英语 shadowing 计划$ - 🎯转了码的刘公子

# Summary 目标：尝试用 shadowing 的方式突破英语瓶颈，或许能从高频组合中拿到日常英语的[Transformer架构](Transformer架构.md)权重 1. 弱化的paraphrase，而不是百分百还原度，这种方式可以让自己不拘泥于细节，提高对于语法的敏感性和对于句子整体的把握。 2. 低特征度的听力词汇部分，比如 she's on to something，本身因为是中英思维差异的部分，不是自己已经掌握的口语表达，所以这部分听起来很吃力。[语言不对等现象](语言不对等现象.md) 3. 利用好「托福考满分」这个 APP 的多端同步和复习功能 ## SOP 为什么选口语部分的 Task2 这种 conversation 性质的音频？ - 这些功能词就像是句子的“骨架”和“关节”，数量不多，但使用频率极高。掌握它们的弱读形式，对英语听力的提升是立竿见影的。 ### 1. 三遍法 ① 不看文稿只听，标出听不清的“功能词/连读处”； ② 对照文稿，标注 /ɾ/、弱读和缩并； ③ 再听+跟读，刻意在这些点上“夸张模仿”。 ### 2. 最小对立组（每天 3 组） • can / can’t, there’s / this, would’ve / would of（辨音+正确拼写）。 ### 3. 模板化影子跟读 • 从你的清单里挑 10 条[连读、弱读](连读、弱读.md)高频串：there will be / half an hour / would you / don’t you / read about it … • 每条做慢速拼接→正常语速→快于原速 10% 的节奏训练。 ### 4. 统一练习将笔记表中的句子用[ElevenLabs](ElevenLabs.md)整理成小短文，重点强化 ## Track 1. [SMART原则](SMART原则.md)一期 | 10 月 01 前 | 完成 54 个 task2 = 54 / 3 h = 18h = 9 周 | 2. 让 AI 对于 1 中收藏的句子做成 podcast 做重点加强 3. T2 54-20 完成后，开始练习做笔记 | | T2 | T3 | T4 | | ---- | ----------- | --- | --- | | 0824 | 54 53 52 | | | | 0831 | 50 49 | | | | 0907 | 48 47 46 | 54 | | | 0914 | 45 44 | 53 | 54 | | 0917 | 43 42 | | | | 0919 | 41 40 39 | | | | 0921 | 38 37 36 35 | | | | 0929 | 34 33 | | | ## Cues [[跨语言不等价，短语]] 最后 tpo 都过完记得发个小红书 ## 听不懂的常见原因 | | | | | --- | -------------- | ------------------------ | | 1 | [[听力生词/特殊记忆点]] | 听力维度的单词听不懂，类比阅读维度不认识某个单词 | | 2 | [[阅读生词]] | 压根阅读都不认识 | | 3 | [[Filler]] | | | 4 | [[连读、弱读]] | 连读现象导致 | | 5 | [[跨语言不等价，短语]] | | | 3 | [[英语语法]] | [[逻辑信号词]]或某种语法现象不熟悉 | ## TPO1-54 Task2 的 Notes | | | | | | | | --- | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | --------------------- | -------------------------------------------------------- | ---- | --- | | 33 | Well, students often need to borrow the bikes for longer periods of time... sometimes a whole day. | | [[听力生词,特殊记忆点]] | | | | | Well, like to do stuff off campus. | | [[语言不对等现象/短语]] | | | | | so students wouldn't be able to go to any of those places till they got their cards back. | go-de | [[连读、弱读]] [[听力生词,特殊记忆点]] | | | | 34 | I mean, it's not just about getting extra help with the course material... they'll probably also get information about things like taking notes, or the best way to study for exams... | | | | | | | So these are things most students wind up having to learn on their own at first | 到头来... | [[阅读生词]] | | | | | And they could recommend professors... and tell you who the best advisors in the department are... | 陈述语序 | [[英语语法]] | | | | 35 | it might have some educational benefit for the people doing it, | 失爆 | [[连读、弱读]] | | | | | Because anyone who is taking the class for a grade... for credit... puts in a lot of time preparing for it | | [[连读、弱读]] | | | | | whereas people who aren't, | | [[听力生词,特殊记忆点]] | | | | | You mean the discussions wouldn't be at a very high level? | at 要靠语法去判断 | [[英语语法]] [[听力生词,特殊记忆点]] | | | | | Plus, he's wrong about the work it requires for the professor. | | [[英语语法]] | | | | | but there are lots of other, little things that can add up to more work... | 累积成 | [[阅读生词]] | | | | 36 | OK, you would... But a lot of people... most people.…. would be too busy playing around with them instead. | | [[听力生词,特殊记忆点]] | | | | | surfing the Internet, e-mailing friends, playing computer games, that kind of stuff. | | [[Filler]] | | | | | Don't you think if students had 'em in class, professors would be able to use the Internet as a teaching tool? | as 要靠语法去判断 | [[英语语法]] [[连读、弱读]] | | | | | It wouldn't be useful as a teaching tool if only some students could follow along but not others. | 对连读不熟悉导致拖慢了理解时间 | [[连读、弱读]] | | | | 37 | But it's true that a lot of us have our own phones... | lo-de-fus | [[连读、弱读]] | | | | | Maybe it's 'cause there are a lot of hills around here | | [[英语语法]] | | | | | my service doesn't work that well in this area. | k 失爆 | [[连读、弱读]] | | | | | Yeah, I've had some friends say that too actually. | | [[听力生词,特殊记忆点]] | | | | | So it's good to have a backup option, | | [连读、弱读](连读、弱读.md) | | | | | something we can use if our own phones aren't working. | | [[听力生词,特殊记忆点]] | | | | | I don't buy his argument there either. | 不买账。