Shadowing Practice: How play helps a kid’s brain grow - Jesse Ilhardt - Learn English Speaking with Video
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15 years ago, I walked into a classroom as a first -year preschool teacher.
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Ambitious and eager to impress, I created this Excel document to track the things I thought mattered most for my students.
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Letters, numbers, shapes, and colors.
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Looking back though, I wish Instead, I had leveraged the power of brain building interactive play.
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The back and forth interactions, the serve and return, the alternating comments,
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questions, gestures between children and adults when they play together, that's what helps build neural connections in the child's brain.
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And in particular, they build the brain's prefrontal cortex, the part that manages emotions,
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solves problems, makes plans, all things that children have to do when they play.
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The research community's support of play is so resounding, I would expect to see children in nearly every household, every preschool and kindergarten classroom,
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playing for most of their waking hours.
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But that's far from reality.
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So what's going on?
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Our best intentions are getting in the way.
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Our hyper focus on our children and our students' success is backfiring,
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and it's exacerbated by two forces I see impacting the large majority of parents and teachers.
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First, the need for immediate gratification and quick results.
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We often revert to fact -based teaching because we see pretty immediate results that affirm our efforts.
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Whereas we can't see the connections in the child's brain
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that fire when they finally get that wobbly black tower to stay standing.
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The immediate result of something like our child learning a new letter, it gives us this dopamine rush.
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We subconsciously begin to prioritize that type of teaching.
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The second force I see negatively impacting play -based learning is that we, as grown -ups, parents and teachers,
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just don't always like hearing that play -based learning might require some of us because that means it will take time,
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energy, and skills that we don't think we have.
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But not only is it worth our time, it can be done in really small doses.
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So take this simple example of bath time.
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If I'm a busy mom who has a few extra dollars to spend, I might pop my kiddo into the tub.
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Remember that buying bath toys has been on my never -ending mental to -do list for weeks.
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So I whip out my phone and I use
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that five minutes to go over to Amazon and buy the top -rated bath toys.
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And you know what would be way better than scrolling Amazon and even better than those bath toys?
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Three things that I can almost guarantee you have in your home.
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Measuring cups, kitchen sponges, and you.
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Because a couple of household materials dropped into the bathtub and this mundane routine becomes fun, energizing bonding time.
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And bonus, instead of the toy telling your child how to play, your child's brain has to do the heavy lifting.
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And that's that superfood for the brain.
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Over the past 10 years coaching parents, I have heard over and over again that parents don't feel good enough at their job at parenting.
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When it comes to our children's learning though, we don't have to be the perfect Etsy parent or the perfect Pinterest teacher.
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We have to prioritize interactions and be okay with them being imperfect.
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It may seem silly to admit that we don't feel good at playing with our kids, but as adults it's not always intuitive.
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Sure, most of us played a lot when we were little.
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We'd tie the blankets around our neck and bound around the house like superheroes, but as we grew up that type of play wasn't encouraged anymore.
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A couple of months ago my colleague
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and I were leading a workshop for parents and teachers
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and we brought materials like shaving cream and plastic straws
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and buttons and pipe cleaners and just ask the parents and teachers to play to create.
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Everyone froze then slowly but surely people started to create
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and by the end of the session their faces were lighting
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up as they shared their creations with the rest of the group.
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It It reminded me that as adults we have to let go of our expectation that we get it right.
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You have the power to have an enormous impact on their brain development.
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You are helping build the network of neural connections that lay the foundation for all of their future learning.
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Education is the ultimate idea worth spreading.
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That's why we've launched Innovate TED, a program that helps educators develop their brightest ideas and share them with the world.
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Learn more at ed .ted .com slash edtalks.
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Join the movement to amplify educator voices.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “How play helps a kid’s brain grow - Jesse Ilhardt”. Las palabras que más se repiten: parent, teacher, brain, learning, toy. Este vídeo tiene 56 frases y 774 palabras para practicar shadowing. La parte hablada dura 5:01. El hablante habla a un ritmo natural de unas 154 palabras por minuto, cercano a una conversación cotidiana. El 82 % 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 |
|---|---|---|
| prioritize verbo | /pɹaɪˈɒɹ.ə.taɪz/ | priorizar |
| preschool adjetivo | /ˈpɹiːskuːl/ | preescolar |
| educator sustantivo | /ˈɛd͡ʒəkeɪtɚ/ | educador, educadora |
| neural adjetivo | /ˈnʊɹəl/ | neural |
| classroom sustantivo | /ˈklɑːsɹʊm/ | aula, sala de clases |
| affirm verbo | /əˈfɝm/ | afirmar |
| amplify verbo | /ˈæm.plə.faɪ/ | amplificar |
| backfire verbo | /bækˈfaɪə(ɹ)/ | petardear |
| bathtub sustantivo | /ˈbæθtʌb/ | bañera, bañadera |
| dopamine sustantivo | /ˈdoʊ.pəˌmin/ | dopamina |
| energize verbo | /ˈɛnəd͡ʒaɪz/ | jumpear |
| exacerbate verbo | /ɪɡˈzæsɚˌbeɪt/ | exacerbar, agravar |
| imperfect adjetivo | /ɪmˈpɜː(ɹ)fɪkt/ | imperfecto |
| prefrontal adjetivo | /pɹiːˈfɹʌn.təl/ | prefrontal |
| revert verbo | /ɹɪˈvɝt/ | revertir |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| grow up verbo | crecer |
| look back verbo | recordar, volver la cabeza |
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 been · have heard · we've launched |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | can be done · wasn't encouraged |
Pronunciación a tener en cuenta
El hablante usa 10 contracciones y formas reducidas, como don't, can't, I'm. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: gratification /ˌɡɹætɪfɪˈkeɪʃən/, shave /ˈʃeɪ̯v/, ambitious /æmˈbɪʃ.əs/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, intentions /ɪnˈtɛnʃənz/
- Palabras largas — cuida el acento: prioritize /pɹaɪˈɒɹ.ə.taɪz/, educator /ˈɛd͡ʒəkeɪtɚ/, exacerbate /ɪɡˈzæsɚˌbeɪt/, gratification /ˌɡɹætɪfɪˈkeɪʃən/, intuitive /ɪnˈtjuːɪtɪv/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: sponge /spʌnd͡ʒ/, scroll /skɹoʊl/, straw /stɹɔ/
- /v/ — no es /b/: los dientes tocan el labio inferior: revert /ɹɪˈvɝt/, intuitive /ɪnˈtjuːɪtɪv/, shave /ˈʃeɪ̯v/, leverage /ˈlɛv.(ə.)ɹɪd͡ʒ/, interactive /ˌɪn.tɚˈæk.tɪv/
- /z/ — sonora, no /s/: prioritize /pɹaɪˈɒɹ.ə.taɪz/, energize /ˈɛnəd͡ʒaɪz/, exacerbate /ɪɡˈzæsɚˌbeɪt/, resound /ɹəˈzaʊnd/, intentions /ɪnˈtɛnʃənz/
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 prioritize, preschool, educator.
¿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.