Shadowing Practice: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - Learn English Speaking with Video
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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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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel C1 se basa en el vídeo “Contemporary Topics 2 Unit 5 Lecture with Powerpoint”. Las palabras que más se repiten: intelligence, test, student, theory, tree. Este vídeo tiene 88 frases y 903 palabras para practicar shadowing. La parte hablada dura 6:35. El hablante mantiene un ritmo constante de unas 137 palabras por minuto, cómodo para el shadowing. El 86 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 12 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| verbal adjetivo | /ˈvɜː.bəl/ | verbal |
| assess verbo | /əˈsɛs/ | evaluar, estimar |
| quotient sustantivo | /ˈkwoʊʃənt/ | cociente, cuociente |
| spatial adjetivo | /ˈspeɪ.ʃəl/ | espacial |
| diagram sustantivo | /ˈdaɪ.ə.ɡɹæm/ | diagrama |
| mathematical adjetivo | /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ | matemático |
| interpersonal adjetivo | interpersonal | |
| kinesthetic adjetivo | /ˌkɪnɪsˈθɛtɪk/ | kinestético |
| discriminate verbo | /dɪˈskɹɪm.əˌneɪt/ | discriminar |
| interpret verbo | /ɪnˈtɜː.pɹɪt/ | explicar, exponer |
| hike sustantivo | /haɪk/ | caminata |
| accurately adverbio | /ˈæk.jə.ɹɪt.li/ | acertadamente, acuradamente |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| bring up verbo | levantar, alzar |
| go over verbo | sentar, pasar |
| walk around verbo | deambular |
| write down verbo | apuntar, anotar |
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | has affected · have explored · have identified |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | is often determined · is interpreted · is valued |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | someone who uses · someone who understands · students who don |
Pronunciación a tener en cuenta
El hablante usa 14 contracciones y formas reducidas, como I'm, doesn't, don't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/
- Los sonidos de “sh” y “zh”: quotient /ˈkwoʊʃənt/, spatial /ˈspeɪ.ʃəl/
- Palabras largas — cuida el acento: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/, discriminate /dɪˈskɹɪm.əˌneɪt/, accurately /ˈæk.jə.ɹɪt.li/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como verbal, assess, quotient.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.