Pratique du Shadowing: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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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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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « Contemporary Topics 2 Unit 5 Lecture with Powerpoint ». Les mots qui reviennent le plus souvent : intelligence, test, student, theory, tree. Cette vidéo contient 88 phrases et 903 mots à répéter en shadowing. La partie parlée dure 6:35. Le locuteur parle à un rythme régulier d’environ 137 mots par minute, confortable pour le shadowing. 86 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 11 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| verbal adjectif | /ˈvɜː.bəl/ | verbal |
| assess verbe | /əˈsɛs/ | estimer, évaluer |
| quotient nom | /ˈkwoʊʃənt/ | quotient, rapport |
| spatial adjectif | /ˈspeɪ.ʃəl/ | spatial |
| diagram nom | /ˈdaɪ.ə.ɡɹæm/ | diagramme, schéma |
| mathematical adjectif | /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ | mathématique |
| interpersonal adjectif | interpersonnel | |
| discriminate verbe | /dɪˈskɹɪm.əˌneɪt/ | discriminer |
| interpret verbe | /ɪnˈtɜː.pɹɪt/ | interpréter |
| hike nom | /haɪk/ | randonnée |
| accurately adverbe | /ˈæk.jə.ɹɪt.li/ | précisément |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| bring up verbe | élever |
| walk around verbe | déambuler |
| write down verbe | noter, écrire |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has affected · have explored · have identified |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is often determined · is interpreted · is valued |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | someone who uses · someone who understands · students who don |
Prononciation à surveiller
Le locuteur utilise 14 contractions et formes réduites, comme I'm, doesn't, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/
- Les sons « sh » et « zh »: quotient /ˈkwoʊʃənt/, spatial /ˈspeɪ.ʃəl/
- Mots longs — placez bien l’accent: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/, discriminate /dɪˈskɹɪm.əˌneɪt/, accurately /ˈæk.jə.ɹɪt.li/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: diagram /ˈdaɪ.ə.ɡɹæm/, discriminate /dɪˈskɹɪm.əˌneɪt/, interpret /ɪnˈtɜː.pɹɪt/, accurately /ˈæk.jə.ɹɪt.li/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme verbal, assess, quotient.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.