Pratique du Shadowing: Teacher to Teacher: Is AI reshaping education for the better? - Apprendre l'anglais à l'oral avec la vidéo
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109 phrases
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You didn't have that like existential dread of oh no my job is going to be outsourced by automation.
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It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.
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My initial impression of AI was I am out of a job
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because this device can write an essay better than I can.
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So how can I sell students on the importance of writing topic sentences
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and learning grammar rules when this thing can just do it for us?
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But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning
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and thinking about how my classroom teaching can be enhanced.
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So my mindset went from how will my change in a
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scary way to how can I be a better teacher now
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because of this new emergent technology sure it's not about are you using these tools
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or you're not using these tools it's are you using them in the right way
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and students who are using them as answer generators were doing
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poorer than the students who were not using the tools at all
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so the the point
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that we then had a conversation about was how do we use these tools to be that personal tutor
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And like you get to a point where you keep balancing an equation incorrectly.
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Take a screenshot of that equation and say, can you explain to me what my mistake is?
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Not what's the answer to this math problem, right?
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You're going to get different outcomes from those two prompts.
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Have you seen some of the outcomes that you've been seeking in the classroom change?
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Not just how the students are working towards those outcomes, but the outcomes themselves.
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I think we're on our way because I'm becoming more capable at harnessing its potential for good.
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Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.
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And so I've trained them how to use it to coach them in the same way that I would coach them.
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And I've taught them how to prompt to get the feedback that I would give to them.
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That being said, I do worry that the over -reliance on the tool means
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that we're not grappling with complex text in the way we did like pre -ChatGPT.
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They read SparkNotes, but now they have this tool that can summarize for them.
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And reading carefully has been on the decline for many years.
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And so that's one fear that I have is how can we continue pushing kids to read complex,
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challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.
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And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental
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that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.
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We all have to learn how to use them.
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I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.
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And the two top skills they always put that companies are saying
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that students need in school are critical and creative thinking skills.
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So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?
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And then you talked about your assessments and how you look at the process of how they're writing them.
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Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence
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And when I saw
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that was starting to come out I had chat GPT write me an essay on a random topic
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and I put it in it was a hundred percent generated
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So I said well that that looks like it's a pretty reliable tool
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And then I kept giving it the prompt right more like a human in
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Different forms of that prompt and I got it down to about 20 percent confidence
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that it was written by artificial intelligence and I didn't write a single word of that.
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That reminds me of my early kind of experience interacting with AI.
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I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.
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And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.
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We put a lot of time, effort, and energy into it.
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And most of the other students did not.
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So I assumed that he used AI, and I asked ChatGPT, was this generated by you?
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ChatGPT said, yes, I generated this.
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And I later learned that this is just the student that goes above and beyond for everything.
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And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.
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And so I quickly learned that, man, we can't over -rely on this technology.
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We have to be vigilant and we have to be skeptical.
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Do you have any like blunders that you want to share about how you've used it?
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I mean...
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I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.
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And that's given me a really unique perspective on this.
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And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.
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So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions
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and try to wrap my head
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and then I would put them into a chat bot
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and I would have it start trying to help me look for similarities and differences among research papers.
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So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,
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and it would tell me that that fact exists and it's on page six.
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Now, as somebody who's been a student for quite a long time,
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I know that I need to go check page six and I need to make sure that,
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you know, what's written in my notes for my citations
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and it's not it's not there yeah so this tool that was branding itself
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as a way to help me with my research could actually lead my citations to be incorrect
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so as a student it's actually like prevented me from using this tool at all
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because i don't want to put something in my paper unethically
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and i think
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when i think back to like a 14 15 year old i don't think they're going to take
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that step i think they're going to take it at its word so
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So that skepticism is really important to build.
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You say you're cautiously optimistic as well, either the optimistic side or the cautious side.
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Yeah, I mean, you bring up a good point about the coming of age in a time
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when there's so much uncertainty in it.
