Pratica di Shadowing: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - Impara a parlare inglese con i video
Creazione lezione...
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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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Informazioni su questa lezione
In questa lezione, esplorerai il concetto di "intelligenze multiple" e il suo impatto sull'apprendimento in aula. Attraverso la discussione di vari tipi di intelligenza, avrai l'opportunità di migliorare la tua comprensione della lingua inglese e di come ciascuno di noi possieda diverse modalità di apprendere e comunicare. Questo ti permetterà di arricchire la tua pratica di conversazione in inglese attraverso l'utilizzo di termini specifici e contesti educativi.
Vocabolario e frasi chiave
- intelligenza verbale - la capacità di comunicare bene a livello scritto e parlato.
- intelligenza matematica - abilità nel lavorare con numeri e logica.
- intelligenza musicale - sensibilità ai suoni e capacità di riconoscere melodie.
- intelligenza artistica - talento nella creazione visiva e nella sensibilità estetica.
- intelligenza spaziale - capacità di capire e visualizzare spazi e mappe.
- intelligenza cinestetica - apprendimento attraverso il movimento e l'azione.
- intelligenza interpersonale - abilità nel lavorare bene con gli altri.
- intelligenza intrapersonale - consapevolezza delle proprie emozioni e necessità.
Consigli per la pratica
Per migliorare la tua pronuncia in inglese e sviluppare le tue competenze di shadowing in inglese, segui queste linee guida:
- Ascolta attentamente: Presta attenzione alla velocità e al tono del relatore durante il video. Il naturale ritmo della presentazione ti aiuterà a comprendere come i madrelingua esprimono le loro idee.
- Ripeti e imita: Prova a shadowing mentre ascolti. Imita le intonazioni e le pause del relatore per affinare la tua pronuncia e il tuo accento.
- Concentrati su frasi chiave: Prendi nota delle frasi chiave e ripetile spesso. Questo ti aiuterà a familiarizzare con costrutti linguistici utili per la conversazione.
- Registrati: Usa un registratore vocale per confrontare la tua pronuncia con quella del relatore e ascoltare i tuoi progressi nel tempo.
- Utilizza "shadowspeak": Integra il metodo di shadow speech durante la tua routine giornaliera per rendere la pratica una parte naturale della tua vita.
Seguendo questi suggerimenti, non solo migliorerai la tua affidabilità linguistica, ma acquisirai anche una comprensione più profonda dei temi discussi nei contenuti educativi.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has affected · have explored · have identified |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | is often determined · is interpreted · is valued |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | someone who uses · someone who understands · students who don |
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.