| [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | Because I don't know if you've noticed this on the housing bill we get from the university | | [[听力生词,特殊记忆点]]、[[连读、弱读]]、[英语语法](英语语法.md) | | | | | I think they should just keep it the way it is now. | kee-pi-the-way | [[连读、弱读]] | | | | 38 | for the people in town, there's sometimes not a lot going on, not a lot to do- | 发生 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | I saw one last semester | | [听力生词,特殊记忆点](听力生词,特殊记忆点.md) | | | | | Right, so it'll be good for people to have another entertainment option, an opportunity to see live shows that won't be so expensive. | | [[英语语法]] | | | | | it might not be as good. | | | | | | | because, on some nights, there's not a lot of people that go, | | [[英语语法]] | | | | | it's supposed to be funny... | it-suppose | [连读、弱读](连读、弱读.md) | | | | | in order for it to really seem funny, | fo-ri-to | [连读、弱读](连读、弱读.md) | | | | | otherwise, it just doesn't seem as humorous. | | [连读、弱读](连读、弱读.md) | | | | | Yeah, help make it more likely that there'd be a full house, | 增加可能性 | [[阅读生词]] | | | | 39 | now I drive to campus all by myself and buy gas now and then. | 时不时 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | It isn't much each time I fill the tank, but it adds up. | 累积 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | you have to do maintenance and repairs. | | [连读、弱读](连读、弱读.md) | | | | | But do you think the program would have that other benefit? | | [连读、弱读](连读、弱读.md) | | | | | there'd be less carbon dioxide pouring out into the air. | ou-tin-to | [连读、弱读](连读、弱读.md) | | | | 40 | it's nice that they're gonna do this. | the-they | [连读、弱读](连读、弱读.md) | | | | | But do you think it'll accomplish what they're hoping? | | [连读、弱读](连读、弱读.md) | | | | | just watching TV and taking study breaks in the lounge. | | | | | | | You know, things like notices from students who want to get together with other students to share car rides to campus... | | [英语语法](英语语法.md)、[跨语言不等价，短语](跨语言不等价，短语.md) | | | | | 'cause a few of them could travel in one car. | 乘一辆车 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | 41 | My roommate had to do a project like this, | ha-dto-do | | | | | | 'That's a drag. I guess if your partner's irresponsible, you're out of luck. | 真是麻烦 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | Right now I'm more concerned with getting a good grade, even though I know that's not the lesson the professor has in mind. | | | | | | | And everyone' Il be so preoccupied by then | | [连读、弱读](连读、弱读.md) | | | | | that they probably won't listen anyway. | | [连读、弱读](连读、弱读.md) | | | | | Well, we'll all just be frustrated by the | we-llal | [连读、弱读](连读、弱读.md) | | | | 42 | I mean, what's wrong with small classes? | withs-mall | | | | | | you do get to participate more. | 得以 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | a lot of people who feel just the opposite. | | [听力生词,特殊记忆点](听力生词,特殊记忆点.md) | | | | | you're going to communicate that excitement to the people you're teaching. | | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | 43 | I wish they'd made this change two years ago,' | 虚拟语气 | [英语语法](英语语法.md) | | | | | It's a question of choice. | 这是一个选择的问题。