跟读练习: The push for English for All| Vietnam Today - 通过视频学习英语口语

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It's been quite a bit since the introduction of Politburo Resolution No. 71 on Breakthrough Education Development.

And among the most notable goals, the resolution sets a target of achieving initial results by 2030 in improving English proficiency at the general education level

and calling for stronger foreign language teaching and learning.

So this is a big plan we're talking about, Lina.

That's right, Dylan.

And Vietnam needs to make the move right now.

So far, the government has launched the scheme to make English a second language

or ESL in schools for 2025 to 2035 with a vision to 2045.

Already in its first phase of implementation, the scheme spans all levels of education from preschool to higher education,

vocational training and continuing education, affecting more than 50,000 institutions,

30 million learners, and 1 million teachers and education managers.

But it also lays a bear some of the biggest challenges ahead, training more than 200,000 teachers,

attracting educators to disadvantaged areas,

and applying new technologies, especially AI in English teaching and in teaching subjects in English, just to name a few.

And behind all of those challenges lies one critical question.

Can this ambitious rollout reach every classroom equally?

From cities to remote areas, how can Vietnam make English a true second language in schools without leaving some students behind?

Our reporter, Lộc Dương, has more.

As Vietnam pushes ahead with education reform, English is being positioned as a key pillar of the country's long-term development strategy.

Researchers say ESL is no longer an academic subject, but a tool that shapes competitiveness, innovation, and access to global knowledge.

If it's success, Vietnam Education may have a chance to catch up with the top-ranking education system in the world.

And we aim to have some universities among the top 100 and top 200 universities in the world.

However, not every school begins this journey journey from the same starting line.

While urban and well-funded schools are adapting quickly, many rural and public schools are facing limited resources,

uneven connectivity, and challenges in applying AI-powered learning, widening the equity gap that educators warn must be addressed early.

Looking at local languages and how that integrates into new education reform,

societal pressures such as housing and the integration of international students,

and also quality of teaching and equity of access to all people.

UNICEF has been working with the Ministry of Education and Training to finalize,

to develop and finalize the AI competency framework in education for both teachers and students.

Amid these challenges, Vietnam is increasingly turning to international cooperation as part of its broader ESL rollout,

with supports focused on teacher capacity, localized curriculum and technology deployment beyond major cities, giving learners a fair chance at English medium opportunities.

We're looking at capacity building with teachers.

So we are introducing a new professional development framework

that we have built alongside with Moet to address particularly the needs of the ESL strategy.

It's the opportunity to practice their English with an AI environment which they otherwise would not have been able to do.

Turning English into a true second language will require more than new curricula or slogans.

It demands long-term investment in teachers, smart using technology and a commitment to equity so that no province is left behind.

Reporting from Hanoi, Lập Dương, from Vietnam Today.

So we've established that one of the key components to Vietnam's English project success hinges on teachers.

Improving teaching quality requires not just initial training but ongoing support, known as CPD, Continuing Professional Development,

which helps teachers update skills and improve classroom practices.

Our reporter Lục Dung spoke with Byung Sujarat, Head of English and School Education for East Asia at the British Council,

on how strong CPD can transform English teaching in Vietnam.

Mr. Sutraja, thank you for joining us.

Can you explain how a robust CPD system will transform English teaching at the school level

and what specific teaching teachers will need to shift from teaching

English as a foreign language to establishing it as a true second language?

So I think how the robust CPD system could help improve the teaching quality

and then later the successful implementations of the ESL strategy is that by having a robust CPD system, teachers know that they have a pathway.

They have a tool for them to assess where they are at, what areas they need to develop,

and then what pathways or steps that they can go through to improve their professional practices.

You have regional languages as well in different contexts such as the mountainous area.

So the teachers also need to be aware of the students' language

or linguistics repository so that they can help build their capacity to learn in English.

Based on your regional experience across East Asia,

what kinds of CBD support or models have proven most effective in helping teachers sustainably improve their English medium instruction skills?

Here in Vietnam,

we have tried to pilot what is called teachers' activity groups with several doets in some provinces in Vietnam

and that has shown evidence that peer learning groups, such as through TEQTS, can be applied

so related educational stakeholders can look at the evidence

that has been generated from those pilots and then maybe consider

that as one of the means in order to bridge that gap.

