跟读练习: Vol 2 - test 4 - section 3 - 通过视频学习英语口语

Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.

First, you have some time to look at questions 21 to 24.

Now listen carefully and answer questions 21 to 24.

Helen and Paul, congratulations to you both for doing so well the past semester.

You too have exhibited an impeccable performance during your first year in the nursing programme.

I'd like to get some feedback from the two of you to better improve the programme

and to provide guidance for our prospective students.

I'd like to start with you, Helen. So...

First of all, Which aspect of the programme impressed you?

Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.

But as I stepped into the classroom for the first time, I was surprised by the diversity.

Most were in their 20s, but there were also those in their 30s or even 40s.

As it turns out, the intergenerational communication has sparked intense debate and new thinking,

and I think that's something special about the programme that I appreciate very much.

What about you, Paul?

What do you think of the programme? For me?

The group project we carried out last semester is another key feature of the programme.

The whole class was divided into eight different groups, working on eight prospective cases.

Team building sessions were conducted in a collaborative way most of the time.

Comprised of five members, our group studied acute pancreatitis.

During the process, we broke the task into different parts and assigned them to each member.

We were then able to tackle the complex problem by pooling our knowledge and skills.

More importantly, stronger links were established between the group members.

Because of the project, we've all become good friends.

That's true.

According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.

So tell me Paul, what else do you like about the programme?

I want to be a registered nurse working in a public hospital after graduation.

So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.

However, I was amazed by the amount of written assignments since

I thought the course should have focused more on practice oriented learning.

involves critical thinking, which challenges me to develop my points more thoroughly.

I thus manage to gain a diversity of perspectives.

The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,

including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.

So, I'm afraid written work is unavoidable.

Also this year, we've added a module of law.

How do you feel about that?

At first we felt that learning law is kind of redundant and too time consuming.

After a few sessions we realised that it is necessary in dealing with future medical disputes.

Before you hear the rest of the talk, you have some time to look at questions 25 to 30.

Now, listen and answer questions 25 to 30.

Do you have any suggestions for prospective students?

What bothers me most is handing in essays on time.

I almost missed the deadline once, because there were three essays due within the same week.

So rationalising your time is critical.

Well, that's true.

The lectures deliver so much useful information.

I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.

How was the research?

I heard that it was quite challenging.

How did you manage to overcome the difficulties?

That's true.

The majority of us had no clue how to carry out the research at first.

Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.

She taught me about finding the appropriate resources and choosing the proper research methods.

Have you checked out the online forum?

that they come across and get support from the faculty members.

Some of my classmates didn't do so well during the placement tests.

I feel that background reading is necessary.

Lastly, do you have anything to say to the freshmen?

I was really ambitious at first, trying to get straight A's on my transcript.

I made tons of notes and worked hard even on the optional assignments to get extra credit.

I stressed myself out before having an emotional breakdown.

After consulting my advisor, I found it important to set realistic goals.

Don't push yourself too hard.

It is wise to sort out your priorities.

Thank you for coming here today and providing valuable feedback on the programme.

Have a great summer break.

That is the end of section 3.

You now have half a minute to check your answers.

Now turn to section 4.

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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“Vol 2 - test 4 - section 3”为素材。视频中反复出现的词有：programme, Paul, practice, questions, member。这段视频共有 72 个句子、804 个单词可供跟读。讲话部分时长为 7:13。说话人语速平稳，每分钟约 111 个词，很适合跟读。 82% 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。全部 72 个句子中有 11 个是问句，适合练习疑问语调和简短回答。

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
classmate 名词	/ˈklæs.meɪt/	同學 /同学, 同班同學 /同班同学
semester 名词	/sɪˈmɛstɚ/	學期 /学期
classroom 名词	/ˈklɑːsɹʊm/	教室, 課堂 /课堂
assignment 名词	/əˈsaɪn.mənt/	分配, 布置
enroll 动词	/ɪnˈɹəʊl/	註冊 /注册
impeccable 形容词	/ɪmˈpɛkəbəl/	無瑕 /无瑕, 無懈可擊 /无懈可击
intergenerational 形容词		代際 /代际, 代間 /代间
pancreatitis 名词		胰腺炎, 胰脏炎
practicum 名词	/ˈpɹæk.tɪ.kəm/	實習課 /实习课, 實習課程 /实习课程
revisit 动词	/ɹiːˈvɪzɪt/	回顧 /回顾
teamwork 名词		團隊合作 /团队合作, 全隊合作 /全队合作
unavoidable 形容词	/ˌʌnəˈvɔɪdəbəl/	不可避免的, 免不了
redundant 形容词	/ɹɪˈdʌn.dənt/	冗雜 /冗杂, 冗餘 /冗余
librarian 名词	/laɪˈbɹɛə̯ɹi.ən/	圖書館館長 /图书馆馆长
internship 名词	/ˈɪntɜːnʃɪp/	實習 /实习

视频中出现的短语动词

单词	发音	释义
carry out 动词	/ˈkæ.ɹi aʊt/	進行 /进行
check out 动词		退房
turn out 动词		原來 /原来

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：

What do you think of the programme?
How do you feel about that?
Do you have any suggestions for prospective students?
How did you manage to overcome the difficulties?
Have you checked out the online forum?

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	was enrolled · was divided · were conducted
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	have exhibited · has sparked · we've added

需要注意的发音

说话人用了 7 次缩略和弱读形式，例如 I'd, we've, didn't。请按听到的简短形式来说。

“th” 音: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
“sh” 和 “zh” 音: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
长单词——注意重音位置: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

中文母语者容易读错的音：

/v/ — 不要读成 /w/，上齿轻触下唇: prospective /pɹəˈspɛktɪv/, revisit /ɹiːˈvɪzɪt/, unavoidable /ˌʌnəˈvɔɪdəbəl/, collaborative /kəˈlæb.ə.ɹə.tɪv/, advisor /ædˈvaɪ.zə(ɹ)/
词尾辅音 — 要读清楚，后面不要加元音: prospective /pɹəˈspɛktɪv/, classmate /ˈklæs.meɪt/, assignment /əˈsaɪn.mənt/, orient /ˈɔɹ.iˌɛnt/, revisit /ɹiːˈvɪzɪt/
/r/ 和 /l/ 的区别: classroom /ˈklɑːsɹʊm/, enroll /ɪnˈɹəʊl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

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 classmate, semester, classroom 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: Vol 2 - test 4 - section 3 - 通过视频学习英语口语

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本课的词汇与口语要点

视频中的重点词汇

视频中出现的短语动词

值得反复跟读的句子

视频中的语法

需要注意的发音

如何用这段视频练习

什么是跟读法？