| [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | The way it used to be | 过去是 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | I did feel I missed out on something. | misse-dou-ton | [连读、弱读](连读、弱读.md) | | | | | There are other things people need to do their first few days. | | | | | | | The big time commitment used to get in the way. | ge-tin 曾经是个障碍 | [[连读、弱读]] [跨语言不等价，短语](跨语言不等价，短语.md) | | | | 44 | Actually, I don't think students are the right people to be making these decisions. | student-sare | [[连读、弱读]] | | | | | because students are directly involved in the groups, | | | | | | | they can't be as objective, as fair, | 那样 | [阅读生词](阅读生词.md) | | | | | I mean, what will prevent students on the committee from just giving money to their friends' groups... | /wʌt̚ wəl/ /pəven/ | [[连读、弱读]] | | | | | or or favoring the groups they're in themselves? | 偏袒 省略 that | [阅读生词](阅读生词.md) [英语语法](英语语法.md) | | | | | I think they'd have a hard time finding students to serve on it. | | [听力生词,特殊记忆点](听力生词,特殊记忆点.md) | | | | | I mean, there are already a number of leadership positions open in various campus groups, | be something open | [英语语法](英语语法.md) | | | | | find enough students who are willing to volunteer their time | /who ə/ | [连读、弱读](连读、弱读.md) | | | | 45 | It doesn't sound like it's doing very much business. | 否定在前 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | It's not until night time that students actually have the time to sit down and relax | 直到晚上 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | enjoy a hot drink and something to eat, while hanging out or reading for class. | 同时 | [英语语法](英语语法.md) | | | | 46 | I guess that's true, now that I think about it. | 经过 | [阅读生词](阅读生词.md) | | | | | The stuff that goes up there now-a lot of it's artistic and colorful. | a lot of可以接单数不可数 | [英语语法](英语语法.md) [听力生词,特殊记忆点](听力生词,特殊记忆点.md) | | | | | how are you gonna see those announcements? | | [连读、弱读](连读、弱读.md) | | | | | I rest my case. | 我论证完了 | [跨语言不等价，短语](跨语言不等价，短语.md) | | | | 2 | Really? I've ridden those buses, | ride 的过去式 | [[听力生词]] | | | | 1 | His reasons for opposing the plan are just totally off. | 站不住脚 | [听力生词,特殊记忆点](听力生词,特殊记忆点.md) [跨语言不等价，短语](跨语言不等价，短语.md) | | | | | I'd like to shake the donor's hand and say "Thank you!" | | [听力生词,特殊记忆点](听力生词,特殊记忆点.md) | | | | | No-his assumptions about who's paying for it are all wrong. | fo-rita-reall-wrong | [连读、弱读](连读、弱读.md) | | | | | Still, I wonder if he has a point about the space it'll take up. | 是否有道理 | [语言不对等现象](语言不对等现象.md) | | | | | He and his friends are always out there on the lawn | he-n-z | [连读、弱读](连读、弱读.md) | | | # 笔记归因 # 分段 Shadow 五步法下面把你列出的 **“分段 Shadow 五步法”** 逐句拆开讲，帮你弄清 _具体要做什么、为什么要这么做、做到什么程度算合格_。 | 步骤 | 操作要点 | 目的 & 原理 | 合格“感觉” | | ------------------------------------------- | ----------------------------------------------------------------- | ---------------------------------------- | ------------------------------ | | **④ 精听校对**_(Micro-Listening)_ | 对照原文，**逐词回放 0.5× 速率**。- 标出没听出的连读/弱读/吞音。- 重复练这些细节，直到能在原速听出。| 像“显微镜”修补漏洞：拎出薄弱音节 → 反复模仿 → 加深**语音敏感度**。| 再放原速时，之前漏掉的细节都能听见并跟上。| | **① 裸听 1–2 遍**_(Cold Listening)_ | 只放音频不看字幕，完整听 1 – 2 遍。- 记下 **主题、场景、基调**（例如：科技演讲？脱口秀？）。- 抓住关键词、转折词。| 先**建立语境**，让大脑对后续细节有“挂钩点”。像先看地图再走迷宫。| 能用一句中文/英文概括：“这段在讲 ×××，口吻 ××。” | | **② 开字幕 Shadow**_(Script-on Shadowing)_ | 打开原文字幕/逐字稿，**贴着原声即时跟读**。- 模仿重音、连读、语调。- 生词立即查、标记。| 用视觉文字帮助口腔建立**正确发音**。先把“念准字”搞定，再追求节奏。| 跟读时嘴巴与字幕节拍基本同步，不再被生词绊住。| | **③ 关字幕 Shadow**_(Blind Shadowing)_ | 关掉字幕，再次贴脸跟读并 **录音**。- 只凭耳朵“盲跟”。- 读完立刻回放，对照原声查错。| 让**听觉→口腔**通路独立运转；录音可暴露弱读/错音。| 回放时，大多数句子能和原声 **在同一节拍**，仅偶尔掉字。| | **⑤ 整段无稿 Shadow**_(Full-Segment Freestyle)_ | 关闭一切文字提示，**从头到尾无稿跟读**。- 可多刷几遍，直到流畅。| 把零散句子“缝合”成 **连贯声流**，训练气息和节奏。目标是“口腔自动驾驶”。| 整段输出几乎无停顿、卡壳；与原声的起落、重音保持一致。| # 小贴士：让五步更高效 1. **计时分段** 每段 30 – 90 秒最合适，太长会喘不过气，太短节奏起不来。 2. **逐步撤掉“拐杖”** _字幕 → 关键词提示 → 纯音频_，循序渐进降低依赖。 3. **AB 模式复盘** 把自己录音 A 段与原声 B 段同时放，用耳机左右声道对比，错音立刻暴露。 4. **难点打卡** 把常漏的连读（e.g. _gonna_, _wanna_）记进小本子，下一次练别的材料前先“热身”复读。坚持一两周，你会发现：**听力抓词更快了，开口也不再“先过中文”**。这就说明五步法在帮你把“听→说”神经通道打通，形成真正的英语语流肌肉记忆。祝你练得顺！