What does it take to ensure this initiative doesn't stall after the first decade

and how can can Vietnam build institutional capacity so that English proficiency becomes embedded in the educational culture, not just a policy mandate.

So I think the key to that is to ensure that all educational stakeholders have the ownership towards the policy, that they feel like, oh,

I have a role to play in this.

It's not something that is only mandated or instructed to me, but they can see the real value of that strategy.

And the second point would be continuous improvement through evidence.

So there has to be a mechanism to evaluate what has been working and then refine that for continuous improvement.

That, when it's done regularly and then continuously,

it will then generate the real evidence and the right model that will fit with the Vietnam context

and makes the ESL strategy a lasting process for schools.

Thank you so much for your valuable insight.

Thank you.

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本课的词汇与口语要点

这节 B2 级别的口语课以视频“The push for English for All”为素材。视频中反复出现的词有：English, teacher, Vietnam, teaching, language。这段视频共有 75 个句子、1056 个单词可供跟读。讲话部分时长为 7:44。说话人语速平稳，每分钟约 137 个词，很适合跟读。只有 80% 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
learner 名词	/ˈlɜɹnəɹ/	學習者 /学习者
proficiency 名词	/pɹəˈfɪʃənsi/	水平, 熟練 /熟练
stakeholder 名词	/ˈsteɪkˌhəʊl.də/	賭注經紀人 /赌注经纪人
educator 名词	/ˈɛd͡ʒəkeɪtɚ/	教育家, 教育者
mandate 名词	/ˈmændeɪ̯t/	授權 /授权, 權利 /权利
transform 动词	/tɹænsˈfɔɹm/	變換 /变换, 變形 /变形
curriculum 名词	/kəˈɹɪk.jə.ləm/	學校的全部課程 /学校的全部课程
classroom 名词	/ˈklɑːsɹʊm/	教室, 課堂 /课堂
instruct 动词	/ɪnˈstɹʌkt/	教, 教育
linguistics 名词	/lɪŋˈɡwɪstɪks/	語言學 /语言学, 言語學 /言语学
localize 动词	/ˈloʊkəlaɪz/	本土化
mountainous 形容词	/ˈmaʊn.tɪ.nəs/	多山的
repository 名词	/ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/	倉庫 /仓库
connectivity 名词		連通性 /连通性, 連接性 /连接性
pillar 名词	/ˈpɪlɚ/	柱子, 支柱

视频中出现的短语动词

单词	释义
leave behind 动词	遺棄 /遗弃

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
现在完成进行时 have/has been + -ing — 以前开始、现在仍在继续的动作	has been working
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	It's been · has launched · have built
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的	being positioned · must be addressed · is left

需要注意的发音

说话人用了 4 次缩略和弱读形式，例如 we're, doesn't, we've。请按听到的简短形式来说。

“sh” 和 “zh” 音: proficiency /pɹəˈfɪʃənsi/, ambitious /æmˈbɪʃ.əs/, institutional /ˌɪn.stɪˈtju.ʃə.nəl/, instruction /ɪnˈstɹʌkʃən/
长单词——注意重音位置: proficiency /pɹəˈfɪʃənsi/, educator /ˈɛd͡ʒəkeɪtɚ/, curriculum /kəˈɹɪk.jə.ləm/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/

中文母语者容易读错的音：

/v/ — 不要读成 /w/，上齿轻触下唇: competitiveness /kəmˈpɛtɪtɪvnəs/, uneven /ʌnˈivən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, evaluate /ɪˈvaljʊeɪt/, provinces /ˈpɹɔv.ɪns.ɪz/
词尾辅音 — 要读清楚，后面不要加元音: robust /ɹəʊˈbʌst/, finalize /ˈfaɪ.nə.laɪz/, mandate /ˈmændeɪ̯t/, competitiveness /kəmˈpɛtɪtɪvnəs/, instruct /ɪnˈstɹʌkt/
/r/ 和 /l/ 的区别: learner /ˈlɜɹnəɹ/, curriculum /kəˈɹɪk.jə.ləm/, classroom /ˈklɑːsɹʊm/, preschool /ˈpɹiːskuːl/

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 learner, proficiency, stakeholder 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: The push for English for All| Vietnam Today - 通过视频学习英语口语

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