쉐도잉 연습: Teacher to Teacher: Is AI reshaping education for the better? - 영상으로 영어 말하기 배우기

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You didn't have that like existential dread of oh no my job is going to be outsourced by automation.

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.

My initial impression of AI was I am out of a job

because this device can write an essay better than I can.

So how can I sell students on the importance of writing topic sentences

and learning grammar rules when this thing can just do it for us?

But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning

and thinking about how my classroom teaching can be enhanced.

So my mindset went from how will my change in a

scary way to how can I be a better teacher now

because of this new emergent technology sure it's not about are you using these tools

or you're not using these tools it's are you using them in the right way

and students who are using them as answer generators were doing

poorer than the students who were not using the tools at all

so the the point

that we then had a conversation about was how do we use these tools to be that personal tutor

And like you get to a point where you keep balancing an equation incorrectly.

Take a screenshot of that equation and say, can you explain to me what my mistake is?

Not what's the answer to this math problem, right?

You're going to get different outcomes from those two prompts.

Have you seen some of the outcomes that you've been seeking in the classroom change?

Not just how the students are working towards those outcomes, but the outcomes themselves.

I think we're on our way because I'm becoming more capable at harnessing its potential for good.

Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.

And so I've trained them how to use it to coach them in the same way that I would coach them.

And I've taught them how to prompt to get the feedback that I would give to them.

That being said, I do worry that the over -reliance on the tool means

that we're not grappling with complex text in the way we did like pre -ChatGPT.

They read SparkNotes, but now they have this tool that can summarize for them.

And reading carefully has been on the decline for many years.

And so that's one fear that I have is how can we continue pushing kids to read complex,

challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.

And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental

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.

We all have to learn how to use them.

I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.

And the two top skills they always put that companies are saying

that students need in school are critical and creative thinking skills.

So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?

And then you talked about your assessments and how you look at the process of how they're writing them.

Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence

And when I saw

that was starting to come out I had chat GPT write me an essay on a random topic

and I put it in it was a hundred percent generated

So I said well that that looks like it's a pretty reliable tool

And then I kept giving it the prompt right more like a human in

Different forms of that prompt and I got it down to about 20 percent confidence

that it was written by artificial intelligence and I didn't write a single word of that.

That reminds me of my early kind of experience interacting with AI.

I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.

And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.

We put a lot of time, effort, and energy into it.

And most of the other students did not.

So I assumed that he used AI, and I asked ChatGPT, was this generated by you?

ChatGPT said, yes, I generated this.

And I later learned that this is just the student that goes above and beyond for everything.

And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.

And so I quickly learned that, man, we can't over -rely on this technology.

We have to be vigilant and we have to be skeptical.

Do you have any like blunders that you want to share about how you've used it?

I mean...

I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.

And that's given me a really unique perspective on this.

And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.

So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions

and try to wrap my head

and then I would put them into a chat bot

and I would have it start trying to help me look for similarities and differences among research papers.

So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,

and it would tell me that that fact exists and it's on page six.

Now, as somebody who's been a student for quite a long time,

I know that I need to go check page six and I need to make sure that,

you know, what's written in my notes for my citations

and it's not it's not there yeah so this tool that was branding itself

as a way to help me with my research could actually lead my citations to be incorrect

so as a student it's actually like prevented me from using this tool at all

because i don't want to put something in my paper unethically

and i think

when i think back to like a 14 15 year old i don't think they're going to take

that step i think they're going to take it at its word so

So that skepticism is really important to build.

You say you're cautiously optimistic as well, either the optimistic side or the cautious side.

Yeah, I mean, you bring up a good point about the coming of age in a time

when there's so much uncertainty in it.

The conversations are generally quite scary for students.

And I think about the impact that has on their cognitive development

and their well -being and it must be

so scary to think about what is the world going to look like when I'm an adult,

when the world is changing so rapidly and there's so much unknown

and uncertainty and kids are already dealing with enough stress and anxiety about the future,

but we don't even know what the future looks like more than ever.

I remember when I was in school thinking about what is going to be my major and my career,

I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.

So I worry for the younger generations grappling with all of the complexity.

