Pratique du Shadowing: How play helps a kid’s brain grow - Jesse Ilhardt - Apprendre l'anglais à l'oral avec la vidéo
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56 phrases
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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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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « How play helps a kid’s brain grow - Jesse Ilhardt ». Les mots qui reviennent le plus souvent : parent, teacher, brain, learning, toy. Cette vidéo contient 56 phrases et 774 mots à répéter en shadowing. La partie parlée dure 5:01. Le locuteur parle à un rythme naturel d’environ 154 mots par minute, proche d’une conversation courante. 82 % 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 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| prioritize verbe | /pɹaɪˈɒɹ.ə.taɪz/ | prioriser |
| preschool adjectif | /ˈpɹiːskuːl/ | préscolaire |
| educator nom | /ˈɛd͡ʒəkeɪtɚ/ | éducateur, éducatrice |
| neural adjectif | /ˈnʊɹəl/ | neural |
| classroom nom | /ˈklɑːsɹʊm/ | salle de classe |
| amplify verbe | /ˈæm.plə.faɪ/ | amplifier |
| backfire verbe | /bækˈfaɪə(ɹ)/ | se retourner contre, avoir l'effet inverse |
| bathtub nom | /ˈbæθtʌb/ | baignoire |
| dopamine nom | /ˈdoʊ.pəˌmin/ | dopamine |
| exacerbate verbe | /ɪɡˈzæsɚˌbeɪt/ | exacerber, aggraver |
| gratification nom | /ˌɡɹætɪfɪˈkeɪʃən/ | gratification |
| imperfect adjectif | /ɪmˈpɜː(ɹ)fɪkt/ | imparfait |
| prefrontal adjectif | /pɹiːˈfɹʌn.təl/ | préfrontal |
| revert verbe | /ɹɪˈvɝt/ | renvoyer, réverbérer |
| subconsciously adverbe | subconsciemment |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| grow up verbe | grandir |
| look back verbe | se remémorer |
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 been · have heard · we've launched |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | can be done · wasn't encouraged |
Prononciation à surveiller
Le locuteur utilise 10 contractions et formes réduites, comme don't, can't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: gratification /ˌɡɹætɪfɪˈkeɪʃən/, shave /ˈʃeɪ̯v/, ambitious /æmˈbɪʃ.əs/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, intentions /ɪnˈtɛnʃənz/
- Mots longs — placez bien l’accent: prioritize /pɹaɪˈɒɹ.ə.taɪz/, educator /ˈɛd͡ʒəkeɪtɚ/, exacerbate /ɪɡˈzæsɚˌbeɪt/, gratification /ˌɡɹætɪfɪˈkeɪʃən/, intuitive /ɪnˈtjuːɪtɪv/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: educator /ˈɛd͡ʒəkeɪtɚ/, energize /ˈɛnəd͡ʒaɪz/, sponge /spʌnd͡ʒ/, leverage /ˈlɛv.(ə.)ɹɪd͡ʒ/, gesture /ˈd͡ʒɛs.t͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: prioritize /pɹaɪˈɒɹ.ə.taɪz/, preschool /ˈpɹiːskuːl/, neural /ˈnʊɹəl/, classroom /ˈklɑːsɹʊm/, backfire /bækˈfaɪə(ɹ)/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme prioritize, preschool, educator.
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.