शैडोइंग अभ्यास: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - वीडियो के साथ अंग्रेजी बोलना सीखें
पाठ बनाया जा रहा है...
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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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इस वीडियो के साथ बोलने का अभ्यास क्यों करें?
इस वीडियो में, जो कि "विभिन्न बुद्धिमत्ताओं" के सिद्धांत पर आधारित है, अंग्रेजी बोलने का अभ्यास करने के कई महत्वपूर्ण कारण हैं। पहली बात, यह वीडियो शिक्षकों और छात्रों के लिए एक अद्वितीय दृष्टिकोण प्रदान करता है, जो कि कक्षाओं के अंदर शिक्षण के तरीकों को बदलने में मदद करता है। आप विभिन्न बुद्धिमत्ताओं के बारे में बात करते समय अपने विचारों को व्यक्त करने के लिए सुंदरता और आत्मविश्वास विकसित कर सकते हैं। इसके साथ ही, यह वीडियो आपको अंग्रेजी उच्चारण में सुधार करने का एक उत्कृष्ट अवसर प्रदान करता है, खासकर जब आप बातचीत के दौरान इन विचारों को व्यक्त करने की कोशिश करते हैं।
संदर्भ में व्याकरण और अभिव्यक्तियाँ
इस वीडियो में कई महत्वपूर्ण व्याकरणिक संरचनाएँ और अभिव्यक्तियाँ शामिल हैं। यहाँ पर तीन प्रमुख संरचनाएँ हैं:
- “There are many types of intelligence” - यह वाक्यांश बातचीत को प्रारंभ करने और विभिन्न प्रकार की बुद्धिमत्ताओं के बारे में चर्चा करने के लिए एक मजबूत आधार प्रदान करता है।
- “What makes us different from one another” - इस अभिव्यक्ति का उपयोग आप अपनी बात को स्पष्ट और संक्षिप्त तरीके से व्यक्त करने के लिए कर सकते हैं।
- “We each have all of these intelligences” - यह वाक्यांश जब आप चर्चा में एकता दिखाना चाहते हैं, तब इसे बिना किसी संशय के उपयोग कर सकते हैं।
इन वाक्यों का अंग्रेजी बोलने में अभ्यास करना न केवल आपकी बातचीत को समृद्ध करेगा, बल्कि आपको अंग्रेजी शैडोइंग में भी बेहतर बनाएगा।
सामान्य उच्चारण की जाल
वीडियो में कुछ शब्द और अभिव्यक्तियाँ ऐसे हैं जिनका उच्चारण करना चुनौतीपूर्ण हो सकता है:
- “Multiple intelligences” - इस शब्द का उच्चारण करते समय सुनिश्चित करें कि “multiple” का “mu” हिस्सा स्पष्ट हो।
- “Intelligence” - यहाँ पर “gen” का उच्चारण कुछ लोगों के लिए कठिन हो सकता है, इसलिए इसे ध्यान से बोलें।
- “Intrapersonal” और “interpersonal” - इन शब्दों में सही स्थान पर तनाव डालना आवश्यक है, ताकि आपकी बात का अर्थ सही तरीके से सामने आए।
इन शब्दों का अभ्यास करने से न केवल आपका अंग्रेजी उच्चारण में सुधार होगा, बल्कि आप shadowspeak तकनीक के माध्यम से अपना बोलने का अभ्यास भी कर सकेंगे।
इस वीडियो का व्याकरण
वक्ता जिन संरचनाओं का सबसे अधिक प्रयोग करता है, वीडियो के असली शब्दों के साथ:
| संरचना | वीडियो में |
|---|---|
| Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है | has affected · have explored · have identified |
| Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता है | is often determined · is interpreted · is valued |
| Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी | someone who uses · someone who understands · students who don |
शैडोइंग तकनीक क्या है?
शैडोइंग (Shadowing) एक विज्ञान-समर्थित भाषा सीखने की तकनीक है जो मूल रूप से पेशेवर दुभाषिया प्रशिक्षण के लिए विकसित की गई थी। विधि सरल लेकिन शक्तिशाली है: आप मूल अंग्रेज़ी ऑडियो सुनते हैं और तुरंत इसे ज़ोर से दोहराते हैं — जैसे वक्ता की छाया 1-2 सेकंड की देरी से। शोध से पता चलता है कि यह उच्चारण सटीकता, स्वर, लय, जुड़ी हुई ध्वनियाँ, सुनने की समझ और बोलने की प्रवाहशीलता में काफ़ी सुधार करता है।