Shadowing Practice: Evaluating Sources & Fact Checking: Crash Course Scientific Thinking #6 - Learn English Speaking with Video
Creando lección...
1
Are you eating a credit card's worth of plastic every week?
2
Uh, probably not.
3
But if you saw headlines like this, you might worry that you are.
4
These days, trying to piece together what to believe can feel impossible.
5
But we can still find reliable, trustworthy answers, as long as we know how to look for them.
6
Hi, I'm Hank Green, and welcome to Crash Course Scientific Thinking.
7
You probably already know that you shouldn't believe everything read, watch, or hear.
8
On an internet where everyone is competing both for attention and to control narratives, it's no surprise that there are plenty of distortions,
9
exaggerations, baseless claims, propaganda, and whatever this is.
10
But it's also home to lots of good scientific information, too.
11
So when it comes to something as important as science, how do we figure out what's reliable?
12
Well, it helps to understand how a science story like this becomes news in the first place.
13
See, that CNN article isn't the whole story.
14
It's just the part we see as consumers of science news.
15
That science news tastes bad.
16
Think of it like the tip of the iceberg.
17
There's a lot more going on below the surface.
18
CNN got the details from this report by the WWF.
19
No, not the wrestling group from the 90s, the Worldwide Fund for Nature.
20
And they got it from a study they commissioned from researchers at Australia's University of Newcastle,
21
which reported a range of possible amounts of plastic that people might consume in a week, from a high of 5 grams all the way down to 0.1 grams.
22
But the WWF only reported the high end of the range, saying an average person could be ingesting approximately 5 grams of plastic per week,
23
about the size of a credit card.
24
And that technically could be true.
25
It could be that much.
26
There's a lot of things that could be true.
27
It's like when an insurance company says, I could save you up to 15% or more on your car insurance.
28
Up to 15% or more?
29
That's all of the percents.
30
So why would they do that?
31
Well, different kinds of publications have different kinds of goals.
32
And as a savvy consumer of science media, it's helpful for you to consider what those goals might be.
33
Like, the WWF is a nonprofit advocacy group whose goal is to preserve nature through lobbying and research.
34
So they might really want to sound the alarm about microplastics in order to bring people into their broader mission.
35
Considering an outlet's goals gives us, as consumers, more information to consider.
36
It gives us a broader context than just the story would alone.
37
And while I would agree that microplastics are a big deal, only reporting on the upper range to make the situation feel more urgent
38
and headline-worthy can make a situation seem a lot more dire than it actually is, and intentionally or not, be misleading.
39
News organizations, by the way, also have goals that we should take into consideration.
40
the goal to get a lot of people to click on an article.
41
And a headline that says, you might eat between a tenth of a gram and five grams of microplastics every week, is not gonna get the clicks.
42
What gets reported in the news is sometimes different from the information in the primary source, the first-hand account from the scientists who actually conducted the study.
43
The primary source is the most accurate representation of what the scientists who conducted the research actually found.
44
In this particular instance, the primary source was the study from the researchers at Newcastle who reported a range of possible amounts of plastic ingestion.
45
So what happened between the primary source and CNN?
46
Well, the Newcastle team got their results and shared them with the WWF.
47
It was then written into a report by consultants who had
48
not conducted the research directly in what we would call a secondary source.
49
And this secondary source only listed the upper range of plastic we could be eating.
50
Those are the numbers that got picked up by CNN.
51
In science, news articles are often tertiary sources.
52
They summarize the information of primary and secondary sources, and are usually not written by scientists.
53
Sometimes when science gets reported, it can also get distorted.
54
Sometimes it's an honest mistake, someone somewhere along the way got their facts mixed up.
55
We call that misinformation.
56
Information that is wrong or misleading.
57
But because, as the kids say, we live in a society, we also have to worry about disinformation.
58
that is intentionally misleading or false.
59
But here's the thing.
60
None of this means that we have to stop trusting reputable news organizations, or even advocacy organizations like the WWF wholesale.
61
It just means we need to be more diligent when we are consuming news.
62
And good science journalists have learned to navigate the scientific community.
63
They often have experts they can reach out to for second opinions,
64
and they present useful context behind a story to help the reader understand how the news fits into larger conversations in science.
65
So, what does this mean for us?
