Pratica di Shadowing: Teacher to Teacher: Is AI reshaping education for the better? - Impara a parlare inglese con i video
Scegli una modalità di pratica
Ogni modalità apre una sala di pratica a schermo intero.
109 frasi
Se le frasi sono troppo corte o troppo lunghe, clicca su Edit per modificarle.
1
You didn't have that like existential dread of oh no my job is going to be outsourced by automation.
2
It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.
3
My initial impression of AI was I am out of a job
4
because this device can write an essay better than I can.
5
So how can I sell students on the importance of writing topic sentences
6
and learning grammar rules when this thing can just do it for us?
7
But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning
8
and thinking about how my classroom teaching can be enhanced.
9
So my mindset went from how will my change in a
10
scary way to how can I be a better teacher now
11
because of this new emergent technology sure it's not about are you using these tools
12
or you're not using these tools it's are you using them in the right way
13
and students who are using them as answer generators were doing
14
poorer than the students who were not using the tools at all
15
so the the point
16
that we then had a conversation about was how do we use these tools to be that personal tutor
17
And like you get to a point where you keep balancing an equation incorrectly.
18
Take a screenshot of that equation and say, can you explain to me what my mistake is?
19
Not what's the answer to this math problem, right?
20
You're going to get different outcomes from those two prompts.
21
Have you seen some of the outcomes that you've been seeking in the classroom change?
22
Not just how the students are working towards those outcomes, but the outcomes themselves.
23
I think we're on our way because I'm becoming more capable at harnessing its potential for good.
24
Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.
25
And so I've trained them how to use it to coach them in the same way that I would coach them.
26
And I've taught them how to prompt to get the feedback that I would give to them.
27
That being said, I do worry that the over -reliance on the tool means
28
that we're not grappling with complex text in the way we did like pre -ChatGPT.
29
They read SparkNotes, but now they have this tool that can summarize for them.
30
And reading carefully has been on the decline for many years.
31
And so that's one fear that I have is how can we continue pushing kids to read complex,
32
challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.
33
And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental
34
that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.
35
We all have to learn how to use them.
36
I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.
37
And the two top skills they always put that companies are saying
38
that students need in school are critical and creative thinking skills.
39
So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?
40
And then you talked about your assessments and how you look at the process of how they're writing them.
41
Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence
42
And when I saw
43
that was starting to come out I had chat GPT write me an essay on a random topic
44
and I put it in it was a hundred percent generated
45
So I said well that that looks like it's a pretty reliable tool
46
And then I kept giving it the prompt right more like a human in
47
Different forms of that prompt and I got it down to about 20 percent confidence
48
that it was written by artificial intelligence and I didn't write a single word of that.
49
That reminds me of my early kind of experience interacting with AI.
50
I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.
51
And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.
52
We put a lot of time, effort, and energy into it.
53
And most of the other students did not.
54
So I assumed that he used AI, and I asked ChatGPT, was this generated by you?
55
ChatGPT said, yes, I generated this.
56
And I later learned that this is just the student that goes above and beyond for everything.
57
And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.
58
And so I quickly learned that, man, we can't over -rely on this technology.
59
We have to be vigilant and we have to be skeptical.
60
Do you have any like blunders that you want to share about how you've used it?
61
I mean...
62
I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.
63
And that's given me a really unique perspective on this.
64
And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.
65
So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions
66
and try to wrap my head
67
and then I would put them into a chat bot
68
and I would have it start trying to help me look for similarities and differences among research papers.
69
So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,
70
and it would tell me that that fact exists and it's on page six.
71
Now, as somebody who's been a student for quite a long time,
72
I know that I need to go check page six and I need to make sure that,
73
you know, what's written in my notes for my citations
74
and it's not it's not there yeah so this tool that was branding itself
75
as a way to help me with my research could actually lead my citations to be incorrect
76
so as a student it's actually like prevented me from using this tool at all
77
because i don't want to put something in my paper unethically
78
and i think
79
when i think back to like a 14 15 year old i don't think they're going to take
80
that step i think they're going to take it at its word so
81
So that skepticism is really important to build.
82
You say you're cautiously optimistic as well, either the optimistic side or the cautious side.
83
Yeah, I mean, you bring up a good point about the coming of age in a time
84
when there's so much uncertainty in it.
85
The conversations are generally quite scary for students.
86
And I think about the impact that has on their cognitive development
87
and their well -being and it must be
88
so scary to think about what is the world going to look like when I'm an adult,
89
when the world is changing so rapidly and there's so much unknown
90
and uncertainty and kids are already dealing with enough stress and anxiety about the future,
91
but we don't even know what the future looks like more than ever.
92
I remember when I was in school thinking about what is going to be my major and my career,
93
I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.
94
So I worry for the younger generations grappling with all of the complexity.
95
So would you say you're cautiously optimistic about what's to come with AI?
96
How are you thinking about the future?
97
I am.
98
I think the word cautious is correct there.
99
I am on the optimistic side.
100
Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,
101
especially in developing countries, So many people now have a smartphone in their pocket. And
102
when you're looking at how we can support students who don't
103
have the same access to education as students at our school might have, they might not be too far behind if we support developing countries
104
and schools and teachers to adopt these tools and to use them as personal tutors.