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The conversations are generally quite scary for students.
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And I think about the impact that has on their cognitive development
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and their well -being and it must be
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so scary to think about what is the world going to look like when I'm an adult,
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when the world is changing so rapidly and there's so much unknown
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and uncertainty and kids are already dealing with enough stress and anxiety about the future,
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but we don't even know what the future looks like more than ever.
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I remember when I was in school thinking about what is going to be my major and my career,
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I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.
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So I worry for the younger generations grappling with all of the complexity.
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So would you say you're cautiously optimistic about what's to come with AI?
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How are you thinking about the future?
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I am.
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I think the word cautious is correct there.
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I am on the optimistic side.
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Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,
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especially in developing countries, So many people now have a smartphone in their pocket. And
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when you're looking at how we can support students who don't
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have the same access to education as students at our school might have, they might not be too far behind if we support developing countries
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and schools and teachers to adopt these tools and to use them as personal tutors.
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Because not everybody can afford to go out and pay somebody per hour for a tutor.
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So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.
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But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,
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I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Teacher to Teacher: Is AI reshaping education for the better? ». Les mots qui reviennent le plus souvent : student, tool, optimistic. Cette vidéo contient 109 phrases et 1564 mots à répéter en shadowing. La partie parlée dure 8:29. Le locuteur parle vite, environ 184 mots par minute : attendez-vous à des liaisons et à des sons réduits. 84 % 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| optimistic adjectif | /ˌɒptɪˈmɪstɪk/ | optimiste |
| skill nom | /skɪl/ | habileté, compétence |
| generate verbe | /ˈd͡ʒɛn.ə.ɹeɪt/ | générer |
| prompt verbe | /pɹɑmpt/ | inciter |
| tutor nom | /ˈtjuːtəː/ | tuteur |
| scary adjectif | /ˈskɛə.ɹi/ | sinistre, terrifiant |
| essay nom | /ˈɛs.eɪ/ | essai, rédaction |
| harness verbe | /ˈhɑɹ.nəs/ | harnacher |
| topic nom | /ˈtɑpɪk/ | sujet, thème |
| remind verbe | /ɹəˈmaɪnd/ | rappeler à |
| artificial adjectif | /ˌɑː.tɪˈfɪʃ.əl/ | artificiel |
| classroom nom | /ˈklɑːsɹʊm/ | salle de classe |
| uncertainty nom | /ʌnˈsɜːtənti/ | incertitude |
| equation nom | /ɪˈkweɪ.ʒən/ | équation |
| mindset nom | /ˈmaɪn(d)ˌsɛt/ | état d'esprit, disposition d'esprit |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| bring up verbe | élever | |
| come out verbe | /ˌkʌm ˈaʊt/ | sortir |
| go out verbe | sortir | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
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 | Have you seen · I've trained · I've taught |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | be outsourced · can be enhanced · being said |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | students who are · students who were · students who don |
Prononciation à surveiller
Le locuteur utilise 30 contractions et formes réduites, comme I'm, don't, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
- Les sons « sh » et « zh »: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
- Mots longs — placez bien l’accent: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: harness /ˈhɑɹ.nəs/, enhance /ɪnˈhæns/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: generate /ˈd͡ʒɛn.ə.ɹeɪt/, generator /ˈdʒɛnəɹeɪtə(ɹ)/, educator /ˈɛd͡ʒəkeɪtɚ/, emergent /ɪˈmɝd͡ʒənt/, vigilant /ˈvɪd͡ʒɪlənt/
- /r/ anglais — langue recourbée, sans frotter la gorge: generate /ˈd͡ʒɛn.ə.ɹeɪt/, prompt /pɹɑmpt/, scary /ˈskɛə.ɹi/, harness /ˈhɑɹ.nəs/, remind /ɹəˈmaɪnd/
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 optimistic, skill, generate.
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.