尚雯婕10篇20分钟学习

how-to-talk-like-a-native-speaker请双击

背也是上瘾

第三步：花3天时间把它背出来，直到最后和主持人的语速一样快。 好难 还没背下来

还差对正好再写一次 记得那些写错了没写出来的单词 https://singjupost.com/how-to-talk-like-a-native-speaker-marc-green-full-transcript/

尚雯婕外语学习法—英文听力资料（17分钟，英文字幕） 如果想下载 https://snapany.com/zh/bilibili

10-15m

This is, in my opinion, the most overlooked aspect of language learning today, but it’s also the most important one to reach what I call a native-speaker level or a speaker-like level. If you communicate without an accent or almost without an accent, this changes how natives behave towards you unconsciously, and it also gives you an ability to adapt to a new self-image.

The best way that I’ve found – the best exercise I’ve found to improve your pronunciation is what I call the perfect-sentence technique. What you do is you find a native speaker to help you, and you take a book in the foreign language, you open it at a random page, and you read the first sentence. Then, you ask a native speaker to rate you on obvious accent, slight accent, no accent.

Then the native speaker will read this sentence back to you. You have to listen carefully and then you repeat. And you repeat this process over and over until the native speaker tells you that he can no longer hear an accent when you read the sentence.

Now, I realize it can take a very long time even just to get one sentence right. But I promise you if you are persistent, and if you patiently work on this, you’ll be amazed by what happens to your accent.

The second area to focus on is using verbs and expressions that locals use. Now, we all know the situation that vocabulary can be region-specific. Like, in the US, you use “stand in line.” In the UK, you “queue.” That’s all good.

But sometimes, the spoken word is so different, the speech is so different from what you get in textbooks, that the books are almost useless if you want to converse with natives. I want to give you an example.

In the French language, there are words like “le travail,” which is “my work.” A French person talking to his friend would probably say “mon boulot,” which is a completely different word. The same for “the clothes,” “le vestments,” but you’ll hear “le fringues.” Or money is “l’argent,” but people say “le fric,” “le sou,” or many other expressions for this.

So, obviously I’m only scratching the surface here. But here you actually have to learn all of these words and expressions one by one. And of course, you have to interact with natives to do that. But after you reach a critical mass that you’re comfortable with, it’ll actually be easier when you encounter something new.

You’ll just pick it up in one go, like native speakers would, who hear words or expressions that they didn’t know before.

The third area to work on is adopting cultural traits. What do I mean by that? So let me ask you: what does this gesture mean to you? Any Italians here? OK, now, depending on what culture you’re from, this could mean something rude, or it could just mean it’s something incredulous, like, “Why did you do that?” Or, “How could you?” Or it could just be signaling food, “Give me food!” Interesting!

In the Middle East, this is just a standard way of signaling “Please, wait!” So these kind of traits you have to internalize, and sometimes, they’re hard to spot, and it takes a lot of active listening. I want to give you a few more examples.

So imagine I am with three of my friends: an American, a German, and a Frenchman. And, like, we’re walking and maybe the American bumps his head, and his initial reaction might be, “Ouch!” That’s how you say it in English.

But the German that, you know, gets, I don’t know, elbowed in the crowd, he would say, “Ow-ah!” And the French person might step on the nail and say, “Ay!” So this, of course, in your target language, this is something you have to observe and also internalize, and it has to become part of you.

If again I’m with these three friends, and I sit with them, and let’s say I serve them tea, and I ask the American, “Would you like a biscuit with your tea?” And if he answers in the affirmative, he might say, “Uh-huh!”

And I can ask the German, “Do you know what tea this is?” He’ll say, ”Mm- hmm!” And then I ask the Frenchman, “Do you like this?” He’ll say, “Hmm!” So these differences, they really require active listening.

So all of these three things that I told you which is pronunciation, and colloquial speech and adopting cultural traits, they all require that you interact with natives as much as possible. Ideally, you should fully immerse yourself in the culture.

Now if you have the chance to live abroad for a while, that will be great. Or maybe live among natives in your hometown.

15-the end 

Perhaps just have a romantic relationship, or even just spend time, you know, with co-workers. So, romantic relationships, I could do a whole talk about that. That works really well for these things. But yeah – So this will be different for everybody, of course. But even when you’re not around natives, your learning must not stop.


Because what you can do is you can watch TV shows and films, you can mimic the characters, you can write down anything that you haven’t heard of before, and practice that. I also want to encourage you to learn the lyrics of songs.

