跟读练习: Education gap: The root of inequality - 通过视频学习英语口语

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Educational inequality is probably more than anything else the fundamental root of broader inequality.

If we look at inequality and access to particular careers, inequality and income and wealth,

inequality in the nature of political participation,

all those things are mitigated by equalizing the skills that education produces.

Not only the academic skills but the dispositions, the frames of minds, the the conscientiousness, the diligence, the sense of agency.

And so I think there is nothing more important we could do

to produce the type of society we want

than to raise outcomes in the field of education so that knowing somebody's race or ethnicity

tells you nothing at all about what their test scores or grades or occupation might be.

Boston is a place where I think we are a national leader on many educational fronts,

But the story is really that we're not doing everything that we want to be doing.

We aren't delivering on all of the outcomes that we want to deliver.

And it's really an educational equity issue.

So we do see the disparities by gender and by race in educational outcomes in Boston.

And if we're really going to get to for all results, which is where

Boston wants to get, we've got to dig in on educational equity issues.

There's not just one challenge to face when we talk about achievement gaps.

Even if we just talk about racial achievement gaps, we have students of color in high -income suburban districts that are lagging their white classmates.

We have inner -city school districts that are high poverty, have a difficult time attracting teachers.

So the work

that needs to happen is to figure out how in each of these contexts we can make the changes

that are necessary to produce the excellence to which we aspire.

Their needs, the kids in the inner cities have, the people in upper income suburbs never even imagine.

But the most effective schools and teachers in the inner city adapt to those needs.

They meet the kids where they are.

They establish person environment fit for these kids as they pass through the school.

And if we can do that at some greater scale,

it truly is plausible that we can have much less poverty in the next generations

and that we can have the society with regard to race that we want in the future.

Achievement gaps by race, gender, and socioeconomic status are stark in the national data by the age of two.

So we can't wait till school starts.

There's an initiative we've just launched in Boston called the Boston Basics, where we've got five basic ideas about early childhood parenting, five propositions

that we want everybody in the city to know

we're saturating the city with what young parents of young children need to know in order

that their kids don't fall behind by the age of two.

It's not just about giving information, it's about building that niche of social support around them so

that they know that the grandparents and the relatives and the minister

and the barber all know this is important and that they are being supported to do these things.

You can do it with materials that are already in the house

and there's nothing in here that is particular to any particular racial, ethnic or socioeconomic group.

This is human stuff.

This is stuff that everybody in the community can benefit from.

The second thing that excites me these days is the youth culture piece of it.

Schools have two curricula.

They have the curricula the teachers teach and the ones the kids teach.

Part of what we're picking up is a lot of the misbehavior is instances where kids are doing things

they don't even want to do.

They're just trying to fit in.

And so the idea of intervening into the youth culture

and helping kids to develop the culture they really want in their school.

They've already got the right values.

They don't have the social opportunities to live out those values.

You just have to like help students want to help each other.

It takes student leadership to give people permission even to say what they would think is cool.

So are you a student leader?

I tried.

You try to be?

How plausible is it

that you could organize a project at the school where you would get students to talk honestly about the way

they really wanted to be?

If you could, we can tell your story.

You can help other people at other places.

There's no choice but to try to make the things happen that we know need to happen.

Because it's too scary what would happen if they don't happen.

These days are so reminiscent of the 60s and early 70s.

All those issues are coming back.

There was a period where you thought we'd gotten over that.

But there are enough instances where people have produced lots of progress in inner city schools to think

that if we really want to do it, if we really have the political will to make it happen, we can.

Because it's our generational responsibility to work on it no matter whether we're optimistic or pessimistic.

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FOR YOU

本课的词汇与口语要点

这节口语课以视频“Education gap: The root of inequality”为素材。视频中反复出现的词有：happen, inequality, educational, Boston, student。这段视频共有 70 个句子、875 个单词可供跟读。讲话部分时长为 5:29。说话人语速自然，每分钟约 159 个词，接近日常对话。 89% 的单词属于英语最常用的 3,000 词，词汇容易理解。

视频中的重点词汇

视频中 15 个值得学习的单词，附发音和释义：

单词	发音	释义
inequality 名词	/ˌɪn.ɪˈkwɑ.lɪ.ti/	不平等
gap 名词	/ɡæp/	間隙 /间隙
achievement 名词	/əˈt͡ʃiːv.mənt/	成就, 成果
poverty 名词	/ˈpɑːvɚti/	貧窮 /贫穷, 貧困 /贫困
skill 名词	/skɪl/	技巧, 技能
equity 名词	/ˈɛk.wɪ.ti/	公平, 公平性
curriculum 名词	/kəˈɹɪk.jə.ləm/	學校的全部課程 /学校的全部课程
relative 名词	/ˈɹɛl.ə.tɪv/	親戚 /亲戚
establish 动词	/ɪˈstæb.lɪʃ/	確定 /确定
scary 形容词	/ˈskɛə.ɹi/	恐怖
initiative 名词	/ɪˈnɪʃ.ə.tɪv/	主動權 /主动权
ethnic 形容词	/ˈɛθ.nɪk/	民族
fundamental 形容词	/ˌfʌn.dəˈmɛn.təl/	基本
participation 名词	/pɑːˌtɪs.ɪˈpeɪ.ʃən/	參加 /参加, 參與 /参与
attract 动词	/əˈtɹækt/	吸引

视频中出现的短语动词

单词	释义
come back 动词	回來 /回来, 返回
fall behind 动词	遲到 /迟到
figure out 动词	弄清楚
live out 动词	活出
pick up 动词	拾取, 撿 /捡

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	we've just launched · have produced
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的	are mitigated · being supported

需要注意的发音

说话人用了 17 次缩略和弱读形式，例如 we're, don't, we've。请按听到的简短形式来说。

“th” 音: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
“sh” 和 “zh” 音: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
长单词——注意重音位置: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/

中文母语者容易读错的音：

/v/ — 不要读成 /w/，上齿轻触下唇: achievement /əˈt͡ʃiːv.mənt/, poverty /ˈpɑːvɚti/, relative /ˈɹɛl.ə.tɪv/, initiative /ɪˈnɪʃ.ə.tɪv/, intervene /ˌɪntəˈviːn/
词尾辅音 — 要读清楚，后面不要加元音: gap /ɡæp/, achievement /əˈt͡ʃiːv.mənt/, relative /ˈɹɛl.ə.tɪv/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/
/r/ 和 /l/ 的区别: racial /ˈɹeɪʃəl/, curriculum /kəˈɹɪk.jə.ləm/, relative /ˈɹɛl.ə.tɪv/

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 inequality, gap, achievement 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: Education gap: The root of inequality - 通过视频学习英语口语

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