Pratique du Shadowing: Day 18 of 100 days shadowing challenge - Apprendre l'anglais à l'oral avec la vidéo
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Hello, this is 6 minutes English from BBC Learning English.
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I'm Neil.
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And I'm Pekka.
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Neil, I noticed that you were checking your phone before you came into the studio to record this program.
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Yes, I probably was.
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You know, Pekka, I spend too much time looking at my phone.
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And I really don't like it.
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How are you?
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I don't think you are alone.
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I also spend way too much time looking at my phone.
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Well, Pekka, we are both others.
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But today, we are talking about screen time and children's screen time.
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That's how much time you spend using devices like smartphones, tablets and laptops.
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Yes, and it's a particular worry of many people that they shouldn't spend too much time on this device.
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At the end of last year, Australia passed a set to choose a major IELTS for under 16.
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And countries like the UK are considering similar measures.
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So why did this?
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In this episode, we will hear from a clinical psychologist
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and researcher at the University of Cambridge talking about screen time and children.
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As usual, we will be learning some useful new words and phrases.
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And remember, you will find all these episodes vocabulary along with the screen on our website bbclearningenglish.com.
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But first, Neil, I have a question for you.
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According to the UK media regulator,
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how many children 8, 3 to 4 have a smartphone? Is it A.
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1 in 20, B.
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1 in 10, or C.
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1 in 5?
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Wow, well, I'm gonna guess 1 in 20, but I think it's probably more than that.
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Well, we will find out the answer later.
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Dr. Emily Good-Arch is a research associate at the University of Cambridge.
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Here she tells Simon M.
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Carlton Brister of BBC World Service Program Test Live,
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he heard her thoughts on whether we should take away a children's screen device completely.
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Yeah, I think it's not as much as getting them away from technology,
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but being really intentional about how we use technology with children.
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For me, the board absolutely needs to be hired
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and therefore I think about how to design products that think about children first.
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and really think about how children at different stages learn and develop,
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and then see if there's a way that technology can enable that.
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And Emily highlights how rather than stopping children from using technology,
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parents need to be more intentional about how the children use it.
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An intention is a plan or reason to do something,
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so to be intentional is to act with that plan or reason in mind.
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This may take you act more carefully as a result.
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Emily O says the board needs to be higher.
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The idiom the board is low means that the standard expectations or requirements are minimal and very easy to meet.
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Therefore, she believes that board needs to be higher.
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Parents need to make their expectations higher.
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They need to think or ask more carefully when considering how much time children spend with technology.
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You might also hear people say set the board higher or lower.
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Emily believes that being more intentional and setting the bar higher will enable children to learn and develop alongside technology.
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If you enable something, you encourage somebody's ability to do something or to make something possible.
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Now let's hear Dr. Becky Kennedy, a clinical faculty and founder of online parenting platform,
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talking about how parents should have a teacher and children.
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From BBC at World Service Program, Tech Life, I find parents are very, very eager to understand what really happening.
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Around technology in kids and then have practical,
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realistic things they can do in their home to make little self that feel better.
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Becky has found that many parents are eager to understand their children's use of technology.
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Eager is an adjective that describes wanting to do or have something very much.
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Becky also talk about making little self.
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Becky share has an example on a sheet that can help parents reduce.
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Children screen time moving the device somewhere it can't be seen.
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You can even say to a kid, you know why I'm moving?
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It's actually
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because it's a really hard time for me to spot the
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best from you to see a screen in a room
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and not once I wasn't setting you up for success then
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explain how it's difficult for children to be expected to reduce their screen time if they can see their device.
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Having the device is built doesn't set them up for success.
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It says someone else for something you prepare them for it.
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Yes, for example, earlier I said Neil for a job when I asked him a question about screen time.
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Neil, I asked you, according to the UK media regulator, how many children in 3 to 4 have a smartphone?
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And I said 1 in 20.
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Well, it seems in fact C, what in FI?
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Wow, I thought it may be more than I said.
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Now let's recap the vocabulary we have learned.
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Start with intentional.
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It's an adjective to describe acting with a plan or reason in mind.
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We have the expression the board needs to be higher.
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To set the bar higher is to make your expectation higher.
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We also had in the book, this is to increase someone's ability or to make something possible.
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To be eager is to want to do or have something very much.
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A shift is a small change.
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You can also use it as a verb to mean changing something slightly.
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And if you say someone else for something, you prepare them for it.
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Once again, our 6 minutes are up.
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If you enjoyed this episode, you will find a quiz and a free workshop to practice the vocabulary you have learned on our website.
Context & Background
In the insightful episode of "6 Minutes English" from BBC Learning English, hosts Neil and Pekka delve into a pressing issue: children’s screen time. With an alarming number of children using smartphones, they discuss the implications of technology on youth development and learning. Highlighting the importance of being intentional about how technology is integrated into children's lives, the conversation also features insights from a clinical psychologist at the University of Cambridge. This discussion reveals the necessity for parents and guardians to rethink their approach to screen usage in a digital age. Whether you're an English learner or a parent, understanding this dynamic is crucial, especially if you're aiming to excel in areas such as IELTS speaking practice.
Top 5 Phrases for Daily Communication
- Screen time: The amount of time spent using devices like smartphones, tablets, and laptops.
- Intentional: Acting with a purpose or a plan in mind, especially regarding decisions about technology use.
- Set the bar higher: To raise expectations or standards.
- Clinical psychologist: A professional who studies mental health and behavior.
- Learn and develop: The process of acquiring new knowledge or skills over time.
Step-by-step Shadowing Guide
To effectively enhance your English speaking ability using the shadowing technique with this video, follow these steps:
- Watch and Listen: Start by watching the video without subtitles. Focus on listening to how Neil and Pekka express their thoughts about screen time and children. Pay attention to their intonation and pronunciation.
- Repeat and Imitate: Use the shadowspeak method. Pause the video after hearing a sentence and repeat it aloud. Emulate their tone and pace to improve your fluency. This practice can significantly aid in preparing for IELTS speaking practice.
- Break it Down: If certain phrases feel challenging, break them down. For example, focus on "set the bar higher." Practice it repeatedly until you feel comfortable with its pronunciation and context.
- Summarize Key Ideas: After shadowing, summarize the main points discussed about screen time. Engaging with the content in your own words will enhance comprehension and retention.
- Practice with a Partner: If possible, find a partner to practice shadowing together. Discuss the insights gained from the episode, using the vocabulary introduced.
Incorporating these steps into your daily routine can transform your language skills while keeping you informed on contemporary issues, making shadowing both an enriching and practical experience.
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.