Songs are really great because they tell stories. And they not only help your pronunciation when you sing them, but if they’re emotional, they can anchor these expressions into your active vocabulary. And it’s like speaking all day and really using the expressions unconsciously.

It’s a great way. So music, definitely. The other thing you need to move towards native-speaker status is the right mindset, and a belief that if you sound like a native, express yourself like a native, talk like a native and act like a native, you’ll actually achieve a native-like level.

So if I could only leave you with one thing today, it would be: work on your pronunciation. Because pronunciation helps any stage of the learning process, even in the very beginning. It’ll speed up everything. And it also is the key to reaching a native-speaker level, or almost-native-speaker status.

So before I go, I’d like to tell you how I was able to overcome my fear of the Russian language. It was a very, very elegant solution. I married a Russian girl. And I now have little kids in my home that speak Russian to me every day. So I want to thank you.

And before I go, I just want to wish you… (Spanish). A lot of success with your language studies… (French). It was a pleasure to present for you today… (Hebrew) I wish you lots of success with your studies. (Yiddish) Thank you for listening. Good luck to you all and…. (Russian).

Thank you.

语法分析

4

Once we were down there, my friend headed right to an open train, and I pulled him back and said, “Wait! Let’s write down the name of the station so we can find our way back.” So I had a notepad, and I took a notepad, and I wrote down the letters of the station, and we hopped down the train and went on train hopping. And that was fun because – Well, actually, it was weird.

句子结构与成分分析

    “Once we were down there, my friend headed right to an open train, and I pulled him back and said, “Wait! Let’s write down the name of the station so we can find our way back.”
        这是一个较为复杂的复合句，包含了时间状语从句、并列句以及直接引语。
        “Once we were down there” 是时间状语从句，其中 “Once” 是引导词，表示 “一旦”，引导一个时间条件；“we” 是主语；“were” 是系动词 be 的过去式，用于复数主语；“down there” 是表语，整体说明当 “我们” 到达那里（前文提到的地铁处）的情况。
        “my friend headed right to an open train” 是主句中的一个并列分句，“my friend” 是主语；“headed” 是谓语动词，是动词 “head” 的过去式，意思是 “前往，朝…… 走去”；“right” 在这里是副词，修饰 “headed”，表示 “径直，直接” 的意思；“to an open train” 是地点状语，说明前往的目的地是一辆开着门的火车。
        “I pulled him back and said, “Wait! Let’s write down the name of the station so we can find our way back.”” 是主句中的另一个并列分句。“I” 是主语；“pulled” 是谓语动词，是动词 “pull” 的过去式，意思是 “拉”；“him” 是宾语，指 “我的朋友”；“back” 是副词，修饰 “pulled”，表示 “拉回来” 的动作方向。“said” 是谓语动词，是动词 “say” 的过去式，意思是 “说”；“Wait! Let’s write down the name of the station so we can find our way back.” 是直接引语部分，其中 “Wait!” 是一个祈使句，单独成句，表达让对方等待的意思。“Let’s write down the name of the station so we can find our way back.” 是一个祈使句的简略形式，完整形式是 “Let us write down the name of the station so we can find our way back.”，其中 “Let” 是使役动词，“us” 是宾语（在简略形式 “Let’s” 中，“us” 和 “Let” 缩写在一起），“write down the name of the station” 是宾语补足语，意思是 “写下车站的名字”；“so we can find our way back” 是目的状语从句，说明写下车站名字的目的是为了能找到回去的路，在这个目的状语从句中，“we” 是主语；“can find” 是谓语动词，“can” 是情态动词，用于表示能力或可能性；“our way back” 是宾语，指回去的路。
    “So I had a notepad, and I took a notepad, and I wrote down the letters of the station, and we hopped down the train and went on train hopping.”
        这是由多个并列句通过 “and” 连接而成的句子。
        第一个并列句 “So I had a notepad”：“So” 在这里可视为承接上文的连接词，表示因果或顺承关系；“I” 是主语；“had” 是谓语动词，是动词 “have” 的过去式，在这里表示 “拥有” 的意思；“a notepad” 是宾语，指一个笔记本。
        第二个并列句 “I took a notepad”：“I” 是主语；“took” 是谓语动词，是动词 “take” 的过去式，在这里表示 “拿取” 的意思；“a notepad” 是宾语，同样指一个笔记本，这里的 “took” 和前面的 “had” 可能是在强调不同的动作，“had” 侧重于原本就拥有，“took” 侧重于从某个地方拿过来使用。
        第三个并列句 “I wrote down the letters of the station”：“I” 是主语；“wrote down” 是动词短语，是动词 “write” 的过去式 “wrote” 加上 “down” 构成的，意思是 “写下”；“the letters of the station” 是宾语，指车站的字母（可能是车站名字的字母等）。
        第四、五个并列句 “we hopped down the train and went on train hopping”：“we” 是主语；“hopped down” 是动词短语，是动词 “hop” 的过去式 “hopped” 加上 “down” 构成的，意思是 “跳上（车）”（这里结合语境理解为跳上火车进入车厢等意思）；“the train” 是宾语，指火车。“went on train hopping” 是一个短语，其中 “went on” 是动词短语，意思是 “继续”；“train hopping” 是名词短语，在这里可理解为 “跳上不同的火车游玩” 的意思，整体表示继续进行跳上不同火车的活动。
    “And that was fun because – Well, actually, it was weird.”
        这是一个主系表结构的句子，同时包含了原因状语从句的省略形式。
        “And” 在这里可视为承接上文的连接词；“that” 是主语，指代前面所描述的一系列活动（如写下车站名字、跳上火车等）；“was” 是系动词；“fun” 是表语，说明主语的性质是有趣的。“because – Well, actually, it was weird.” 是原因状语从句的省略形式，完整形式应该是 “because it was weird”，这里省略了 “it was”，只保留了 “weird”，其中 “because” 是引导词，引导原因状语从句；“it” 是主语，指代前面的 “that” 所指代的内容；“was” 是系动词；“weird” 是表语，说明原因是因为那些活动实际上是奇怪的。

