跟读练习: What's going on inside a baby's mind? - 通过YouTube学习英语口语
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Hello and welcome.
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Hello and welcome.
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We have a very special SGMD today from New York City in partnership with the Clinton Global Initiative.
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And today we're talking about the science of success, investing in babies minds.
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Let me just tell you,
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there's something a little intimidating about doing a panel on intelligence.
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It's very hard to look good,
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I think, especially when you meet our guests in just a moment.
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But before I introduce them,
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I want you all to think for about a couple of points.
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What is intelligence?
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What is the value of intelligence?
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And how do we ensure that every child out there can reach their full potential?
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I'm a neurosurgeon and I'm fascinated with what I think is the most complex biological system in the world.
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So let's just take a moment to appreciate it.
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By the time a human embryo is five weeks old,
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it is just the size of an apple seed.
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But the brain has already begun to grow.
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By eight weeks the basic structure of the brain and central nervous system are in place.
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The neural networks are spreading out,
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and even now the nerve signals are traveling more than 150 miles an hour.
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At birth, nearly all 100 billion neurons of the human brain are already in place,
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but the brain only weighs about 25% of what it will later on.
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It's about to embark on its fastest growing period,
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quadrupling in size by the time a child finishes preschool.
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By age six, the brain is 90% of its adult size.
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During that burst of growth,
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700 new neural connections are formed every second as we gain the capacity to smile around two months,
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to talk usually around a year,
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and to dress ourselves, around the age of three.
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In those early years, in fact throughout our lives,
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the brain changes through experience,
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learning to speak, taking those first steps,
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understanding colors and shapes, forming novel thoughts.
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But as certain neurons are used more frequently,
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other unused neurons go away.
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It's a process called pruning and almost anything can shape us in those baby and toddler years.
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First words, first ice cream,
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first TV show, first argument, for better or worse.
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And here with me now, Dr. Rosemary Trullio.
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She's the Vice President of Education and Research for the Children's Television Workshop.
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Among other things, that means she's responsible for developing the curriculum that you see on Sesame Street.
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Also, Dr. Nadine Burke Harris,
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she's a pediatrician from Oakland,
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California, where she's founded the Center for Youth Wellness, which she runs.
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She's also an expert advisor to Too Small to Fail,
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an initiative which was launched by Mrs. Clinton
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and the Clinton Foundation to improve the well-being of kids from birth to age five.
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And I think you may recognize the woman right here to my left.
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Hi, Sanjay.
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Back about 40 years ago,
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I think the book was called Beyond the Best Interests of the Child.
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Ah, you've done your homework.
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Yes.
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40 years ago, you were about 10 years old.
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Yeah, I was.
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I was.
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A very precocious fifth grader.
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Yes.
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But, you know, it's interesting because we went back and looked at some of that research.
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And when you talk about educational achievements,
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we've certainly made progress in some areas.
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But over 40 years, I think most people agree,
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not nearly as much as we would have wanted as a country.
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Do you point to any particular things and say,
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here's where we sort of missed the boat?
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I think a couple of things,
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and in no particular order.
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I think that life was not as fast-paced or as stressful in many,
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many ways 40 years ago,
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and certainly even before that.
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Yes, were there problems?
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Did our parents and grandparents face a lot of difficulties?
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Absolutely.
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But income has stagnated people's economic futures don't seem as predictable and stable as they did perhaps to a prior generation.
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And that kind of stress and anxiety does affect how you interact with your children,
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and particularly your youngest children.
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I think also with the increasing ubiquity of television and now with screens of all kinds in our homes,
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I think too many people drew the wrong conclusion that,
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yes, talking, teaching your children words,
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singing to them, reading to them,
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all of that is great,
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but that people are talking on TV.
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So if we put them there or if we give them,
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you know, access to a computer or an iPad or whatever,
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you know, they're going to get that too.
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And what we now know from the brain research is that doesn't work that way.
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It's the human interaction and reinforcement.
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You talk a lot about adverse childhood experiences,
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as I read in your paper.
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Look, there are a lot of kids out there who have tremendously tough lives,
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and they face a lot of adversity.
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How do you stratify who is going to be able to rise through
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that and maybe even be better because of it and those who are just going to be really harmed by it?
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Yeah, so the term adverse childhood experiences comes from the seminal study
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that was done by the CDC and Kaiser Permanente and
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when they looked at 17 and a half thousand adults what they found was
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that folks who had greater exposure to these adverse childhood experiences including abuse
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and neglect or household dysfunction like parental mental illness or parental incarceration or domestic violence,
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those folks had dramatically increased risk of chronic disease.
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And when we look at individual susceptibility to that,
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what the science shows us is that it's a combination between nature and nurture.
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It has to do with our biology,
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but it also has to do with the environment.
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And frankly, we know that early detection makes a big difference.
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And particularly when we're thinking about young children,
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we know that children's exposure to adversity,
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the earlier we intervene, the better the outcome.
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Is it important, Secretary Clinton,
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for two parents to be involved?
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You wrote the book, It Takes a Village.
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I mean, two parents, one parent.
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Does it have to be a parent to provide some of these buffers that Dr. Burke Harris is talking about?
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Well, I think as the doctor said,
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there are other ways to provide that buffer.
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You know, sometimes it is a grandparent,
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sometimes it's an older sibling or an aunt or an uncle.
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You know, every child, though,
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needs a buffer, or as I like to say,
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every child needs a champion.
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And that champion has to,
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you know, really invest in that child,
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and to a certain extent,
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buffer and protect that child from whatever the other stresses are.
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背景与语境
在这段视频中，我们聆听了来自纽约市的专家们讨论关于婴儿大脑及其发展的科学。演讲者是一位神经外科医生，他对大脑的复杂性表现出浓厚的兴趣，并探讨了人类智力的定义及其重要性。通过对婴幼儿脑部发展的详细描述，视频强调了早期教育和环境对孩子成长的深远影响。专家们讨论了如何投资于婴儿的智力发展，以确保每个孩子都能够发挥其最大潜力。
日常交流的五个重要短语
- What is intelligence? - 智力是什么？
- How do we ensure that every child can reach their full potential? - 我们如何确保每个孩子都能发挥他们的最大潜力？
- 700 new neural connections are formed every second. - 每秒形成700个新的神经连接。
- The brain changes through experience. - 大脑通过经验而变化。
- It's a process called pruning. - 这是一个称为修剪的过程。
逐步影子学习指南
为了提高英语发音和口语能力，您可以采用影子跟读（shadowing）的技巧。以下是针对本视频内容的逐步指南：
- 选择句子：从上述日常交流短语中选择您最感兴趣的句子作为起点。
- 多次收听：反复播放视频，尤其关注发音和语调部分。您可以利用提高英语发音的方法来增强听力能力。
- 逐句模仿：暂停视频，逐句重复所听内容，确保准确模仿演讲者的发音和语调。这种练习称为英语影子跟读，可以显著提高口语流利度。
- 记录与对比：录下自己的声音，与原视频进行对比，注意差别并进行改正。这可以帮助您在shadow speech中发现并改善发音细节。
- 反复练习：通过定期的练习，提升您的口语能力。坚持影子发声（shadow speak），并逐步扩大到更复杂的句子。
每天坚持练习，您将能显著提高英语口语能力。同时，保持对内容的兴趣，享受学习过程中的乐趣！
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。