Pratica di Shadowing: Critical Thinking Lecture: an introduction to critical thinking - Impara a parlare inglese con i video
Creazione lezione...
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Hello and welcome to my short lecture today on an introduction to critical thinking at university.
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So just to begin, I think I should say
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that critical thinking is a huge area and to cover all elements will take a significant amount of time,
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so I'm just going to look at the basic key aspects associated with reading and writing at university.
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Now I've divided my lecture today into five key parts.
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I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.
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I'll then use Bloom's Taxonomy to highlight higher order thinking skills,
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which leads into a simple approach to help activate your critical thinking.
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And finally, I'll demonstrate critical thinking questioning on this lecture.
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OK, so let's begin with a definition.
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Thank you.
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Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.
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The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether
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or not those resources are credible.
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On a basic level, we are questioning the things we read and hear to see if they are objective
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truthful and supported by appropriate evidence.
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However, one of the main challenges is
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that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,
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even when faced with concrete evidence that refutes them.
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Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.
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OK, so moving on to my second point, which is alternative thinking styles.
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I'm going to refer to the research by Brown
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and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.
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So, according to them, there are two distinct thinking styles: the sponge and panning for gold.
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So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.
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The two benefits of this style are
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that the person can absorb large amounts of information to view the world from different perspectives
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and it does not require huge amounts of mental exertion.
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However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.
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The second approach which is referred to as panning for gold
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uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.
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It highlights that critical thinking is carefully inspecting and examining the information you read.
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This process is beneficial as it asks active readers
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and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.
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Obviously, this type of thinking is challenging and often repetitive,
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but failure to do this will lead to a passive acceptance of ideas without critical analysis.
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Okay, this leads nicely into Bloom's taxonomy.
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This is a classification pyramid of learning levels which maps the way we think and process information.
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The lower levels of learning are remembering, understanding and applying.
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These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.
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The higher order thinking skills are analysing, evaluating and creating.
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These are planning for gold or your critical thinking skills.
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So let's focus on the higher order thinking skills starting with analysing.
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So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.
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Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.
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So, at this level, you can answer questions like why, how and what if.
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Moving on to Evaluating.
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Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.
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To be successful at this, you need a profound understanding of the topic or idea you are evaluating.
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At this level you can answer questions like "So what?" and "What's next?"
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Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.
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It requires inventiveness and originality to form new opinions and structures.
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At this level you can answer questions like: How can it be improved or how can it be changed or adapted?
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Now, there are many critical thinking question sheets and resources on the internet
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and in your universities that are all very beneficial and helpful.
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But, I find it more productive to focus on analysing
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and evaluating rather than going through a whole list of questions
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every time I find a point in a text I want to question.
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So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,
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how and what if.
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and evaluating which are 'so what' and 'what's next'.
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This keeps your critical thinking strategies simple, focused and effective.
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And more importantly, Analysis and evaluation are key components of university assessment criteria.
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However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.
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It is not something you will become good at overnight as it can take months
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or even years of practice to fully develop this skill.
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In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.
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Okay.
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So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.
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So let's start with analysing and the why questions.
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The kind of questions you may ask could be, why did he do this lecture?
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Why did he choose the Brown and Keely research and Bloom's taxonomy?
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Why were only three sources used?
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And then you go on to the how questions.
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Possible questions are: How do we know this is reliable?
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How is this similar to other critical thinking concepts?
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How does this apply to me and my university study?
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And then the what if questions.
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Examples are: What if these concepts are wrong?
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And what if it is too simplistic?
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Then we move on to the evaluating questions.
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And examples of so what would be Is this significant to me?
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Is this convincing?
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Do I agree?
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What's wrong with it?
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And then the what's next questions such as, will I use what I have learnt today?
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How can it be improved?
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And has this been disproved?
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Okay, let's move on to the summary.
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So today I have provided a basic definition of critical thinking.
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I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.
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I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.
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And in this part, I have focused on the importance of questioning words like Why,
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How, What If, So What and What's Next to aid critical analysis.
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The last part was to apply the higher thinking skills to today's lecture.
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So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.
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My final point today is that I'd like to finish with something that was mentioned earlier.
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It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.
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Thank you for listening to my lecture today.
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Goodbye.
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Thank you.
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Thank you.
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Thank you.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello C1 si basa sul video “Critical Thinking Lecture: an introduction to critical thinking”. Le parole che ritornano più spesso: thinking, critical, skill, analysing, evaluating. Questo video contiene 103 frasi e 1238 parole da ripetere con lo shadowing. Il parlato dura 9:57. Chi parla mantiene un ritmo costante di circa 124 parole al minuto, comodo per lo shadowing. Il 82% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare. 16 delle sue 103 frasi sono domande: un buon esercizio per l’intonazione interrogativa e le risposte brevi.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| evaluate verbo | /ɪˈvaljʊeɪt/ | valutare |
| taxonomy sostantivo | /tækˈsɑnəmi/ | tassonomia |
| sponge sostantivo | /spʌnd͡ʒ/ | spugna |
| absorb verbo | /æbˈsɔɹb/ | assorbire, incorporare |
| beneficial aggettivo | /ˌbɛn.ɪˈfɪʃ.əl/ | benefico |
| pyramid sostantivo | /ˈpɪɹ.ə.mɪd/ | piramide |
| premise sostantivo | /ˈpɹɛm.ɪs/ | premessa |
| contemplate verbo | /ˈkɑn.təmˌpleɪt/ | considerare, contemplare |
| criterion sostantivo | /kɹaɪˈtɪɹ.i.ən/ | criterio |
| dependable aggettivo | [dɪˈpɛndəbəɫ] | affidabile, fermo |
| disprove verbo | /dɪsˈpɹuv/ | confutare |
| exertion sostantivo | /ɪɡˈzɝʃən/ | sforzo, fatica |
| inventiveness sostantivo | inventiva, ingegno | |
| originality sostantivo | /əˌɹɪd͡ʒɪˈnælɪti/ | originalità |
| passively avverbio | /ˈpæs.ɪv.li/ | passivamente |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| go through verbo | attraversare |
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | can be founded · is referred · can be seen |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | I've divided · have learnt · have provided |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | point, which is · approach which is · analysing which are |
Pronuncia a cui fare attenzione
Chi parla usa 10 contrazioni e forme ridotte, come I'll, I'm, I've. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
- Parole lunghe — attenzione all’accento: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: evaluate /ɪˈvaljʊeɪt/, sponge /spʌnd͡ʒ/, absorb /æbˈsɔɹb/, pyramid /ˈpɪɹ.ə.mɪd/, premise /ˈpɹɛm.ɪs/
- /æ/ — più aperta della “e”: taxonomy /tækˈsɑnəmi/, absorb /æbˈsɔɹb/, criticality /ˈkɹɪtɪˌkælɪti/, originality /əˌɹɪd͡ʒɪˈnælɪti/, passively /ˈpæs.ɪv.li/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come evaluate, taxonomy, sponge.
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.