66
How can we, as non-scientists and non-journalists, dig down and figure out when a story is reliable and when it isn't?
67
I think it's time for some sage advice.
68
That's the key, Hank.
69
You don't dig, you sift.
70
It's a way of evaluating sources developed by digital literacy expert Mike Caulfield from the University of Washington.
71
The S stands for stop.
72
Stop.
73
When you see something that triggers a strong emotional response, you should stop and really think about what you're reading.
74
So don't immediately text everyone I know and tell them
75
that they couldn't book a flight with all the microplastics inside of them.
76
Got it.
77
What's next?
78
Ah, investigate the source, the place that published the information.
79
Who's putting it out there? And why?
80
In this case, we're looking at CNN.
81
How do we find out if CNN is a reputable source?
82
Well, we know they've been around for over 40 years.
83
But let's investigate a bit further.
84
So let's open a new tab and get the scoop on CNN.
85
It looks like they're in the green zone on this media bias chart from Harvard Library's research guides.
86
We call this strategy lateral reading.
87
Checking other websites, newspapers, and media guides like this one to make sure
88
that the source you're getting the original information from is on the up and up.
89
So if the original source is trustworthy, then we're good?
90
Not yet.
91
Up next is F.
92
Find better coverage.
93
Using those same lateral reading skills, we need to check if other sources are reporting the same thing.
94
What are other outlets reporting?
95
In this case, we can find some other sources citing the credit card stat.
96
But we can also find reputable sources saying that it's misleading.
97
If other reputable sources are disagreeing, it's a sign to take the source you found with a grain of salt.
98
If other sources are agreeing, then it's a good sign you can dig deeper into what you read.
99
So you've got to read not just beyond the headline, but beyond the first source, especially before you share it.
100
Then you won't be surprised to hear the T.
101
T is for trace claims to their original context.
102
This is a big one.
103
Often when we see quotes or images online, they're being taken out of context.
104
So tracing them back to their origin can help us figure out if we're seeing the whole story.
105
In this case, the CNN article tells us that the credit card claim comes from the WWF article, which CNN links to.
106
There we can see that they got the claim from this original study.
107
And here we can see the information in its original context, which stated humans may ingest 0.1 to 5 grams of microplastics weekly.
108
Not, you're eating a credit card.
109
Much more nuanced.
110
So the high end of this range, which was in the original report, is actually 50 times greater than the low end of the range.
111
That's a lot.
112
And this has been your Sage Advice.
113
Thanks, Sage.
114
Okay, so sift is awesome, and in an age where we're getting so much of our news from social media,
115
it's more important than ever for us to be discerning about the information that we are absorbing and sharing.
116
Like, you will almost never see a primary source in a TikTok video.
117
That should raise immediate red flags and encourage you to start sifting.
118
Also, ChatGPT and other generative AI tools do not pass the SIFT test.
119
They are not trustworthy as primary sources.
120
And I get it, fact-checking can feel like a lot of work.
121
For me, the SIFT method is a great tool, but there are other fact-checking methods out there, and the one you use and how you use it is a personal choice.
122
But reliability isn't.
123
Some sources are just more reliable and more trustworthy than others, and our personal biases don't change that.
124
Like, the WWF might be an organization that does a lot of good, but there's still an advocacy group which is going to advocate for a certain cause.
125
And that might mean occasionally misrepresenting scientific information.
126
The point is, anytime we're looking at any source of science information, we have to remember that reputation
127
and motive are among the most important things we should be looking for when it comes to sources.
128
There might be a conflict of interest, like with the WWF, or even an obvious lack of reliability or trustworthiness when we start sifting through our sources.
129
Thinking critically about the sources we're getting our news from is
130
one of the best ways to make sure we aren't consuming a credit card's worth of bad information every week.
131
But it's not foolproof.
132
Even the sift method will let us down sometimes.
133
Like we learned back in episode 1, none of us are immune to bad information.
134
But tools like lateral reading are some of the best shields we have against the tide of mistruths.
135
And I think that you'll find that as you start to sift through the sources, the trustworthy ones will rise to the surface more often than not.
136
In our final episode, we're going to explore the crossroad of science and public perception.
137
I'll see you then.