时态分析

这段文章主要使用了一般过去时，如 “were”“headed”“pulled”“said”“had”“took”“wrote”“hopped”“went”“was” 等动词形式，因为文章是在描述过去发生的一系列动作和情况，包括到达地铁处后朋友的行动、自己的反应、拿笔记本写车站名字以及跳上火车等活动，以及对这些活动的感受，都是过去已经发生的事情，所以用一般过去时来准确表述这些过去的经历。
词汇与短语用法分析

    “headed right to”：动词短语，是动词 “head” 的过去式 “headed” 加上 “right”（副词，修饰 “headed”，表示 “径直、直接”）和 “to”（介词，后接目的地）构成的，意思是 “径直前往”，例如 “He headed right to the library after school.”（放学后他径直前往图书馆）。
    “pulled him back”：动词短语，是动词 “pull” 的过去式 “pulled” 加上 “him”（宾语）和 “back”（副词，修饰 “pulled”，表示 “拉回来” 的动作方向）构成的，意思是 “把他拉回来”，例如 “She pulled the dog back when it was about to run into the street.”（当狗正要跑到街上时，她把狗拉回来）。
    “write down”：动词短语，是动词 “write” 的过去式 “wrote” 加上 “down” 构成的，意思是 “写下”，常用于记录信息等，例如 “Please write down your name and address.”（请写下你的名字和地址）。
    “hopped down”：动词短语，是动词 “hop” 的过去式 “hopped” 加上 “down” 构成的，意思是 “跳上（车）”（结合语境理解为跳上火车进入车厢等意思），例如 “They hopped down the bus when it stopped.”（当公共汽车停下来时，他们跳上了公共汽车）。
    “went on train hopping”：短语，其中 “went on” 是动词短语，意思是 “继续”；“train hopping” 是名词短语，在这里可理解为 “跳上不同的火车游玩” 的意思，整体表示继续进行跳上不同火车的活动，例如 “They went on train hopping during their vacation.”（他们在假期里继续进行跳上不同的火车游玩的活动）。

5

There were a lot of people, probably all coming home from work. They were all dressed in brown and gray clothes, and it looked very, very different from what we were used to at home. But the stations were lovely. There were stations with statues, with paintings on the wall, and glass displays. It was really like museums. We would never have expected that.

