쉐도잉 연습: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - 영상으로 영어 말하기 배우기

레슨 만드는 중...
1
Today I'm going to talk about one theory in education that has had a big impact on the classroom.
2
It's the theory of multiple intelligences.
3
Multiple means many.
4
Intelligence is difficult to define.
5
During today's class as we discuss the theory of multiple intelligences, I'm going to use the term intelligence to mean strength.
6
a strong ability.
7
This is a broader way of thinking about intelligence than usual.
8
So first, I'm going to go over the theory.
9
Then I plan to present how the theory has affected what some teachers now do in the classroom.
10
Before I do that, I want to say a few words about how intelligence is often determined.
11
As we all know, Written IQ test is still the main tool used to measure intelligence.
12
IQ, by the way, stands for intelligence quotient.
13
Quotient means Number.
14
A high school on an IQ test, say 130, is interpreted to mean A person is very intelligent.
15
A skull of a hundred is average.
16
However, many factors can affect someone's score, including cultural background, education, or even the fact that they aren't good at taking tests.
17
For these reasons, some people say traditional IQ tests don't accurately measure intelligence.
18
Another reason to question IQ tests is the theory of multiple intelligences.
19
Harvard University's Dr. Howard Gardner and others have explored the notion that we each have many types of intelligence.
20
What makes us different from one another is which intelligences are stronger.
21
Now I'm going to present nine intelligences they have identified.
22
Keep in mind that they say, We each have all of these intelligences.
23
The first is verbal intelligence.
24
people with strong verbal intelligence can speak and write well.
25
This type of intelligence is valued in most schools and on written tests.
26
The second is mathematical intelligence, the ability to work well with numbers and diagrams.
27
Think of someone who uses logic to solve problems and make decisions.
28
The third is musical intelligence.
29
People with strong musical intelligence, they feel sound.
30
They feel music.
31
They connect to sounds around them.
32
Are you with me so far?
33
Okay.
34
The fourth is artistic intelligence.
35
People with strong artistic intelligence are sensitive to color, light and shapes.
36
They are good at drawing, painting, fashion, lots of creative things.
37
The fifth kind of intelligence is spatial.
38
We use spatial intelligence to create mental images to remember information.
39
Think of someone who understands charts and maps easily.
40
Who has a good sense of direction and doesn't get lost on mountain hikes?
41
The sixth is kinesthetic or body intelligence.
42
It's related to moving, to learning, and remembering information by doing.
43
The seventh is interpersonal intelligence.
44
That's Enter.
45
means between people.
46
It's knowing how to work well with others in social situations like work or school.
47
The eighth is intrapersonal intelligence.
48
Inch remains within oneself.
49
It's about being uniquely aware of our own emotions and needs.
50
For example, My brother John doesn't like crowds.
51
He doesn't go to clubs or to the mall.
52
He's happier alone.
53
or in a smaller group.
54
The 9th kind of intelligence.
55
is nature intelligence.
56
Understanding one's connection with nature and the environment.
57
Remember the theory says we each have all of these intelligences.
58
We just vary as to which intelligence is stronger Think of your friends.
59
and what each is good at.
60
- Yeah.
61
So now I wanna shift our discussion to the impact of the theory of multiple intelligences on teaching.
62
If teachers accept the theory, how does this affect what they do in the classroom?
63
There are two effects.
64
One is on how they teach, the other is How do they test their students?
65
To teach, they need to use a variety of teaching techniques in order to reach the most students.
66
What works best for one student might not work best for another.
67
to test or assess what students understand, teachers need to give students options besides taking a written test.
68
Let's use an example.
69
As I give the example, I want you to write down the intelligences you can identify, okay?
70
So a teacher, Mrs. Sanchez, wants to teach her students about trees.
71
Here's what she does: First, she talks about types of trees, She also draws a diagram on the board.
72
Then they go outside, walk around, look at, and touch trees near their school.
73
back in the classroom, She asked them to draw pictures of trees.
74
Finally, she teaches them a song about trees.
75
Did you get which intelligences she worked with when they went outside?
76
How about when she had them draw pictures?
77
All right, now she needs to test or assess what the students know.
78
She gives them choices.
79
For example, they can write about trees, draw a picture, make a chart, or create a song.
80
anything is acceptable as long as it contains the tree material she taught them.
81
This is a key point.
82
I realize you might think drawing a picture or creating a song isn't a real test.
83
but if we have multiple intelligences What's the logical conclusion?
84
Isn't it that students will benefit from using a variety of ways to demonstrate what they understood?
85
A written test may not be the best way to assess every student.
86
- Yes.
87
This brings up the whole issue of standardized tests, and whether they discriminate against students who don't have strong verbal and mathematical intelligences.
88
For next time, think about this with regard to what you've heard today.
📺 같은 채널
Contemporary Topics 2 Unit 8 Lecture with PowerpointC1
5

Contemporary Topics 2 Unit 8 Lecture with Powerpoint

IELTS PrepTOEFL PrepUniversity Students
Contemporary Topics 2 Unit 1 Lecture with PowerpointC1
4

Contemporary Topics 2 Unit 1 Lecture with Powerpoint

IELTS PrepTOEFL PrepUniversity Students
Contemporary Topics 2 Unit 6 Lecture with PowerpointB2
2

Contemporary Topics 2 Unit 6 Lecture with Powerpoint

Cambridge Exam PrepUniversity Students
Contemporary Topics 2 Unit 3 Lecture with PowerpointC1
3

Contemporary Topics 2 Unit 3 Lecture with Powerpoint

IELTS PrepTOEFL PrepUniversity Students
Contemporary Topics 2 Unit 2 Lecture with PowerpointC1
15

