	/ˈlɛsən/	減少 /减少
typhoon 名词	/taɪˈfun/	颱風 /台风
distribute 动词	/dɪˈstɹɪbjuːt/	分配
cooperate 动词	/kəʊˈɒp.ə.ɹeɪt/	合作, 協力 /协力
minimize 动词	/ˈmɪn.ɪˌmaɪz/	最小化
token 名词	/ˈtoʊkən/	代幣 /代币, 籌碼 /筹码
sustain 动词	/səˈsteɪn/	维持
threaten 动词	/ˈθɹɛt.n̩/	威脅 /威胁, 恐嚇 /恐吓
evaluate 动词	/ɪˈvaljʊeɪt/	評價 /评价
blanket 名词	/ˈblæŋ.kɪt/	毯子

视频中出现的短语动词

单词	发音	释义
work out 动词	/ˌwɝk ˈaʊt/	計算 /计算, 算出

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	is sustained · were told · are needed
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 launched · have been · we've covered

需要注意的发音

说话人用了 18 次缩略和弱读形式，例如 we'll, can't, didn't。请按听到的简短形式来说。

长单词——注意重音位置: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/

中文母语者容易读错的音：

/v/ — 不要读成 /w/，上齿轻触下唇: evacuate /ɪˈvæk.ju.eɪt/, evaluate /ɪˈvaljʊeɪt/
词尾辅音 — 要读清楚，后面不要加元音: hazard /ˈhæzəd/, preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigate /ˈmɪt.ɪ.ɡeɪt/, educate /ˈɛd͡ʒ.əˌkeɪt/
/æ/ — 嘴张大，不要读成 /e/: hazard /ˈhæzəd/, evacuate /ɪˈvæk.ju.eɪt/, allocate /ˈæl.ə.keɪt/, blanket /ˈblæŋ.kɪt/

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。
用正常速度逐句跟读，每句重复到你的节奏与说话人一致为止。
录下自己的声音并与原声对比，特别注意 hazard, tsunami, evacuate 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。

影子跟读法: 阅读完整分步指南 →

跟读练习: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - 通过视频学习英语口语

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