Shadowing Practice: Teaching groups: How to get them talking #9 - Learn English Speaking with Video
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The dog is walking so the dog's footsteps are going to be in the video.
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Hey guys, so recently I've been getting quite a lot of feedback from you
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which has been great because that means that you're watching my videos and that they actually mean something to you.
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So yeah, thanks.
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One question that I got that I thought was pretty interesting was
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how to get your students to interact with one another on your lessons.
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and I thought that this could be quite an important topic to talk about
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because it's a problem that I had in the beginning as well.
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I love teaching one -on -one.
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I think it's the best way to teach English just because
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you get so much more time to spend with one person and maybe that's for a different video.
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But sometimes you have to teach in groups.
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And with teaching in groups, there come different problems.
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One of which I experienced, and this was the fact that when you have a group of people, you have many different personalities,
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which means you get shy people, and you get very talkative people and what usually happens is that the talkative people,
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well, talk a lot and the shy people kind of disappear into the background.
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Another thing that I noticed is that in groups it's a lot more difficult for people to open up.
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So even if these are people who aren't shy, they might feel uncomfortable to speak when they're in a group just because they're
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not really confident about their language and about speaking in front of their peers or their colleagues in another language.
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So over the past couple of years, I have used a couple of different methods to get my students
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talking on my lessons
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and interacting with each other in my lessons some of these
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ideas are in mine i also have to google them up
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and find them on the internet but i'd love to share them with you guys
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So one of the first things I like to do on my lessons, on my group lessons, are warm -ups.
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One of the warm -ups, which is I guess the most basic and most obvious one, is I start by asking my students how they are.
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and asking a little bit about their lives, what they've been up to, and kind of seeing where the discussion goes on from there.
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Because sometimes it can, I don't know,
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somebody can do something or have done something over the weekend that will join with somebody else's story and
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you'll get a discussion going on.
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Sometimes, however, I got students who like to give me easy answers.
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Easy answers being, Oh, I don't know, nothing much.
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Or I just stayed at home.
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Or I'm fine and they wouldn't
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elaborate on that idea which made things very difficult for me
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because it's hard to have a discussion when somebody keeps on ending it. with you.
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So for the students that gave me very quick and easy answers, I found another way.
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What I would do is on the next lesson, I would get the students to talk not about themselves but about the person sitting next to them.
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So if it's an introductory lesson, what
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What is great is I would get them to introduce the person sitting next to them
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That usually ended in quite a laugh and it made the atmosphere like a More.
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easy going and if that didn't work then i had another i had this other thing that worked.
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I have an envelope with these random words and I would get my students to pick out a random word,
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and we would kind of go around in a circle
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where one person would start a story that had to contain this word, and then the next person would continue with their word.
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These could be short words like, I don't know, beard and bust and I don't know, cat too.
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If you want to be more ambitious, these could be words that you used in your previous lesson.
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So it could be like a vocabulary practice
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so another way to get your students talking
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but this is a bit of a brutal way is talking
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with a timer this is what my english teacher used to do to us in in primary school
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and although it was really stressful i do only have positive memories about it
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which is why i do it with my students otherwise i wouldn't put them through this turmoil
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but um the point of talking topic and they have to talk about this topic for um,
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you can decide if it's two minutes or three minutes or five minutes I would stick to like
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two minutes in the beginning, because it really can get quite difficult.
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And the topics can be really random.
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And also you don't have to think of the topics yourself.
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You can give your students the opportunity to give topics to one another.
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And the last thing that I'll share with you is my personal favorite that works every time.
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It's the most important thing because it's what makes my lessons work and this is a
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Topics of interest and when I say topics of interests, I mean getting to know your students well enough
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to be able to prepare topics for them that they are interested in and that's spark their enthusiasm on your lessons.
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This does take a bit of work because it means
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that you have to spend the first couple of lessons building a connection with your students and a relationship.
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But it really pays off because as a teacher it makes The next.
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series of lessons you have with this group really easy.
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because you don't have to motivate them to talk.
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They will talk on their own because it'll be topics that they are passionate about.
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So after speaking with my one group, I found out that they were quite upset with their management and the way the management was treating them as employees.
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And this sparked quite an interesting discussion that I saw that even those
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who usually don't participate in my lessons had this fire that they wanted to share how unfair they felt certain situations were.