138
This episode of Crash Course Scientific Thinking was produced in partnership with HHMI BioInteractive,
139
bringing real science stories to thousands of high school and undergrad life science classrooms.
140
If you're a teacher, visit their website for resources that explore the topics we discussed in the video today.
141
Thanks for watching this episode of Crash Course Scientific Thinking, which was filmed in Missoula, Montana, and was made with the help of all of these nice people.
142
If you want to help keep Crash Course free for everyone forever, you can join our community on Patreon.
📺 Mismo canal
C11
Vectors and 2D Motion: Crash Course Physics #4
TOEFL PrepCambridge Exam PrepUniversity Students
C1What's all the Yellen About? Monetary Policy and the Federal Reserve: Crash Course Economics #10
IELTS PrepBusiness EnglishUniversity Students
C12
Unit Conversion & Significant Figures: Crash Course Chemistry #2
Business EnglishUniversity StudentsWorking Adults
C11
What Is Myth? Crash Course World Mythology #1
Cambridge Exam PrepUniversity Students
B25
Mesopotamia: Crash Course World History #3
Cambridge Exam PrepHigh School StudentsUniversity Students
B210
Crash Course Sex Ed Preview
Daily ConversationUniversity StudentsWorking Adults
C110
The Agricultural Revolution: Crash Course World History #1
IELTS PrepTOEFL PrepCambridge Exam Prep
C12
Derivatives: Crash Course Physics #2
Cambridge Exam PrepUniversity StudentsWorking Adults
B23
Indus Valley Civilization: Crash Course World History #2
Cambridge Exam PrepHigh School StudentsUniversity Students
B22
Ancient Egypt: Crash Course World History #4
Cambridge Exam PrepHigh School StudentsUniversity Students
C12
What is Engineering?: Crash Course Engineering #1
Business EnglishUniversity StudentsWorking Adults
B22
The Persians & Greeks: Crash Course World History #5
Cambridge Exam PrepHigh School StudentsUniversity Students
C12
Supervised Learning: Crash Course AI #2
Business EnglishUniversity StudentsWorking Adults
C13
The Periodic Table: Crash Course Chemistry #4
IELTS PrepTOEFL PrepCambridge Exam Prep
C12
How Often do Asteroids Hit the Earth?: Crash Course Geology #20
IELTS PrepTOEFL PrepUniversity Students
B22
Where Do Diamonds Come From?: Crash Course Geology #8
IELTS PrepTOEFL PrepCambridge Exam Prep
B29
Why You Need Trust to Do Business: Crash Course Business - Soft Skills #1
Business EnglishUniversity StudentsWorking Adults
C13
Where Did Democracy Come From, and Does It Still Work?
IELTS PrepTOEFL PrepUniversity Students
C12
The Nucleus: Crash Course Chemistry #1
IELTS PrepTOEFL PrepUniversity Students
B21
Defense Against the Dark Arts of Influence: Crash Course Business Soft Skills #2
Business EnglishUniversity StudentsWorking Adults
✨ Recomendar Video
C11
710 oraciones
The truth about peptides, NAD, & other longevity treatments | Rachele Pojednic, Ph.D.
Business EnglishUniversity StudentsWorking Adults
C12
118 oraciones
The Anatomy of Fraud
Business EnglishUniversity StudentsWorking Adults
C12
65 oraciones
1 Week - Monday: The importance of recycling
Business EnglishUniversity StudentsWorking Adults
C110
30 oraciones
Research Source Mastery: How to Find & Verify Credible Data (2026)
Business EnglishUniversity StudentsWorking Adults
B21
109 oraciones
‘Non-Ultra-Processed’ Food Label Aims to Help the American Diet
Business EnglishDaily ConversationUniversity Students
B21
54 oraciones
Can you trust what AI tells you?
Business EnglishUniversity StudentsWorking Adults
C13
195 oraciones
What is This $3BN Machine Under New York?
British AccentBusiness EnglishUniversity StudentsWorking Adults
C12
138 oraciones
Statistical Thinking in Science: Crash Course Scientific Thinking #2
Business EnglishUniversity StudentsWorking Adults
B21
111 oraciones
Flying Phone Scam Exposed (so I built a REAL one)
American AccentBusiness EnglishUniversity StudentsWorking Adults
B21
249 oraciones
What is Fast Fashion and how we can break up with overconsumption?