So would you say you're cautiously optimistic about what's to come with AI?

How are you thinking about the future?

I am.

I think the word cautious is correct there.

I am on the optimistic side.

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Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,

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especially in developing countries, So many people now have a smartphone in their pocket. And

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when you're looking at how we can support students who don't

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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

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and schools and teachers to adopt these tools and to use them as personal tutors.

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Because not everybody can afford to go out and pay somebody per hour for a tutor.

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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.

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But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,

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I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.

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Thank you.

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이 레슨의 어휘와 말하기 포인트

이 말하기 레슨은 영상 “Teacher to Teacher: Is AI reshaping education for the better?”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: student, tool, optimistic. 이 영상에는 섀도잉할 문장 109개와 단어 1564개가 있습니다. 말하는 구간의 길이는 8:29입니다. 화자는 분당 약 184단어로 빠르게 말하므로 연음과 약하게 발음되는 소리가 많습니다. 단어의 84%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요.

이 영상의 핵심 어휘

영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.

단어	발음	뜻
optimistic 형용사	/ˌɒptɪˈmɪstɪk/	낙천적인, 낙관적인
skill 명사	/skɪl/	기술, 스킬
prompt 동사	/pɹɑmpt/	부추기다
tutor 명사	/ˈtjuːtəː/	튜터
scary 형용사	/ˈskɛə.ɹi/	공포의, 무섭다
essay 명사	/ˈɛs.eɪ/	수필, 에세이
topic 명사	/ˈtɑpɪk/	화제, 주제
remind 동사	/ɹəˈmaɪnd/	생각나게 하다, 상기(想起)시키다
artificial 형용사	/ˌɑː.tɪˈfɪʃ.əl/	인공, 인조
classroom 명사	/ˈklɑːsɹʊm/	교실, 교장
uncertainty 명사	/ʌnˈsɜːtənti/	불확실
equation 명사	/ɪˈkweɪ.ʒən/	방정식
cautious 형용사	/ˈkɔːʃəs/	조심스럽다, 신중하다
pocket 명사	/ˈpɑ.kɪt/	호주머니, 포켓
lesson 명사	/ˈlɛs.ən/	수업, 과

영상에 나오는 구동사

단어	발음	뜻
bring up 동사		꺼내다
come out 동사	/ˌkʌm ˈaʊt/	나오다
go out 동사		나가다

이 영상의 문법

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

문형	영상 속 표현
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때	Have you seen · I've trained · I've taught
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점	be outsourced · can be enhanced · being said
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보	students who are · students who were · students who don

주의할 발음

화자는 I'm, don't, you're 같은 축약형과 약화된 형태를 30번 사용합니다. 들리는 대로 짧게 발음하세요.

“th” 소리: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
“sh”와 “zh” 소리: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
긴 단어 — 강세 위치에 주의: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/

한국어 화자가 어려워하는 소리:

/f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: artificial /ˌɑː.tɪˈfɪʃ.əl/, carefully /ˈkɛɹf(ə)li/, fundamental /ˌfʌn.dəˈmɛn.təl/, feedback /ˈfiːdˌbæk/, framework /ˈfɹeɪm.wɜːk/
/v/ — ㅂ(/b/)과 구별하기: collective /kəˈlɛktɪv/, cognitive /ˈkɑɡ.nɪ.tɪv/, vigilant /ˈvɪd͡ʒɪlənt/
/z/ — ㅈ이 아니라 성대를 울리는 /s/: anxiety /æŋˈzaɪ.əti/, accuse /əˈkjuz/, organizer /ˈɔɹɡənaɪzɚ/, existential /ˌɛɡzɪˈstɛnʃl̩/, skepticism /ˈskɛp.tɪˌsɪ.zəm/

이 영상으로 연습하는 방법

먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
0.75배속으로 한 문장씩 섀도잉을 시작하고, 익숙해지면 보통 속도로 돌아갑니다.
자신의 목소리를 녹음해 원본과 비교하고, optimistic, skill, prompt 같은 단어에 특히 주의합니다.

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.

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쉐도잉 연습: Teacher to Teacher: Is AI reshaping education for the better? - 영상으로 영어 말하기 배우기

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