Pratica di Shadowing: How to solve problems like a designer - Impara a parlare inglese con i video
Creazione lezione...
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This is the first Apple computer mouse.
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It came with Apple's $10 ,000 Lisa computer, and it was designed by a product design consulting firm that would eventually become known as IDEO.
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The assignment was straightforward.
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They had to take the computer mouse, a $400 device at the time, and bring it down to under 35 bucks, make it mass -producible and reliable.
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And above all, it needed to be simple.
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We control Lisa by pointing to these images on the screen with this unique item called a mouse.
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Fast forward about 30 years and IDEO doesn't really create products anymore.
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They've transitioned to designing networks and experiences, things like Los Angeles's voting system and the Red Cross's method for finding donors, even entire schools.
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So what does making a computer mouse have to do with creating a school system from scratch?
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It It turns out, quite a lot.
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The world we live in is one where really the complex things are the things that are mostly broken, not the simple things.
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We have lots of great products, lots of beautiful products, lots of products we can use every day.
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Everything from, you know, furniture to tableware to consumer electronics.
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They're mostly pretty good, right?
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And yes, there's opportunity to do better and do more.
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But I'm interested in the things that don't work very well
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and the things that you can impact society with and then mostly the more complex things.
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Back in 1971, a designer named Victor Papanek wrote a book called Design for the Real World.
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The premise was pretty simple.
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Creators could take some of the same design strategies from the creation of industrial products
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and use them to tackle problems like pollution and overcrowding and food shortages.
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By 2001, IDEO had done just that, pivoting from products to real -world experiences.
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But the design steps?
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Tim Brown says they stay just about the same.
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The first piece is observing the world in order to ask an interesting question, right?
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And you can observe the world in lots of different ways.
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When we talk about human -centered design, we're really talking about observing the way humans live their lives and asking interesting questions about, hey, why does somebody do this and not that?
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Or why is somebody struggling with this problem?
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Why is it hard for somebody to open that jam jar lid?
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Well, so maybe I could redesign the jam jar lid, right?
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Or maybe I could give them a tool to help them, right?
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So why is this happening?
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So the first step is that looking at the world and coming up with a good question." For making a mouse,
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that means watching how people use computers and observing what they want and what they don't.
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For designing a school, that meant spending a month in Peru, Meeting with students and parents,
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teachers, investors, government and business leaders to address needs like academic planning, modular classroom space, accessible technology, and affordable tuition.
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The next step is taking all the insights you have about those questions and starting to imagine ideas.
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Like, here's what I could do, here's what I might imagine doing better or differently.
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So that's what we often call ideation or idea -making.
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Then comes the fun part.
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You test it out.
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Right at the beginning of the process, it might be a really simple cardboard model or a quick sketch, or if it's digital, it might be a quick digital simulation or something.
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And you try it out with people.
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Sometimes those drafts can be pretty rough.
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The first prototype for the mouse was a roll -on deodorant stick and a butter dish from a Palo Alto Walgreens.
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And you test it and it doesn't work.
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OK, so I need to rethink my idea and I do it again, and this is where the iteration comes in.
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You learn from the prototype, you realize what's not working, or maybe it's a crummy idea, you have to go back and find a new idea again, and you go through that loop over and over again,
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asking the question, having ideas,
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prototyping, learning, until you get to something that truly meets somebody's needs or a set of people's needs.
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Now, the last bit of the process, which arguably happens in that iteration also,
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is the storytelling piece, because always you're trying trying to explain to people why your idea is interesting.
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I think what you need to design a complex system is not one brain, you need lots of brains.
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You need lots of brains with different perspectives, different creative contributions that you make, working together to get to an outcome that is literally rich enough
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and sophisticated enough to be able to behave like a system instead of being like an object.
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Thank you.
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Vocabolario e note di pronuncia per questa lezione
Questo video contiene 56 frasi e 795 parole da ripetere con lo shadowing. Il parlato dura 4:37. Chi parla ha un ritmo naturale di circa 172 parole al minuto, vicino a una conversazione quotidiana. Il 84% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| mouse sostantivo | /maʊs/ | topo, sorcio |
| observe verbo | /əbˈzɜːv/ | osservare |
| prototype sostantivo | /ˈpɹəʊtətaɪp/ | prototipo |
| transition sostantivo | /tɹænˈzɪʃ.ən/ | transizione |
| designer sostantivo | /dɪˈzaɪnɚ/ | designer, progettista |
| butter sostantivo | /ˈbʌtɚ/ | burro, butirro |
| outcome sostantivo | /ˈaʊtkʌm/ | risultato |
| contribution sostantivo | /ˌkɑntɹɪˈbjuʃən/ | contributo |
| furniture sostantivo | /ˈfɝ.nɪ.t͡ʃɚ/ | mobilio |
| loop sostantivo | /luːp/ | cappio |
| reliable aggettivo | /ɹɪˈlaɪəbl̩/ | affidabile, sicuro |
| differently avverbio | /ˈdɪf.ə.ɹənt.li/ | differentemente, diversamente |
| affordable aggettivo | /əˈfɔɹ.də.bəl/ | conveniente, vantaggioso |
| creator sostantivo | /kɹiːˈeɪ̯təː/ | creatore |
| dish sostantivo | /dɪʃ/ | piatto, scodella |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| come up with verbo | ideare, escogitare |
| go back verbo | tornare |
| go through verbo | attraversare |
| turn out verbo | risultare |
Pronuncia a cui fare attenzione
Chi parla usa 9 contrazioni e forme ridotte, come doesn't, don't, I'm. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: transition /tɹænˈzɪʃ.ən/, contribution /ˌkɑntɹɪˈbjuʃən/, dish /dɪʃ/, pollution /pəˈluʃən/, tuition /tjuːˈɪʃən/
- Parole lunghe — attenzione all’accento: contribution /ˌkɑntɹɪˈbjuʃən/, differently /ˈdɪf.ə.ɹənt.li/, affordable /əˈfɔɹ.də.bəl/, electronics /ɪˌlɛkˈtɹɑ.nɪks/, accessible /əkˈsɛs.ɪ.bəl/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Inizia a velocità 0,75×, fai shadowing frase per frase e torna alla velocità normale quando diventa facile.
- Registrati e confronta con l’originale, facendo attenzione a parole come mouse, observe, prototype.
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.