句子结构与成分分析

    “There were a lot of people, probably all coming home from work.”
        这是一个 “there be” 句型的句子，表示 “存在有” 的意思。
        “There” 是引导词，无实际意义，引出存在的事物；“were” 是系动词 be 的过去式，用于复数主语，与后面的 “a lot of people” 保持主谓一致；“a lot of people” 是主语，表示存在的主体，即很多人；“probably all coming home from work” 是现在分词短语作后置定语，用来修饰 “a lot of people”，其中 “probably” 是副词，修饰整个现在分词短语，表示可能性；“all” 在这里是副词，加强语气，意思是 “全部，都”；“coming home from work” 是现在分词短语，其逻辑主语是 “a lot of people”，表示这些人当时可能都正在下班回家的状态。
    “They were all dressed in brown and gray clothes, and it looked very, very different from what we were used to at home.”
        这是由两个并列句通过 “and” 连接而成的句子。
        第一个并列句 “They were all dressed in brown and gray clothes”：“They” 是主语，指代前面提到的 “a lot of people”；“were” 是系动词 be 的过去式，用于复数主语；“all” 是副词，加强语气，意思是 “全部，都”；“dressed in brown and gray clothes” 是过去分词短语作表语，其中 “dressed” 是动词 “dress” 的过去分词，“in brown and gray clothes” 是介词短语，用来描述着装的情况，整体表示这些人都穿着棕色和灰色的衣服。
        第二个并列句 “it looked very, very different from what we were used to at home”：“it” 是主语，指代前面所看到的这些人的着装以及整个场景等；“looked” 是谓语动词，是动词 “look” 的过去式，在这里表示 “看起来” 的意思；“very, very different from what we were used to at home” 是表语，其中 “very, very” 是副词，加强程度；“different from” 是形容词短语，意思是 “与…… 不同”；“what we were used to at home” 是宾语从句，作 “from” 的宾语，在这个宾语从句中，“we” 是主语；“were used to” 是动词短语，意思是 “习惯于”，这里是过去式，表示过去习惯的情况；“at home” 是状语，说明习惯的地点是在家里，整个宾语从句表示我们在家里所习惯的情况。
    “But the stations were lovely.”
        这是一个简单句，主系表结构。
        “But” 是转折连词，引出与上文相反或不同的情况；“the stations” 是主语，指地铁的各个车站；“were” 是系动词 be 的过去式，用于复数主语；“lovely” 是表语，形容车站的特点是可爱的、令人愉悦的。
    “There were stations with statues, with paintings on the wall, and glass displays.”
        又是一个 “there be” 句型的句子。
        “There” 是引导词；“were” 是系动词 be 的过去式，用于复数主语；“stations” 是主语，表示存在的主体，即地铁车站；“with statues, with paintings on the wall, and glass displays” 是介词短语作后置定语，用来修饰 “stations”，其中 “with statues”、“with paintings on the wall” 和 “glass displays” 是并列的成分，分别表示带有雕像、墙上有绘画以及有玻璃展示品的车站情况，通过这些并列的介词短语详细描述了车站的不同特色。
    “It was really like museums.”
        这是一个简单句，主系表结构。
        “It” 是主语，指代前面所描述的地铁车站的情况；“was” 是系动词；“really like museums” 是表语，其中 “really” 是副词，加强语气；“like museums” 是介词短语，意思是 “像博物馆”，整体表示地铁车站的情况真的很像博物馆。
    “We would never have expected that.”
        这是一个虚拟语气的句子，表示与过去事实相反的情况。
        “We” 是主语；“would never have expected” 是谓语动词，其中 “would” 是 will 的过去式，“have expected” 是动词 “expect” 的过去完成式，“would never have expected” 这种形式在虚拟语气中用于表达在过去某个时间点上，原本是绝对不会预料到某件事情的，这里的 “that” 指代前面所描述的地铁车站像博物馆等情况。

时态分析

这段文章主要使用了一般过去时，如 “were”“looked”“were used to” 等动词形式，因为是在描述过去发生的观察和感受，包括看到的人群、人群的着装、车站的外观以及自己对车站的感受等，这些都是过去已经发生的事情，所以用一般过去时来准确表述这些过去的经历。同时还使用了虚拟语气 “would never have expected”，用于强调在过去当时的情况下，原本是不可能预料到后面所描述的地铁车站像博物馆这种情况的。
词汇与短语用法分析

