Shadowing Practice: Michael Swan: How to explain grammar (Part 3/6) - Learn English Speaking with Video

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Talking about grammar, I find it useful to divide teaching into three parts.
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And for me, there are the three Xs,
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explanations and examples and exercises.
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First thing I want to say is that these are by no means equal.
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Two of those Xs, explanations and examples, are input.
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One of them, exercises, is output.
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what the students do.
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And we all know perfectly well that students learn mostly from what they're doing,
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much less from what we do.
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So we need to give them explanations and examples.
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But for me, the more economical we can make those,
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the more time and space we can devote to exercises,
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the third X, the better.
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All right, first X.
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What makes a good explanation?
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As I said, I like it to be economical.
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short and simple.
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It's nice if explanations are clear,
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but actually quite a lot of the terminology that's used in grammar teaching,
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words like definite, for instance,
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is much more fuzzy than we realize.
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We need to be sure that words mean the same inside our heads,
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students' heads, on the book page, that they're clear.
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What else is good?
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Well, we don't want stuff to be grey.
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Colour and visual support are obvious things we want.
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So, diagrams.
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Colour used not just to be pretty,
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but to highlight a structural contrast is something that I've tried to work with a lot.
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We all do this from time to time.
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Instead of teaching the students,
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telling the students something, we give them some examples and they work out the rule.
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I think this is useful up to a point.
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It's hard for the students to do.
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If you do it too much,
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then they get tired and it takes a long time.
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when it's done I think it needs quite careful support like that.
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If you just give students the examples and no other help 25 students will come up with 25 different rules all wrong.
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So they do need a certain amount of support
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but that kind of work as we all know can be motivating and useful.
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What else?
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It's almost irrelevant in this particular setting but where possible explanations should be in the students mother tongue.
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People teaching one lot of monolingual students in the country where their language is spoken
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often believe that you should avoid the mother tongue at all costs.
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There's an ancient dogma about this,
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don't ever use the mother tongue, don't translate.
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That has no theoretical support whatever, no research support.
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It's very old and discredited dogma,
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but lots of teachers still believe that.
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Don't use the mother tongue.
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That's my first explanation.
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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación de nivel C1 se basa en el vídeo “Michael Swan: How to explain grammar”. Las palabras que más se repiten: students, explanation, examples, tongue, teaching. Este vídeo tiene 51 frases y 440 palabras para practicar shadowing. La parte hablada dura 3:17. El hablante mantiene un ritmo constante de unas 134 palabras por minuto, cómodo para el shadowing. El 87 % 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 13 palabras más avanzadas del vídeo, con su pronunciación y significado:

PalabraPronunciaciónSignificado
dogma sustantivo/ˈdɔɡ.mə/dogma
economical adjetivo/ˌiː.kəˈnɒm.ɪ.kəl/económico, ahorrador
discredit verbo/dɪsˈkɹɛd.ɪt/desacreditar, descreer
monolingual adjetivo/ˌmɒ.nəʊˈlɪŋ.ɡwəl/monolingüe
devote verbo/dɪˈvəʊt/devotar, abocarse
motivate verbo/ˈmoʊ.tɪ.veɪt/motivar
fuzzy adjetivo/ˈfʌzi/velloso, felpudo
terminology sustantivo/ˌtɝ.məˈnɑ.lə.d͡ʒi/terminología
definite adjetivo/ˈdɛfɪnɪt/definido
diagram sustantivo/ˈdaɪ.ə.ɡɹæm/diagrama
translate verbo/tɹænzˈleɪt/traducir, trasladar
irrelevant adjetivo/ɪˈɹɛləvənt/irrelevante
theoretical adjetivo/ˌθi.əˈɹɛt.ɪ.kəl/teórico

Phrasal verbs que vas a escuchar

PalabraSignificado
come up with verboingeniar, ingeniarse

Pronunciación a tener en cuenta

El hablante usa 7 contracciones y formas reducidas, como don't, they're, I've. Dilas en su forma corta, tal como las oyes.

  • Palabras largas — cuida el acento: economical /ˌiː.kəˈnɒm.ɪ.kəl/, monolingual /ˌmɒ.nəʊˈlɪŋ.ɡwəl/, terminology /ˌtɝ.məˈnɑ.lə.d͡ʒi/, irrelevant /ɪˈɹɛləvənt/, theoretical /ˌθi.əˈɹɛt.ɪ.kəl/

Cómo practicar con este vídeo

  1. Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
  2. Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
  3. Grábate y compara con el original, prestando atención a palabras como dogma, economical, discredit.

¿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.

Técnica de shadowing: lee la guía completa paso a paso →