跟读练习: The Health Belief Model - 通过视频学习英语口语
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71 句
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So the health belief model was one of the original models
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in behavior change coming out of the United States public health services in the 1950s.
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And this model really tried to kind of reconcile, you know, people know what they should be doing to be healthy, but they're not doing it.
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Why is that?
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So it started to kind of look more at what are some of the beliefs
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that are locked in to affecting someone's ability
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or desire i should say to change their behavior
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so what they specifically argue is that our belief in the threat of an illness
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so how bad is it to really get obesity am i
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really worried about becoming obese am i really worried about getting
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diabetes am i really worried about getting lung cancer plus our belief in the effectiveness of a proposed behavior
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so okay let's say i am worried about getting lung cancer
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is quitting smoking really going to make a difference well yes the answer is yes um
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but a better example here is if i
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if i really don't want to develop obesity is physical activity really going to be effective for
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that is it actually worth the effort do i care enough about the risk
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and is it do i really think
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that the effort of physical activity is going to make a difference okay
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so there's several theoretical constructs to this this model some
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that were part of its original iteration and some
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that were added later like later in added in later okay
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so the kind of people's perceptions around their susceptibility to disease how severe
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that disease is and what are the perceived barriers and benefits to
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that activity that's part of the original theoretical framework
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and then certain modifying variables like demographics or um or race
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or health inequities those can play in plus is there any
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like cue to action like is there something else like sparking me to to do this as well
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and of course self -efficacy too okay so they argued
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that some of those things
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that i just talked about are going to speak to someone's really desire to be to not well desire to
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but also their actual engagement
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so i'm talking about the intention here we're talking more of are they going to do it
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or not right so they argued that like i said how susceptible people feel
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that they actually are to that disease
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so for instance let's say let's go back to obesity this is a good example here
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so let's say someone has just a lean figure
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and their family all were lean their family never exercised
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and all always ate a lot
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but they were just they just have lean genetics okay
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so their perceived susceptibility to obesity is going to be really low
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so if you're trying to motivate them to to exercise you know
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and they're like
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but i'm by by saying like oh it'll reduce your risk
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of obesity that's not going to do anything for them
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because they're like but i'm not going to get it anyway right
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so it depends on how much they believe that they could actually develop
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that and do they think it's a big deal
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if they do get it right some people are like well
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if i get diabetes there's drugs for that if I get cardiovascular disease
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or by the time I get cancer there will be a cure for it there's people
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that believe these things right so we have to be aware of
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that and of course their perceived benefits and barriers
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and things like their psychology their demographics these are all these modifying variables
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that can affect their motivation can affect all these other things we just talked about as well
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when it comes to cue to action this might be something
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that actually like bypasses all the rest so for instance
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if someone maybe doesn't really care to exercise for anything else
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but like all their friends have started exercising
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and you know it's become a cool thing to do with their friend group
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that is a cue to action and it doesn't
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and i don't even have to worry about any of these other things
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because i kind of bypass that with a cue to action okay
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so again this is one of those other behavior change theories
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that looks at some of the reasons why people don't change
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and again as health promoters we might want to look at
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that right so again if we're motivating with like motivating people as far as like okay
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if you do this you're not going to get a disease
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we might have to think about like do they care do they actually think
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that engaging this behavior is going to make a difference right
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Or maybe we have to use another behavior change model with them.
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So we'll look at another one, the trans -theoretical model of change, in the next module.
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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“The Health Belief Model”为素材。 视频中反复出现的词有：behavior, model, obesity, disease, cue。 这段视频共有 71 个句子、836 个单词可供跟读。 讲话部分时长为 4:36。 说话人语速较快，每分钟约 182 个词，会出现较多连读和弱读。 87% 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 |
|---|---|---|
| obesity 名词 | /ə(ʊ)ˈbiːsɪti/ | 肥胖, 肥胖症 |
| motivate 动词 | /ˈmoʊ.tɪ.veɪt/ | 激发 |
| perceive 动词 | /pɚˈsiv/ | 察覺 /察觉, 感知 |
| theoretical 形容词 | /ˌθi.əˈɹɛt.ɪ.kəl/ | 理論 /理论 |
| modify 动词 | /ˈmɑ.dɪˌfaɪ/ | 修改 |
| iteration 名词 | /ˌɪt.əˈɹeɪ.ʃən/ | 疊代 /叠代, 迭代 |
| reconcile 动词 | /ˈɹɛkənsaɪl/ | 調和 /调和 |
| promoter 名词 | /pɹəˈmoʊtɚ/ | 啟動子 /启动子 |
| obese 形容词 | /oʊˈbis/ | 肥胖 |
| efficacy 名词 | /ˈɛf.ɪ.kə.si/ | 功效, 效力 |
| cardiovascular 形容词 | /ˌkɑːdi.əʊˈvæskjʊlə(ɹ)/ | 心血管 |
| genetics 名词 | /dʒəˈnɛt.ɪks/ | 遺傳學 /遗传学 |
| module 名词 | /ˈmɑd͡ʒul/ | 模塊 /模块 |
| construct 动词 | /ˈkɑn.stɹʌkt/ | 建造, 建設 /建设 |
| spark 名词 | /ˈspɑɹk/ | 火花 |
需要注意的发音
说话人用了 17 次缩略和弱读形式，例如 don't, I'm, they're。请按听到的简短形式来说。
- 长单词——注意重音位置: obesity /ə(ʊ)ˈbiːsɪti/, theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, susceptibility /səˌsɛptəˈbɪlɪti/, demographic /ˌdɛm.əˈɡɹæf.ɪk/, inequity /ɪnˈɛkwɪti/
中文母语者容易读错的音：
- /v/ — 不要读成 /w/，上齿轻触下唇: motivate /ˈmoʊ.tɪ.veɪt/, perceive /pɚˈsiv/, cardiovascular /ˌkɑːdi.əʊˈvæskjʊlə(ɹ)/, effectiveness /ɪˈfɛk.tɪv.nɪs/
- 词尾辅音 — 要读清楚，后面不要加元音: motivate /ˈmoʊ.tɪ.veɪt/, perceive /pɚˈsiv/, bypass /ˈbaɪpæs/, demographic /ˌdɛm.əˈɡɹæf.ɪk/, obese /oʊˈbis/
- /r/ 和 /l/ 的区别: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, reconcile /ˈɹɛkənsaɪl/, cardiovascular /ˌkɑːdi.əʊˈvæskjʊlə(ɹ)/
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 obesity, motivate, perceive 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。