Pratique du Shadowing: The Montessori Theory: Key Concepts - Apprendre l'anglais à l'oral avec la vidéo
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The Montessori theory is a method of teaching developed by Maria Montessori where the key principles are independence,
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observation, following the child, correcting the child, prepared environment, and absorbent mind.
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It is important to note that the Montessori theory methods, concepts, and foundation principles can be applied across all ages.
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It is within these concepts that we find the reasoning behind why things are such in a Montessori environment.
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The following are the goals and beliefs that Maria Montessori held with regards to her approach to educating children.
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So, in what follows, I will very briefly sketch the key concepts of the Montessori theory.
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On independence Maria Montessori said, never help a child with a task at which he feels he can succeed.
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It must be remembered
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that it is always a goal of Montessori education in the classrooms to make the child independent
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and be able to do things for himself.
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This is achieved by giving children opportunities.
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Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks.
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When the children are able to do things for themselves, there is an increase in their self -belief, self -confidence, and self -esteem that they may carry on throughout their life.
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Observation, or watching the child, is for parents easy to do.
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We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment.
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This was the simple method of how Maria Montessori has learned about children and developed her theories on child development.
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She observed without preconceived ideas that helped her develop materials that the children needed and were interested in.
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Observation is also the way adults can learn about what the child needs are.
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For example, if a child starts banging on objects, it means that he has a need for that gross motor activity, so give him a drum.
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If children are pushing things around the room and they need to walk, but can't do it themselves yet, help them or give them a wagon to push.
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This is how observation can help create harmony, fulfilling the child's current needs. On following the child.
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From what you have observed from the actions of the children, follow them in what they need to do.
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If they want to climb, give them the opportunity to climb in a safe manner, do not be overprotective.
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Following the child also means being non -directive.
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Do not tell them what to do all the time.
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Give your child the freedom to choose what he wants or needs to do and to act on his own.
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Do not tell them what they have to do, but rather present them with choices of different materials or toys.
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Also, stand back and watch the child what he does.
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There is no need to intervene all the time unless he has become really destructive and about to hurt himself or others.
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Knowing when to intervene is a skill parents will learn as they get to know their child
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and as parents have set limits for the child.
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On correcting the child children make mistakes they may spill something drop food unintentionally and so on
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there is no need to raise your voice in situations like those
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instead calmly recognize the mistake saying for example oh you've spilled the water why don't we get a cloth
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and wipe it up.
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This is an opportunity to ask the child to do some valid practical work with you.
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You will find that children do like to clean up as they see it as something adults do.
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There is no need to blatantly point out a child's mistake, there is a way to make them realize it. For example,
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with a cloth bib a child who is learning how drink from a glass will find out
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that if he tips the glass a bit too early, the water will spill on him and he will feel it.
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If they mispronounce a word, there is no need to correct them, but rather say the word correctly.
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Correcting children may result in them being scared to attempt anything in fear of making another mistake.
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Children will make mistakes and we need to teach them in a nice manner.
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Giving the children freedom and choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand
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and observing their needs and fulfilling these can be the key to helping your children develop their full potential.
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On prepared environment The prepared environment is important part of Montessori.
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It is the link for a child to learn from adults.
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Rooms are child -sized with activities set up for success and allow freedom of movement and choice.
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The environment has to be safe for the child to explore freely.
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The environment has to be ready and beautiful for the children so it invites them to work.
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Montessori refers to work as an activity the child does or what many people might call play.
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She calls this work since it is through this that they create themselves and it is not just a play.
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Their play is their work and they are still enjoying it.
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The adult's role then is to construct the environment in which they will learn.
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The development of the child is therefore dependent on the environment she
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or he is in and this environment also includes the parents. On absorbent mind.
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Montessori observed how children learn the language without anyone teaching them.
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This sparked her idea for the absorbent mind.
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Children under the age of three do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it.
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It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not.
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The language of the adult is one that a child will easily pick up.
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Be careful of what you say around them.
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Even though you think they are not listening, as they may not be able to express themselves yet, when they can you will not want them swearing back at you.
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It is for this reason that one should not try to say no to a child.
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We do not want them saying no to us rudely.
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Instead, we say stop when we want to tell children that what they are doing is wrong.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 66 phrases et 1086 mots à répéter en shadowing. La partie parlée dure 7:52. Le locuteur parle à un rythme régulier d’environ 138 mots par minute, confortable pour le shadowing. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots moins courants de la vidéo, avec leur prononciation et leur sens :
- observation /ˌɑbzɚˈveɪʃn̩/ (nom) — observation. The act of observing, and the fact of being observed (see observance)
- observe /əbˈzɜːv/ (verbe) — respecter, observer. To notice or view, especially carefully or with attention to detail.
- spill /spɪl/ (verbe) — déverser, répandre. To drop something so that it spreads out or makes a mess; to accidentally pour.
- belief /bɪˈliːf/ (nom) — croyance. Mental acceptance of a claim as true.
- principle /ˈpɹɪn.sɪ.pəl/ (nom) — principe. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (verbe) — explorer. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (verbe) — grimper, monter. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (nom) — tissu, étoffe. A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes…
- fulfill /fʊlˈfɪl/ (verbe) — combler, satisfaire. To satisfy, carry out, bring to completion (an obligation, a requirement, etc.).
- absorb /æbˈsɔɹb/ (verbe) — absorber. To include so that it no longer has separate existence; to overwhelm; to cause to disappear as if by swallowing up; to incorporate; to assimilate; to take in…
- practical /ˈpɹæk.tɪ.kəl/ (adjectif) — pratique. Relating to, or based on, practice or action rather than theory or hypothesis.
- lesson /ˈlɛs.ən/ (nom) — leçon. A section of learning or teaching into which a wider learning content is divided.
- gross /ɡɹoʊs/ (adjectif) — brut. remarkably great, big, vast in an often unpleasant way; (of behaviour) Highly or conspicuously offensive.
- refer /ɹɪˈfɜː/ (verbe) — référer. To direct the attention of (someone toward something).
- skill /skɪl/ (nom) — habileté, compétence. A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
Les verbes à particule que vous entendrez
- carry on /ˈkæɹi ˈɑn/ (verbe) — continuer, poursuivre. To take baggage or luggage onto an airplane, rather than check it.
- clean up (verbe) — nettoyer. To make an area or a thing clean; to pick up a mess; to tidy.
- find out (verbe) — découvrir, savoir. To discover, as by asking or investigating.
- pick up (verbe) — soulever. To lift; to grasp and raise.
- point out (verbe) — pointer. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
- set up /ˌsɛt ˈʌp/ (verbe) — mettre en place, installer. To make ready for use.
- stand back (verbe) — reculer. To maintain distance.
Prononciation à surveiller
Le locuteur utilise 3 contractions et formes réduites, comme can't, don't, you've. Prononcez-les sous leur forme courte, telles que vous les entendez.
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 observation, observe, spill.
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 learned · have observed · has become |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | can be applied · must be remembered · is achieved |
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.