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And what I did in the next couple of lessons is I
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pulled on these emotional strings and I found different videos on, for example, TED or articles about
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successful companies that really treat their employees well
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and this sparked up more discussions and we could learn new vocabulary from these articles and these talks.
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And together we kind of drew up ideas of the ideal
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working environment that we would like to have or what things we would change within the company.
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And this was pretty amazing because
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They had a lot to say and I was basically just there to listen
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and to either correct mistakes or add in the correct vocabulary and they were doing all the talking.
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So yeah, so if you find the topics that interest your group,
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what you can then do is find short videos on YouTube about this topic or TED Talks or
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articles that you can then either send to your students before the next lesson
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or you can use them to watch and discuss the next time that you meet with them.
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So those were my tips on how I get my students to interact with one another on my lessons.
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If you guys have any questions or maybe there are some problems that you guys encounter on your group lessons, maybe I can help out.
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Otherwise, thanks for watching.
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Don't forget to like and subscribe and I will see you soon.
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Bye!
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Bye.
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Bye.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B1 se basa en el vídeo “Teaching groups: How to get them talking”. Las palabras que más se repiten: lesson, students, topic, word, discussion. Este vídeo tiene 92 frases y 1296 palabras para practicar shadowing. La parte hablada dura 8:33. El hablante habla a un ritmo natural de unas 151 palabras por minuto, cercano a una conversación cotidiana. El 87 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es fácil de seguir.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| vocabulary sustantivo | /vəˈkæb.jə.lə.ɹi/ | vocabulario |
| spark sustantivo | /ˈspɑɹk/ | chispa, centella |
| interact verbo | /ɪn.təˈɹækt/ | interactuar |
| talkative adjetivo | /ˈtɔ.kə.ɾɪv/ | hablador, conversador |
| footstep sustantivo | /ˈfʊtstɛp/ | huella, paso |
| introductory adjetivo | /ˌɪntɹəˈdʌktəɹi/ | introductorio |
| turmoil sustantivo | /ˈtɜːmɔɪl/ | desorden, turbulencia |
| motivate verbo | /ˈmoʊ.tɪ.veɪt/ | motivar |
| timer sustantivo | /ˈtaɪmɚ/ | temporizador |
| envelope sustantivo | /ˈɛnvə(ˌ)loʊp/ | sobre, envelop |
| stressful adjetivo | /ˈstɹɛsfəl/ | estresoso, estresante |
| ambitious adjetivo | /æmˈbɪʃ.əs/ | ambicioso |
| colleague sustantivo | /ˈkɒliːɡ/ | colega, compañero |
| subscribe verbo | /səbˈskɹaɪb/ | suscribirse, subscribirse |
| enthusiasm sustantivo | /ɪnˈθuziæzəm/ | entusiasmo |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| find out verbo | averiguar, anoticiarse |
| pay off verbo | valer la pena, salir a cuenta |
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 · they've been · have done |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | people who aren · ups, which is · students who like |
| Superlativos the -est / the most … — lo más alto o lo más bajo de un grupo | the best · the most basic · the most important |
| Past continuous was/were + -ing — una acción en curso en un momento del pasado | was treating · were doing |
Pronunciación a tener en cuenta
El hablante usa 22 contracciones y formas reducidas, como don't, they're, wouldn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: ambitious /æmˈbɪʃ.əs/, passionate /ˈpæʃənɪt/
- Palabras largas — cuida el acento: vocabulary /vəˈkæb.jə.lə.ɹi/, introductory /ˌɪntɹəˈdʌktəɹi/, enthusiasm /ɪnˈθuziæzəm/, elaborate /ɪˈlæb.ə.ɹeɪt/, uncomfortable /ʌnˈkʌm.fɚ.tə.bl̩/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: spark /ˈspɑɹk/, stressful /ˈstɹɛsfəl/
- /v/ — no es /b/: los dientes tocan el labio inferior: vocabulary /vəˈkæb.jə.lə.ɹi/, talkative /ˈtɔ.kə.ɾɪv/, motivate /ˈmoʊ.tɪ.veɪt/, envelope /ˈɛnvə(ˌ)loʊp/
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 vocabulary, spark, interact.
¿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.