    “a lot of”：意为 “许多，大量”，后接可数名词复数或不可数名词，例如 “a lot of people”（许多人）、“a lot of water”（大量的水）。
    “dressed in”：过去分词短语，意思是 “穿着”，通常用于描述人的着装情况，例如 “He is dressed in a black suit.”（他穿着一套黑色西装）。
    “different from”：形容词短语，意思是 “与…… 不同”，用于比较两个事物的差异，例如 “This book is different from that one.”（这本书与那本书不同）。
    “were used to”：动词短语，意思是 “习惯于”，是 “be used to” 的过去式，后面接名词、代词或动名词，例如 “She was used to living alone.”（她习惯于独自生活）。
    “with statues, with paintings on the wall, and glass displays”：这些并列的介词短语用于修饰名词，通过列举不同的元素来详细描述所修饰名词的特征，如 “a house with a garden, with a pool in the backyard, and a garage”（一座有花园、后院有泳池、还有车库的房子）

10

We turned the corner. And 200 yards in front of us, the Intourist Hotel. Well, this experience affected me in two ways. The first is that anytime after this trip that I would hear anyone speak Russian, I was just cringe. And the second one is that it taught me the importance of understanding the local language when you’re traveling. And it actually led to me learning another four languages fluently over the following years.

第一句

原句：We turned the corner.     主语：We    谓语：turned    宾语/补语：the corner    分析：简单的陈述句，描述动作。

第二句原句：And 200 yards in front of us, the Intourist Hotel.    分析：        这是一个省略主谓的句子。        原本应是一个完整的句子，比如 "And 200 yards in front of us, there was the Intourist Hotel."。
        主谓部分（there was）被省略，使句子更口语化。        状语：200 yards in front of us（位置状语）
第三句原句：Well, this experience affected me in two ways.    主语：this experience
    谓语：affected
    宾语：me
    状语：in two ways
    分析：完整的陈述句，引出下文的具体两点影响。

第四句

原句：The first is that anytime after this trip that I would hear anyone speak Russian, I was just cringe.

    主语：The first
    系动词：is
    表语：that anytime after this trip that I would hear anyone speak Russian, I was just cringe
    从句结构：
        从句主语：I
        从句谓语：would hear
        宾语：anyone speak Russian
        补语：I was just cringe（是并列补语）
    分析：
        主句陈述了“第一点”。
        从句描述具体的场景和心理反应，句式较复杂但口语化。
        "I was just cringe" 是一种省略主语的表达，强调“感到极为尴尬”的情绪。

第五句

原句：And the second one is that it taught me the importance of understanding the local language when you’re traveling.

    主语：the second one
    系动词：is
    表语：that it taught me the importance of understanding the local language when you’re traveling
    从句结构：
        主语：it
        谓语：taught
        宾语：me
        补语：the importance of understanding the local language when you’re traveling
            当中 "understanding the local language" 是动名词短语，作 importance 的具体内容。
    分析：结构完整，清晰表述“第二点”影响。

第六句

原句：And it actually led to me learning another four languages fluently over the following years.

    主语：it
    谓语：led
    宾语：to me learning another four languages fluently over the following years
        "to me learning..." 是介词短语，"learning" 是动名词。
        "fluently" 是状语，修饰 "learning"。
        "over the following years" 是时间状语。
    分析：描述了第二点影响的具体结果。

整体语法特点

    句式口语化：部分主谓结构省略或语义压缩，如 “And 200 yards in front of us, the Intourist Hotel”。
    并列结构：通过 "The first is... And the second one is..." 表示两个主要影响，逻辑清晰。
    动名词用法：如 "understanding the local language" 和 "learning another four languages"。
    从句复杂性：尤其是表语从句，灵活地嵌套多个从句来传达完整思想。

Rich man poor man

一共 23m 完成

回对完  rich man  
有些把原文post 一下这里 好方便背

差post 原文 和利用ai分析语法

https://www.bilibili.com/video/BV1cS4y1Y7p4/?spm_id_from=333.788.recommend_more_video.1&vd_source=e3e41ea2b1d70e0e3a6a0372ee88d714 20m TED】建议全文背诵！TED播放量最高的十篇演讲

tom-hanks-gives-2023-harvard-commencement-speech 尚雯婕外语学习法英语听力素材（20分钟版）

尚雯婕外语学习法英语听力素材（20分钟版）

https://www.rev.com/blog/transcripts/tom-hanks-gives-2023-harvard-commencement-speech-transcript

how to speak so that people want to listen

https://www.bilibili.com/video/BV1cS4y1Y7p4?spm_id_from=333.788.videopod.episodes&vd_source=e3e41ea2b1d70e0e3a6a0372ee88d714&p=3

https://www.bilibili.com/video/BV1cS4y1Y7p4?spm_id_from=333.788.recommend_more_video.4&vd_source=e3e41ea2b1d70e0e3a6a0372ee88d714