Business EnglishUniversity StudentsWorking Adults
C114
160 oraciones
Stop Walking 10,000 Steps/Day (do this for 10 minutes instead)
Business EnglishUniversity StudentsWorking Adults
Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel C1 se basa en el vídeo “Evaluating Sources & Fact Checking: Crash Course Scientific Thinking”. Las palabras que más se repiten: source, science, Cnn, Wwf, primary. Este vídeo tiene 142 frases y 1828 palabras para practicar shadowing. La parte hablada dura 10:07. El hablante habla rápido, unas 181 palabras por minuto, así que espera sonidos enlazados y reducidos. El 85 % 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 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| sift verbo | /sɪft/ | tamizar, cerner |
| gram sustantivo | /ˈɡɹæm/ | gramo |
| microplastic sustantivo | microplástico | |
| trustworthy adjetivo | /ˈtɹʌst.wɜː.ði/ | fidedigno, de confianza |
| mislead verbo | /mɪsˈliːd/ | desencaminar, despistar |
| reputable adjetivo | /ˈɹɛpjʊtəbəl/ | reputable |
| headline sustantivo | /ˈhɛd.laɪn/ | titular, encabezado |
| lateral adjetivo | /ˈlætəɹəl/ | lateral |
| sage sustantivo | /seɪd͡ʒ/ | salvia |
| consume verbo | /kənˈsum/ | consumir |
| advocacy sustantivo | /ˈæd.və.kə.si/ | abogacía |
| ingest verbo | /ɪnˈd͡ʒɛst/ | ingerir, deglutir |
| intentionally adverbio | /ɪnˈtɛn(t)ʃənəli/ | intencionalmente, intencionadamente |
| researcher sustantivo | /ˈɹiˌsɝ.t͡ʃɚ/ | investigador, investigadora |
| reliability sustantivo | fiabilidad |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| figure out verbo | averiguar, captar |
| find out verbo | averiguar, anoticiarse |
| mix up verbo | revolver |
| pick up verbo | coger, asir |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- Are you eating a credit card's worth of plastic every week?
- I think it's time for some sage advice.
- You don't dig, you sift.
- Who's putting it out there?
- Not, you're eating a credit card.
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | are usually not written · being taken · was produced |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | have learned · they've been · has been |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | range, which was · group which is · Thinking, which was |
Pronunciación a tener en cuenta
El hablante usa 29 contracciones y formas reducidas, como we're, you're, don't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: trustworthy /ˈtɹʌst.wɜː.ði/, mistruth /mɪsˈtɹuːθ/, trustworthiness /ˈtɹʌst.wɜɹ.ði.nɛs/, tenth /tɛnθ/
- Los sonidos de “sh” y “zh”: intentionally /ɪnˈtɛn(t)ʃənəli/, disinformation /ˌdɪsɪnfəˈmeɪʃ(ə)n/, exaggeration /ɪɡˌzæd͡ʒəˈɹeɪʃən/, misinformation /ˌmɪs.ɪn.fɚˈmeɪ.ʃən/, tertiary /ˈtɜː.ʃi.ə.ɹiː/
- Palabras largas — cuida el acento: reputable /ˈɹɛpjʊtəbəl/, advocacy /ˈæd.və.kə.si/, intentionally /ɪnˈtɛn(t)ʃənəli/, disinformation /ˌdɪsɪnfəˈmeɪʃ(ə)n/, exaggeration /ɪɡˌzæd͡ʒəˈɹeɪʃən/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: scoop /skup/, stat /stæt/
- /v/ — no es /b/: los dientes tocan el labio inferior: advocacy /ˈæd.və.kə.si/, generative /ˈd͡ʒɛnəɹətɪv/, savvy /ˈsæv.i/, navigate /ˈnæv.ɪ.ɡeɪt/, motive /ˈmoʊtɪv/
- /z/ — sonora, no /s/: discern /dɪˈzɝn/, exaggeration /ɪɡˌzæd͡ʒəˈɹeɪʃən/, misrepresent /ˌmɪsˌɹɛpɹəˈzɛnt/, summarize /ˈsʌməˌɹaɪz/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
- Grábate y compara con el original, prestando atención a palabras como sift, gram, microplastic.
¿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.