शैडोइंग अभ्यास: 什麼是「神經多樣性」？注意力不集中/過動、自閉等特質光譜，不是「精神」問題，他們只是看世界的方式和你不一樣！ ft.謝怡望博士、陳俐文醫師｜寧夏璐66號茶坊｜親子天下 - वीडियो के साथ अंग्रेजी बोलना सीखें

My friend has a direct diagnosis He saw a color that will make her sense of feeling Oh!

That's neuro It's a visual

It's a visual feeling So he saw every color He has a different feeling

That's neurodiversity So it's with ASD and ADHD It's the same

They look or look at things They don't have different And in the other places,

I think that the world has a little confused.

If children have a problem, they say, well, go to the mental health.

But ASD and ADHD are not a mental problem.

It's not a mental problem.

It's a brain-like problem.

It's not that they have an emotional problem or mental problem, it's not that they have a problem.

It's that they see the world's different.

Hello, welcome to the 66th, I'm Rui, I'm Rui, I'm Rui, I'm Rui.

I'm Rui, I'm Rui, I'm Rui, I'm Rui, I'm Rui.

Today we're going to talk about this topic, very new, and very professional.

It's about many different different things, and many different things.

Let's introduce a word, Neurodiversity.

The word is the word is the word, I'm only able to talk to this one.

I don't know if I can't talk to you I just finished the end No, actually, we all know We all know that ADHD

or a lot of children We all know that it's called a lot of children We all know that every child

Even if he has a child's trauma

Every child's trauma is unique

He's not a unique child He's not a unique child So he's in a lot of children

That's why we use a word called the called the the the the the the

the the

the the the the

the 它会有更多的包容而且会更多的客制化的这样的一个帮忙

而不是就是好像飞黑几百左右两边分这样所以它涵盖的范围会更广但是只有ADHD

就是所谓的过动跟自闭这两类应该我们今天专家有来我再讲下去我就要落尾了

就讲不下去了对对对所以我们今天邀请到了就是台湾神经多元发展中心的 two friends First is the doctor's doctor's doctor

and also the doctor's doctor

It's the doctor's

doctor Mr.

so we can talk to other places please keep on our way we'll be able to take a look at the picture.

Today is a big part of the doctor, so today is from the North and the North and the North?

Oh, yes.

Oh, wow.

Actually, we have this show we've done a lot of time

because we've done a lot of time and we've done a lot of time with the children.

So we've done this, or we've done a lot of time with the children.

So we've done this, we've done a lot of time with the children.

and then we're talking about Taiwan Taiwan actually I believe it's very clear Taiwan actually in the学齡 time we do this ah, we don't know if it's紙幣

or this is the development of the first-hand actually we're very

active we have several times of what's the development of all of them and then we have to do a vaccine

and then we have to do some development of this and then we have to do this, the development of this development of the idea has been in our parents' heart

and we have to do a lot of for example, to do a lot of and to do a lot of and this child, it's really good to help them and their life-hunger movement

and all the development of the family and then on a journey and then on a school, then then just end up and then end up

and then just.. it's just very difficult

and then these kids like they can be融入社会

but they also don't do it like they can be married

but especially in the middle of the age of children

and then over the age of children and then they can use the招數 they don't even use right

so I think this part is our last part like before

we asked a few of the專家 I talked about this part I think it's very good to hear the two of you.

You know, this is the center of the center of the center.

Right?

Yes, because we can know that the government in 6 years ago, we've been able to invest in a lot of resources.

But I believe that regardless of the health of the doctor, or the parents, they will feel that children are going to school this time

to bring a lot of parents to the parents' fear and challenge.

Yes, I believe that actually there are many teachers who may have been having such a feeling.

6 years to school age, 6 years to 15 years to school and school of course,

we can imagine social challenges that social change change, and some of the things that are 複雜度, are definitely more than 6 years ago, more than a lot of times.

So some of the 6 years ago, maybe in the 6 years ago, may be more than a situation.

Oh, yes, the pressure is here.

Yes, the pressure is here.