Contemporary Topics 2 Unit 2 Lecture with Powerpoint

IELTS PrepTOEFL PrepCambridge Exam Prep
✨ 추천 영상
Too intelligent to be happy? – C1 English Listening TestC1
90
63 문장

Too intelligent to be happy? – C1 English Listening Test

IELTS PrepTOEFL PrepUniversity Students
CONTEMPORARY TOPICS UNIT 7 TECHNOLOGY ARTIFICIAL INTELLIGENCEC1
8
78 문장

CONTEMPORARY TOPICS UNIT 7 TECHNOLOGY ARTIFICIAL INTELLIGENCE

IELTS PrepTOEFL PrepUniversity Students
English vocabulary in use Advanced Unit 2C1
5
24 문장

English vocabulary in use Advanced Unit 2

IELTS PrepTOEFL PrepCambridge Exam Prep
Contemporary Topics 3 Unit 2 Lecture with PowerpointB2
7
64 문장

Contemporary Topics 3 Unit 2 Lecture with Powerpoint

TOEFL PrepCambridge Exam PrepHigh School Students
The Official Cambridge Guide to IELTS unit 6 attitude and opinionB2
3
79 문장

The Official Cambridge Guide to IELTS unit 6 attitude and opinion

IELTS PrepCambridge Exam PrepUniversity Students
Steven Pinker: Linguistics as a Window to Understanding the Brain | Big ThinkC1
3
69 문장

Steven Pinker: Linguistics as a Window to Understanding the Brain | Big Think

IELTS PrepTOEFL PrepUniversity Students
An introduction to a lectureC1
5
36 문장

An introduction to a lecture

IELTS PrepTOEFL PrepUniversity Students
[Audio] Cambridge Vocabulary For Ielts With Answers - 03 1bC1
5
29 문장

[Audio] Cambridge Vocabulary For Ielts With Answers - 03 1b

IELTS PrepCambridge Exam PrepUniversity Students
CONTEMPORARY TOPICS UNIT 9 LINGUISTICS ANIMAL COMMUNICATIONC1
5
64 문장

CONTEMPORARY TOPICS UNIT 9 LINGUISTICS ANIMAL COMMUNICATION

IELTS PrepTOEFL PrepUniversity Students
Critical Thinking Lecture: an introduction to critical thinkingC1
4
103 문장

Critical Thinking Lecture: an introduction to critical thinking

IELTS PrepBusiness EnglishUniversity Students

맥락 및 배경

오늘 강의에서는 교육 분야에서 큰 영향을 미친 이론 중 하나인 다중 지능 이론에 대해 이야기합니다. 다중(intelligence)이라는 단어는 여러 가지를 의미하며, 지능은 정의하기 어려운 개념입니다. 오늘 수업에서 다중 지능 이론을 논의하며 지능이란 '강점' 또는 '강한 능력'을 의미하는 것으로 설명할 예정입니다. 이 이론은 교실에서의 교수 방법에 많은 변화를 가져왔습니다. 특히, 전통적인 IQ 테스트가 지능을 측정하는 주요 도구임에도 불구하고, 문화적 배경이나 교육 등 다양한 요인이 점수에 영향을 미친다는 점도 강조합니다.

일상적인 의사소통을 위한 5가지 주요 문구

  • 다중 지능 이론은 무엇인가요? - 지능의 여러 유형을 이해하는 중요한 질문입니다.
  • 교육에서 지능을 어떻게 측정하나요? - IQ 테스트와 그 한계에 대한 논의입니다.
  • 다양한 지능의 예시는 무엇인가요? - 언어적, 수리적, 음악적 지능의 특성에 대한 설명입니다.
  • 어떤 지능이 더 강한가요? - 개인의 강점에 대한 자아 인식입니다.
  • 지능은 어떻게 발달하나요? - 학습과 환경의 영향을 탐구하는 질문입니다.

단계별 섀도잉 가이드

이 영상을 통해 영어 스피킹 능력을 향상시키기 위해서는 섀도 스피치(shadow speech) 및 섀도 스픽(shadowspeak)을 활용하는 것이 좋습니다. 다음 단계로 이 과정을 진행해보세요:

  1. 첫 단계: 동영상을 천천히 시청하면서 주요 이론과 문구를 이해하십시오. 메모를 해 두는 것이 좋습니다.
  2. 둘째 단계: 문장을 반복해서 듣고 따라해보세요. 특히 정중한 표현과 질문 형식을 집중적으로 연습하세요.
  3. 셋째 단계: 자신이 발음한 음성을 녹음해보며 개선점을 찾아보세요. 이렇게 하면 IELTS 스피킹 및 다른 스피킹 시험 준비에 큰 도움이 됩니다.
  4. 넷째 단계: 파트너와 함께 연습하며 대화를 나누는 것도 효과적입니다. 서로의 발음을 교정하며 자연스러운 의사소통을 연습할 수 있습니다.
  5. 마지막 단계: 학습한 내용을 바탕으로 다양한 상황에서 상황별 대화를 시도해보세요. 예를 들어, 친구와 다중 지능에 관한 이야기를 나눠보는 것도 유익합니다.

이러한 단계를 통해, 다양한 지능을 이해하고 활용하면서 영어 실력을 한층 더 발전시킬 수 있을 것입니다. 섀도잉 사이트를 활용하여 지속적으로 연습하고, 여러분의 영어 능력을 개선해보세요!

이 영상의 문법

화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.

문형영상 속 표현
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때has affected · have explored · have identified
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점is often determined · is interpreted · is valued
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보someone who uses · someone who understands · students who don

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법

쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.

섀도잉 방법: 단계별 전체 가이드 읽기 →