跟读练习: IP3T7S3 Working effectively in groups - 通过视频学习英语口语
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90 句
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1
So, Brad, what did you think of the article on group work?
2
Oh, hi, Helen.
3
Yeah, it was pretty good, with helpful pieces of advice on how to make group work effective.
4
I think we were lucky to be given such a straightforward text to present at the Management Skills Seminar.
5
Yeah.
6
Actually, shall we discuss it now?
7
Have you got time?
8
Sure.
9
It's only a ten -minute presentation, so we just need to explain and then give our views on the main points raised in the article.
10
I'll jot down some notes.
11
Right.
12
So, there are three main sections.
13
I suggest we start with listening.
14
Yeah, effective listening in groups, because it's not something that's frequently covered on courses in our field.
15
No, and we should say that in the presentation.
16
Yeah.
17
And also, effective listening's pretty simple, you know.
18
I don't think it's hard to learn.
19
Well, people think it's easy, but in my experience, most of us tend to be very lazy listeners.
20
OK, I wouldn't argue with that.
21
Something I do think we should emphasise is the power of the listener's posture, gestures, etc, in making speakers feel respected.
22
Not that you're just waiting for them to finish before jumping in with your own ideas.
23
Uh -huh.
24
OK, right.
25
The next section is on goal setting.
26
Let's make sure we're clear what the article says on this.
27
Yeah.
28
Well, firstly, it says that all group members must be given time to explain their own goals.
29
That's it, yeah.
30
And then did it say that the whole group should agree on common goals?
31
That's a bit too strong.
32
It's more that everyone's agendas should be equally acceptable.
33
But it does say that goals have to be realistic, you know… Achievable within a particular time?
34
You've got it.
35
That's really what the article's saying.
36
There isn't really any point in having ideals if group members know they won't come to anything within a reasonable period.
37
So, I think a summary covering those points will be enough for that part of the presentation, don't you?
38
Yep.
39
Now, the last section is about conflict resolution.
40
Actually, I thought it was the worst part of the article.
41
Me too.
42
I don't think it went into sufficient detail on the issue.
43
Actually, I thought it devoted too much space to it, but that it was all rather boring, you know?
44
It didn't mention some of the more radical theories.
45
Absolutely.
46
I found that really irritating.
47
Right.
48
And also, I think it could have said more about conflict sometimes being healthy in groups.
49
Absolutely.
50
It just mentioned rather glibly about how we should avoid thinking of winners and losers, and that quick resolution of conflict is always desirable.
51
Without explaining what these terms mean?
52
Well, it gives quite detailed definitions, but doesn't develop a proper argument.
53
Right.
54
So, for the presentation, I think we just give some definitions and...
55
And then explain what we felt were the weaknesses in the article's treatment of conflict resolution.
56
Yeah, good.
57
So, let's think about what we have to prepare for the actual presentation.
58
Well, I suppose we'll use PowerPoint, but I'm hopeless at using it, especially if it has any visuals.
59
I really have to look into doing a course on it because I know I'll need it in the future.
60
Don't worry.
61
I'm quite happy using PowerPoint and I'll put it together when everything else is ready.
62
That's a relief.
63
But yes, do that later.
64
OK.
65
Now, I heard the tutor saying we have to include some well -chosen quotations from the article.
66
I'm not sure if we do.
67
I'll email him to find out.
68
No need.
69
I can just have a look at the specs he gave us when he set the task.
70
That'll be quicker.
71
But the tutor definitely said we have to prepare a handout to go with the talk.
72
I'm not really sure how we do that.
73
Sarah did one last year.
74
Who's she?
75
She's doing the same option as me on marketing.
76
I'll ask her advice on what to include.
77
Great.
78
So that just leaves the bibliography at the end.
79
I suppose it'll mainly be articles.
80
Yeah.
81
So we'll just look on the web and we can leave that till later.
82
But we've been advised against that.
83
Well, we could have a look through some journals in the library.
84
I think we should start by looking through module handbooks.
85
I think that'll give us some good leads.
86
Yeah, you're probably right.
87
So, that's all the topics...
88
That is the end of Section 3.
89
You now have half a minute to check your answers.
90
Now turn to section 4.
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本课的词汇与口语要点
这节口语课以视频“IP3T7S3 Working effectively in groups”为素材。 视频中反复出现的词有：Brad, Helen, article, presentation, conflict。 这段视频共有 63 个句子、797 个单词可供跟读。 讲话部分时长为 4:39。 说话人语速自然，每分钟约 171 个词，接近日常对话。 83% 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 15 个值得学习的单词，附发音和释义：
| 单词 | 发音 | 释义 |
|---|---|---|
| tutor 名词 | /ˈtjuːtəː/ | 私人教師 /私人教师, 家庭教師 /家庭教师 |
| argue 动词 | /ˈɑɹ.ɡju/ | 辯論 /辩论, 爭辯 /争辩 |
| ideal 形容词 | /aɪˈdi(ə)l/ | 理想的 |
| helpful 形容词 | /ˈhɛlp.fl̩/ | 有幫助 /有帮助 |
| skill 名词 | /skɪl/ | 技巧, 技能 |
| equally 副词 | /ˈiːkwəli/ | 一樣地 /一样地, 同樣地 /同样地 |
| summary 名词 | /ˈsʌm.ə.ɹi/ | 摘要 |
| radical 名词 | /ˈɹædɪkəl/ | 根 |
| agenda 名词 | /əˈd͡ʒɛn.də/ | 議程 /议程, 議事日程 /议事日程 |
| acceptable 形容词 | /əkˈsɛp.tə.bəl/ | 可接受的 |
| lazy 形容词 | /ˈleɪ̯zi(ː)/ | 懶 /懒, 懶惰 /懒惰 |
| leaf 名词 | /lif/ | еезы, еер |
| weakness 名词 | /ˈwik.nɪs/ | 虛弱 /虚弱, 軟弱 /软弱 |
| realistic 形容词 | /ˌɹɪəˈlɪs.tɪk/ | 現實 /现实, 栩栩如生 |
| advise 动词 | /ədˈvaɪz/ | 勸導 /劝导, 勸告 /劝告 |
视频中出现的短语动词
| 单词 | 释义 |
|---|---|
| find out 动词 | 找出, 查明 |
值得反复跟读的句子
视频中简短而完整的句子，可以直接用在日常对话里：
- I’ll jot down some notes ...
- I’ll email him to find out.
- I’m not really sure how we do that.
- I’ll ask her advice on what to include.
- I suppose it’ll mainly be articles.
需要注意的发音
说话人用了 29 次缩略和弱读形式，例如 I'll, don't, I'm。请按听到的简短形式来说。
- “sh” 和 “zh” 音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, sufficient /səˈfɪʃənt/, quotation /kwoʊˈteɪʃn̩/
- 长单词——注意重音位置: acceptable /əkˈsɛp.tə.bəl/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, achievable /əˈt͡ʃivəbəl/
中文母语者容易读错的音：
- /v/ — 不要读成 /w/，上齿轻触下唇: advise /ədˈvaɪz/, devote /dɪˈvəʊt/, achievable /əˈt͡ʃivəbəl/
- 词尾辅音 — 要读清楚，后面不要加元音: sufficient /səˈfɪʃənt/, leaf /lif/, weakness /ˈwik.nɪs/, realistic /ˌɹɪəˈlɪs.tɪk/, advise /ədˈvaɪz/
- /r/ 和 /l/ 的区别: radical /ˈɹædɪkəl/, realistic /ˌɹɪəˈlɪs.tɪk/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, firstly /ˈfɜɹstli/
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 tutor, argue, ideal 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。