Yes, and the pressure is here that parents look at this kind of

so actually when the child is six years old to go to school he is in a more complicated environment

that these environments

when the people encounter the environment are not the same so it's hard to say to a model to fit everything

we must look at individual to look at this child he

is in what kind of situation he has no idea what kind of situation

and to understand he is in different ways and to understand different challenges

that we think we are currently in six years in order

to be able to to continue

the 其實並沒有那麼多的modeling 來告訴我們可以怎麼樣幫助孩子

所以目前我們在台南的狀況就是一般的狀況就是六歲以後我們把它轉給兒童精神科醫師然後就有兒童精神科醫師

繼續接續下去那以前六歲以前那種 multi modality 早療中心你進來會看到各個不同的醫師各個不同的治療師這個model其實在六歲以上就沒有了那六歲以上就是 Oh,

you can see this or doctor, and then continue to follow

But we're in the United States is our children's mental health and the doctor's mental health 不多

and the other is even less even if we can say no

That our parents will be faced with a what kind of situation?

They need some resources in the school, in the society of the resources

They need to

take a

the 他又很難得到

就是很快速的幫忙對所以其實我們在成大有小兒科醫師

initiate 其實是想要解決這樣子的問題因為我們在一個大學醫院裡面但是我很想幫助這個孩子但是我又沒有資源的時候

我只能給他一張單子叫他去外面找我覺得其實這樣子對孩子跟家長是是很suffering的所以我覺得我們剛好有這個契機成立這樣子的中心然後以小兒科 I will give an education to the brain

and to see how to make it available in the future.

I want to add that.

I think that we have talked about the system and the brain.

I think that in the world and the world,

besides the芬蘭 areas, I think in the world, I think the whole world has a little confused.

So, if children have problems, they will go to the doctor's doctor.

But ASD and ADHD, this is not a mental problem.

It's a brain-like problem.

So, these children are seeing the world's way of seeing the world.

So, it's not a mental problem.

100

So it's not that they have a problem or a mental problem.

101

It's not that they see the world's different.

102

There are some...

103

Actually, my daughter has a friend who has a diagnosis.

104

She has a look at the color, that color will make her feel like a feeling.

105

That is neuro.

106

Oh, that is the brain.

107

Yes, it is the brain.

108

It is the brain, but it is the brain.

109

So she has a look at every color.

110

She has a different feeling.

111

that is neurodiversity

112

that is also neurodiversity so it is with ASD

113

and ADHD is the same they are looking or looking at things

114

or looking at things are not different they are censored yes, so so when I said that in Taiwan,

115

or I think that is 6 years later

116

they will go to and then go to and then go to eat

117

But this is not to look at the medical science and to eat food, which can be solved.

118

Because they look doctor's doctor's doctor's doctor.

119

This is the world in the華文.

120

Especially because the brain is the brain.

121

Yes, yes.

122

So at the time, we were not very well.

123

But we were like, you are a doctor.

124

But you are always like a very common language.

125

But it is not a good thing.

126

And I just heard a very strong feeling.

127

We have a lot of people who are in the broadcast.

128

I think, we will stand up for some children's lives.

129

And we will stand up for some children's lives.

130

But the kids will come together with them.

131

When you're in a family, you have to be a child in a normal life.

132

You have to be a human being.

133

You may not be a human being.

134

You must be a human being.

135

You are a human being.

136

So it is a human being.

137

You are a human being.

138

The kids will come together with them

139

and the teacher also has a lot of trouble and the teacher has a lot of trouble

140

and he feels like he is just a professional student

141

and he has a lot of different things but we can't understand it

142

so when we have many parents to take their children to our school,

143

we have a question that can tell me you at school or at home what kind of problems

144

we will hear from him we will go to the school Oh,

145

that's what kind of situation That's what kind of situation is happening Or to understand these details That of course,

146

it's just He saw this child's behavior But of course,

147

we Just through some of the research I can understand that Actually, he has some issues He is not able to read the language So he can't write this word

148

And then he's not a lot of So he has some feelings Or he actually, he just

149

and then he had an interaction with a lot of problems

150

so he had some sort of pressure and not in an environment or in some kind of environment

151

he would have some sense to you

152

so at first we would be able to do this and then we would have a confirmation

153

because we need to let the teachers and parents know

154

this child's what is called we are not saying he has a disease not to use disease

155

you have a disease We say, actually, your estimate is You can have a little bit more than The other way, the other way And then,

156

there's also a little bit of a The problem So, when you see some kind of Some kind of hit here, it may be able to do it So,

157

when we understand the situation There's a estimate of the

158

The basis of the We know there's some kind of We provide a strategy We don't say, you know, this is what What's the case?