105
Because not everybody can afford to go out and pay somebody per hour for a tutor.
106
So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.
107
But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,
108
I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.
109
Thank you.
Scarica l'app
Tutto ciò che serve per parlare fluentemente
Pronuncia con IAVoto per ogni frase
Pratica IPAPadroneggia ogni suono
VocabolarioCostruisci il tuo lessico
Gioco di vocabolarioImpara giocando
Stesso Canale
FOR YOU
Video consigliato
C19 frasi
🎤 Should we let students use ChatGPT? | Natasha Berg | TEDxSio | TED English Daily
Daily ConversationUniversity StudentsWorking Adults
C11
171 frasi
What Does an AI Engineer Do Now? - Aparna Dhinakaran, Arize AI
Daily ConversationUniversity StudentsWorking Adults
C111
39 frasi
You Will Only Like Half of This Video
Daily ConversationUniversity StudentsWorking Adults
C11
74 frasi
AI & Inequality | Daron Acemoglu: Big Tech poses risks as AI reshapes society
Daily ConversationUniversity StudentsWorking Adults
B21
546 frasi
Do Elite Degrees Still Matter In The AI Era? | Jamie Beaton from Crimson Education | EP 410
Daily ConversationUniversity StudentsWorking Adults
C11
293 frasi
Is AI Killing Human Fashion Design? Who Will Shape the Future of Design? Fashion Tea #6
Daily ConversationUniversity StudentsWorking Adults
C13
395 frasi
What is the purpose of education? | Future Learning | Nobel Prize Dialogue Seoul 2023
Daily ConversationUniversity StudentsWorking Adults
B22
27 frasi
Sydney University staff strike over AI concerns
Business EnglishDaily ConversationUniversity Students
C120
38 frasi
IELTS Speaking Part 3: Advice, Experts and the Internet (Band 8.0)
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B24
132 frasi
Are we heading to an era of stagnation or innovation?
Daily ConversationUniversity StudentsWorking Adults
C11
105 frasi
AI Governance Explained: Ethical, Transparent & Accountable AI for the Future
Daily ConversationUniversity StudentsWorking Adults
C18
55 frasi
When AIs act emotional
Daily ConversationUniversity StudentsWorking Adults
Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Teacher to Teacher: Is AI reshaping education for the better?”. Le parole che ritornano più spesso: student, tool, optimistic. Questo video contiene 109 frasi e 1564 parole da ripetere con lo shadowing. Il parlato dura 8:29. Chi parla va veloce, circa 184 parole al minuto: aspettati suoni legati e ridotti. 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 |
|---|---|---|
| optimistic aggettivo | /ˌɒptɪˈmɪstɪk/ | ottimista |
| skill sostantivo | /skɪl/ | abilità, capacità |
| outcome sostantivo | /ˈaʊtkʌm/ | risultato |
| generate verbo | /ˈd͡ʒɛn.ə.ɹeɪt/ | generare |
| prompt verbo | /pɹɑmpt/ | incitare, guidare |
| tutor sostantivo | /ˈtjuːtəː/ | istitutore, istitutrice |
| scary aggettivo | /ˈskɛə.ɹi/ | pauroso |
| essay sostantivo | /ˈɛs.eɪ/ | saggio, ricerca |
| harness verbo | /ˈhɑɹ.nəs/ | imbracare, imbragare |
| topic sostantivo | /ˈtɑpɪk/ | tema, categoria |
| remind verbo | /ɹəˈmaɪnd/ | ricordare |
| artificial aggettivo | /ˌɑː.tɪˈfɪʃ.əl/ | artificiale, artificioso |
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
| uncertainty sostantivo | /ʌnˈsɜːtənti/ | incertezza |
| equation sostantivo | /ɪˈkweɪ.ʒən/ | equazione |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| bring up verbo | menzionare, nominare | |
| go out verbo | uscire, andare fuori | |
| set up verbo | /ˌsɛt ˈʌp/ | preparare, installare |
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 | Have you seen · I've trained · I've taught |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | be outsourced · can be enhanced · being said |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | students who are · students who were · students who don |
Pronuncia a cui fare attenzione
Chi parla usa 30 contrazioni e forme ridotte, come I'm, don't, you're. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
- I suoni “sh” e “zh”: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
- Parole lunghe — attenzione all’accento: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: harness /ˈhɑɹ.nəs/, enhance /ɪnˈhæns/
- Consonante finale — senza aggiungere una vocale dopo: optimistic /ˌɒptɪˈmɪstɪk/, generate /ˈd͡ʒɛn.ə.ɹeɪt/, prompt /pɹɑmpt/, harness /ˈhɑɹ.nəs/, topic /ˈtɑpɪk/
- /æ/ — più aperta della “e”: anxiety /æŋˈzaɪ.əti/, rapidly /ˈɹæpɪdli/, feedback /ˈfiːdˌbæk/, graphic /ˈɡɹæfɪk/, wrap /ɹæp/
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 optimistic, skill, outcome.
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.