17

星期六

2026年1月

今天是GWEN听写陪你的

第 2811天

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影子跟读

影子练习（shadow-exercise），即跟读训练。这是口译工作者练习同传技巧中常见的一种练习方式，

同时，它也是特别好的练习语音和听力的方法。在跟读过程中，跟读者能逐步适应音频语速、语音语调等，让自己的听写技能更上一层楼。

影子跟读方法

1. 有稿逐句跟读

顾名思义，就是看着文本，同时听着录音，一句/字一停顿的跟读（每句后暂停录音）。

2. 有稿同步跟读

每句话中间不停歇，录音也不手动暂停，眼睛看着文本，耳朵听着录音，如此跟读。

3. 无稿逐句跟读

抛弃文稿，只听录音。一句一句停顿跟读。

4. 无稿同步跟读

抛弃文本，只听录音。录音不手动暂停，不追求每个词都catch到，如此跟听练习。

（3和4建议在已完全熟悉文本的基础上尝试练习。）

今日材料

文本对照

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Abdul Gouda and his fellow engineering students needed to complete an important class project for two major reasons: they needed to do so to graduate from Virginia's George Mason University and they needed to do so to help make a young girl's dreams come true.

阿卜杜勒和他工程系的同学们需要完成一个重要的教学项目，有2个主要原因：一是他们只有完成该项目才能从弗吉尼亚州的乔治梅森大学毕业，二是这样做可以帮助一名小女孩实现梦想。

Isabella Nicola is 10 years old. She wanted to learn to play the violin. But she was born with a shortened arm and without a left hand.

伊莎贝拉今年10岁。她想学小提琴，但是她先天是短臂，而且没有左手。

Isabella attends Island Creek Elementary School in Fairfax County, Virginia. The school's music teacher built Isabella a prosthetic arm.

伊莎贝拉就读于弗吉尼亚州费尔法克斯县的印第安溪小学。这里的音乐老师为伊莎贝拉造了一个假肢。

It let Isabella move the bow of the instrument with her left arm and hold the violin with her right arm. But the prosthetic arm was heavy. So the teacher asked for help from George Mason University, which he had attended.

伊莎贝拉可以借此用左手臂握琴弓，右手臂握住琴体。但这个假肢太重了，所以伊莎贝拉的音乐老师就向其母校乔治梅森大学求助。

At the same time, Abdul Gouda and four other members of the school's bio-engineering department were looking for a project to complete. Students must complete a project in their last year in the school in order to graduate. The first project idea Gouda and his four teammates had could not be done. So, they needed something new to work on.

而此时，阿卜杜勒和其他四名同是生物工程系的校友正在找项目做，因为学生必须在最后一学年期间完成一个项目才能毕业。而阿卜杜勒和项目组4个同学的第一个想法被否了，因此他们必须找新的项目来做。

Gouda admits he was not sure he wanted to try to create a lighter prosthetic arm. It's sort of a lot of pressure, he said. You've got this young girl who's counting on you and you're expected to deliver.

阿卜杜勒承认说，自己不太确定是否要接这个做轻假肢的项目，因为其压力很大。这承载着小女孩的希望，希望你能做出这样的假肢。

But Gouda and the other team members -- Mona Elkholy, Ella Novoselsky, Racha Salha and Yasser Alhindi -- accepted the project. They completed many models during the school year. Research on similar projects helped them in the beginning, but they made many mistakes as they worked on the arm.

但阿卜杜勒和他的4位同学，即莫娜、艾拉、拉沙、亚西尔还是接下了这个项目。他们曾于在校期间完成过很多项目，虽然之前的经验让他们在这次项目之初少走了很多弯路，但在做假肢的过程中还是犯了很多错误。

Isabella talked to the team as they created prosthetic arms for her. The first one weighed 13ounces. But when she said it was too heavy, the team was able to remove some of the weight.

伊莎贝拉与为她做假肢的这个团队保持沟通。他们造的第一个假肢重量是13盎司。但当伊莎贝拉说这个假肢太沉，项目组开始着手减轻假肢的重量。

The team worked with Elizabeth Adams, a professor of music at George Mason. She helped them understand what Isabella would need to be able to play the violin well.

项目组的小伙子们向乔治梅森大学的教授伊丽莎白寻求建议。伊丽莎让他们明白伊莎贝拉需要怎样的假肢才能拉起小提琴。

Recently, Isabella got the team's final prosthetic arm. It was built using a 3-D printer. The team made the arm the color pink, as Isabella had asked. And the team surprised her with another part of the arm that lets her hold onto the front of a bicycle.

近日，伊莎贝拉终于拿到了项目组最终版的假肢。该假肢是用3D打印机做出来的。应伊莎贝拉的要求，项目组还将假肢做成了粉色的。项目组还给了她另一份惊喜——假肢还可以让伊莎贝拉握住自行车车把。

She put the arm on and began playing the violin.

I feel very blessed that I have this amazing group of people, Isabella said.

Isabella had been asking to play a musical instrument for more than a year. Her mother, Andrea Cabrera, said she never told her daughter ‘no.'

伊莎贝拉戴上假肢，开始演奏小提琴。

我感到非常幸运，能有这样一群超级棒的人来帮我，伊莎贝拉说。

一年多以来，伊莎贝拉一直想演奏乐器。而她的母亲安德莉亚从未打击过女儿的念头。

I told her we would try. There was no guarantee the school would be able to do an adaptation, her mother said. Through these little miracles, it kept going forward.

安德莉亚说道，我告诉女儿我们可以试试。虽然学校不一定能做出改良版的假肢，但通过这些小小的奇迹，一切都明朗起来。

Isabella always believed her dream would come true.

I felt right away that I'd be able to play, she said. I've always had perseverance.

伊莎贝拉一直坚信自己的梦想能够实现。

我相信自己能够演奏乐器，伊莎贝拉说，我一直都坚信不疑。

编辑说

基础薄弱（词汇 / 发音 / 语法拖后腿）如：听不懂简单句、对连读 / 弱读陌生，核心词汇反应慢。

1.每日 10-20 分钟 “词汇 + 发音” 联动：背听力高频词（如场景类、功能类词汇），结合权威音标跟读，重点练连读、失去爆破等。

2.用分级材料输入，从慢速开始，逐步过渡到常速。3.边听边标注：遇到听不懂的表达，对照原文拆解发音和语法结构，避免只记中文意思。

同学说

同学们对本周的听写内容还有哪些没有消化的呢？或者是否也有在学习英语方面的自我心得？欢迎大家在我们的推送下方留言，向我们提问或将心得分享给大家哦。每日听写的编辑们将不定期基于大家的留言做深入拓展～

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