159

What's the case?

160

So you go to eat But it's, that That's the case that The situation

161

So you may be because you have some skills that are not good so you can't do it.

162

That we can train you this skill.

163

Or we can tell your parents or your teachers

164

when they're in a situation we should help them with what kind of ways to help them

165

and not just to be forced to say you're so smart, why are you doing this?

📺 उसी चैनल से

我成績又沒掉，你憑什麼管我用多久手機？【家庭裡的手機戰爭】特別企劃 EP04｜親子天下

TeensDaily ConversationHigh School Students

✨ अनुशंसित वीडियो

53 वाक्य

इस पाठ की शब्दावली और बोलने के सुझाव

इस वीडियो में शैडोइंग के लिए 162 वाक्य और 1848 शब्द हैं। बोला गया हिस्सा 13:05 लंबा है। वक्ता लगभग 141 शब्द प्रति मिनट की स्थिर गति से बोलता है, जो शैडोइंग के लिए आरामदायक है। 91% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं, इसलिए शब्दावली आसान है।

इस वीडियो की मुख्य शब्दावली

वीडियो के 15 सीखने लायक शब्द, उच्चारण और अर्थ के साथ:

शब्द	उच्चारण	अर्थ
resource संज्ञा	/ɹɪˈzɔːs/	संसाधन
confused विशेषण	/kənˈfjuːzd/	भ्रमित
skill संज्ञा	/skɪl/	कुशलता, कौशल
estimate संज्ञा	/ˈɛs.tɪ.mət/	आकलन, अनुमान
diagnosis संज्ञा	/daɪəɡˈnəʊsɪs/	निदान
trauma संज्ञा	/ˈtɹɔm.ə/	आघात
topic संज्ञा	/ˈtɑpɪk/	प्रसंग, विषय
complicated विशेषण	/ˈkɑm.plɪˌkeɪ.tɪd/	जटिल, पेचीदा
solve क्रिया	/sɒlv/	सुलझाना, हल करना
broadcast संज्ञा	/ˈbɹɔːd(ˌ)kɑːst/	प्रसारण
introduce क्रिया	/ˌɪntɹəˈdus/	परिचय
encounter क्रिया	/ɪnˈkaʊntɚ/	सामना, भेंट
hunger संज्ञा	/ˈhʌŋɡɚ/	भूख
confirmation संज्ञा	/ˌkɑn.fəɹˈmeɪ.ʃən/	प्रतिज्ञापन
vaccine संज्ञा	/vækˈsin/	वैक्सीन, टीका

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	we've done · has been · we've been
Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता है	will be faced · are censored · can be solved
Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी	teachers who may · friend who has · food, which can
“might / may” से संभावना might/may + क्रिया — जो हो सकता है पर पक्का नहीं	may have · may be · may not be

ध्यान देने योग्य उच्चारण

वक्ता 36 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे I'm, we've, don't। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।

“sh” और “zh” की ध्वनियाँ: interaction /ˌɪn.təˈɹæk.ʃən/, confirmation /ˌkɑn.fəɹˈmeɪ.ʃən/, initiate /ɪˈnɪʃ.i.eɪt/
लंबे शब्द — बलाघात सही रखें: complicated /ˈkɑm.plɪˌkeɪ.tɪd/, interaction /ˌɪn.təˈɹæk.ʃən/, confirmation /ˌkɑn.fəɹˈmeɪ.ʃən/, initiate /ɪˈnɪʃ.i.eɪt/, neurodiversity /ˌn(j)ʊɹoʊˌdaɪˈvɝsəti/

इस वीडियो से अभ्यास कैसे करें

पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
सामान्य गति पर एक-एक वाक्य की शैडोइंग करें और हर वाक्य तब तक दोहराएँ जब तक आपकी लय वक्ता से न मिल जाए।
अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर resource, confused, skill जैसे शब्दों पर ध्यान दें।

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।

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