تدريب Shadowing: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - تعلم التحدث بالإنجليزية عبر الفيديو
جارٍ إنشاء الدرس...
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Today I'm going to talk about one theory in education that has had a big impact on the classroom.
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It's the theory of multiple intelligences.
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Multiple means many.
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Intelligence is difficult to define.
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During today's class as we discuss the theory of multiple intelligences, I'm going to use the term intelligence to mean strength.
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a strong ability.
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This is a broader way of thinking about intelligence than usual.
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So first, I'm going to go over the theory.
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Then I plan to present how the theory has affected what some teachers now do in the classroom.
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Before I do that, I want to say a few words about how intelligence is often determined.
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As we all know, Written IQ test is still the main tool used to measure intelligence.
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IQ, by the way, stands for intelligence quotient.
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Quotient means Number.
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A high school on an IQ test, say 130, is interpreted to mean A person is very intelligent.
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A skull of a hundred is average.
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However, many factors can affect someone's score, including cultural background, education, or even the fact that they aren't good at taking tests.
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For these reasons, some people say traditional IQ tests don't accurately measure intelligence.
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Another reason to question IQ tests is the theory of multiple intelligences.
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Harvard University's Dr. Howard Gardner and others have explored the notion that we each have many types of intelligence.
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What makes us different from one another is which intelligences are stronger.
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Now I'm going to present nine intelligences they have identified.
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Keep in mind that they say, We each have all of these intelligences.
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The first is verbal intelligence.
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people with strong verbal intelligence can speak and write well.
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This type of intelligence is valued in most schools and on written tests.
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The second is mathematical intelligence, the ability to work well with numbers and diagrams.
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Think of someone who uses logic to solve problems and make decisions.
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The third is musical intelligence.
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People with strong musical intelligence, they feel sound.
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They feel music.
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They connect to sounds around them.
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Are you with me so far?
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Okay.
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The fourth is artistic intelligence.
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People with strong artistic intelligence are sensitive to color, light and shapes.
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They are good at drawing, painting, fashion, lots of creative things.
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The fifth kind of intelligence is spatial.
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We use spatial intelligence to create mental images to remember information.
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Think of someone who understands charts and maps easily.
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Who has a good sense of direction and doesn't get lost on mountain hikes?
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The sixth is kinesthetic or body intelligence.
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It's related to moving, to learning, and remembering information by doing.
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The seventh is interpersonal intelligence.
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That's Enter.
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means between people.
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It's knowing how to work well with others in social situations like work or school.
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The eighth is intrapersonal intelligence.
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Inch remains within oneself.
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It's about being uniquely aware of our own emotions and needs.
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For example, My brother John doesn't like crowds.
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He doesn't go to clubs or to the mall.
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He's happier alone.
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or in a smaller group.
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The 9th kind of intelligence.
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is nature intelligence.
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Understanding one's connection with nature and the environment.
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Remember the theory says we each have all of these intelligences.
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We just vary as to which intelligence is stronger Think of your friends.
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and what each is good at.
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- Yeah.
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So now I wanna shift our discussion to the impact of the theory of multiple intelligences on teaching.
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If teachers accept the theory, how does this affect what they do in the classroom?
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There are two effects.
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One is on how they teach, the other is How do they test their students?
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To teach, they need to use a variety of teaching techniques in order to reach the most students.
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What works best for one student might not work best for another.
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to test or assess what students understand, teachers need to give students options besides taking a written test.
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Let's use an example.
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As I give the example, I want you to write down the intelligences you can identify, okay?
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So a teacher, Mrs. Sanchez, wants to teach her students about trees.
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Here's what she does: First, she talks about types of trees, She also draws a diagram on the board.
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Then they go outside, walk around, look at, and touch trees near their school.
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back in the classroom, She asked them to draw pictures of trees.
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Finally, she teaches them a song about trees.
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Did you get which intelligences she worked with when they went outside?
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How about when she had them draw pictures?
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All right, now she needs to test or assess what the students know.
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She gives them choices.
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For example, they can write about trees, draw a picture, make a chart, or create a song.
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anything is acceptable as long as it contains the tree material she taught them.
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This is a key point.
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I realize you might think drawing a picture or creating a song isn't a real test.
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but if we have multiple intelligences What's the logical conclusion?
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Isn't it that students will benefit from using a variety of ways to demonstrate what they understood?
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A written test may not be the best way to assess every student.
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- Yes.
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This brings up the whole issue of standardized tests, and whether they discriminate against students who don't have strong verbal and mathematical intelligences.
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For next time, think about this with regard to what you've heard today.
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حول هذا الدرس
في هذا الدرس، سنتناول نظرية الذكاءات المتعددة التي قدمها الدكتور هاورد غاردنر. سنستكشف معًا مفهوم الذكاء بالمزيد من العمق، ونعرف كيف يمكن أن يؤثر هذا الفهم على طرق التعليم والتعلم في الفصول الدراسية. النقاش حول الذكاء سيشمل أنواعًا مختلفة من الذكاءات، مثل الذكاء اللفظي، الرياضي، الموسيقي، والفني، وغيرها. هدفنا هو تحسين فهمنا للذكاء وأثره على التعلم، ما يسهل علينا ممارسة المحادثة الإنجليزية بشكل أكثر فعالية.
المفردات والعبارات الأساسية
- الذكاء المتعدد: مفهوم يشير إلى وجود أنواع متعددة من الذكاء.
- اختبار IQ: أداة تقليدية تقيس الذكاء.
- الذكاء اللفظي: القدرة على الكتابة والتحدث بشكل جيد.
- الذكاء الرياضي: القدرة على التعامل مع الأرقام والمنطق.
- الذكاء الموسيقي: القدرة على فهم وإحساس الموسيقى.
- الذكاء الفني: الحساسية للألوان والأشكال.
- الذكاء المكاني: القدرة على تصور الأشكال والخرائط.
- الذكاء الحركي: التعلم من خلال الحركة والعمل.
نصائح للممارسة
لتحسين نطقك باللغة الإنجليزية، يمكنك استخدام طريقة التظليل في الإنجليزية، وهي أسلوب فعال يقوم على الاستماع والممارسة المتزامنة. عند مشاهدة الفيديو أو الاستماع إلى المحتوى، حاول أن تكرر ما يقوله المتحدث في نفس لحظة النطق. هذا سيساعدك على تحسين مهاراتك في ممارسة المحادثة الإنجليزية.
كون الفيديو ذو سرعة متوسطة، حاول أن تركز على تنغيم الصوت وطريقة التعبير. يمكنك تدريب نفسك على تحسين النطق باللغة الإنجليزية من خلال تكرار الجمل ببطء في البداية، ثم زيادة السرعة بعد أن تشعر بالراحة. استخدم موارد shadowing site لتجد نصوصًا تساعدك على ممارسة shadow speech.
تذكر أن الهدف هو محاولة تحقيق فهم أعمق للمواضيع المطروحة، مما سيحسن من قدراتك على التعبير والتواصل باللغة الإنجليزية.
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | has affected · have explored · have identified |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | is often determined · is interpreted · is valued |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | someone who uses · someone who understands · students who don |
ما هي تقنية التظليل الصوتي؟
التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.