Shadowing Practice: Cambridge 16 IELTS Reading Test 4 Passage 2 - Learn English Speaking with Video
Les maken...
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Changes in reading habits What are the implications of the way we read today?
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Look around on your next plane trip.
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The iPad is the new pacifier for babies and toddlers.
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Younger school-aged children read stories on smartphones, older kids don't read at all, but hunch over video games.
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Parents and other passengers read on tablets or skim a flotilla of email and news feeds.
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Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture.
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The neuronal circuit that underlies the brain's ability to read is subtly,
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rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.
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As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species brain more than 6,000 years ago.
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That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd,
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to the present, highly elaborated reading brain.
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My research depicts how the present reading brain enables the development of some of our most important intellectual and effective processes,
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internalized knowledge, analogical reasoning and inference, perspective taking and empathy, critical analysis and the generation of insight.
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Research surfacing in many parts of the world now cautions
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that each of these essential deep reading processes may be under threat as we move into digital-based modes of reading.
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This is not a simple, binary issue of print versus digital reading and technological innovation.
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As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.
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In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit,
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what our children and older students are not developing, and what we can do about it.
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We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language, it needs an environment to develop.
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Further, it will adapt to that environment's requirements, from different writing systems to the characteristics of whatever medium is used.
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If the dominant medium advantages processes that are fast, multitask-oriented and well-suited for large volumes of information, like the current digital medium,
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so will the reading circuit.
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As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
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Increasing reports from educators and from researchers in psychology and the humanities bear this out.
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English literature scholar
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and teacher Mark Edmondson describes how many college students actively avoid the classic literature of the 19th
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and 20th centuries in favor of something simpler, as they no longer have the patience to read longer, denser, more difficult texts.
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We should be less concerned with students' cognitive impatience, however, than by what may underlie it,
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the potential inability of large numbers of students to read with
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a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.
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Multiple studies show
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that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school
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and college students in stavannah norway psychologist and mong
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and her colleagues studied how high school students comprehend the same material in different mediums
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mullins group asked subjects questions about a short story whose plot
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had universal student appear half of the students read the story on a tablet the other half in paperback
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Results indicated that students who read on print were superior in their comprehension to screen reading peers,
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particularly in their ability to sequence detail and reconstruct the plot in chronological order.
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Ximing Liu from San Jose State University has conducted a series of studies
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which indicate that the new norm in reading is skimming, involving word spotting and browsing through the text.
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Many readers now use a pattern when reading in
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which they sample the first line and then word spot through the rest of the text.
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When the reading brain skims like this, it reduces time allocated to deep reading processes.
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In other words, we don't have time to grasp complexity, to understand another's feelings, to perceive beauty, and to create thoughts of the readers on.
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The possibility that critical analysis, empathy, and other deep reading processes could become the unintended collateral damage
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of our digital culture is not a straightforward binary issue about print versus digital reading.
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It is about how we all have begun to read on various mediums how
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that changes not only what we read but also the purposes for
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which we read nor is it only about the young the subtle atrophy of critical analysis
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and empathy affects us all equally it affects our ability to navigate a constant bombardment of information
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it incentivizes a retreat to the most familiar stores of unchecked information
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which require and receive no analysis leaving us susceptible to false information and irrational ideas
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There's an old rule in neuroscience that does not alter with age, use it or lose it.
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It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.
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The story of the changing reading brain is hardly finished.
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We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched.
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If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us,
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there is as much reason for excitement as caution.
📺 Zelfde Kanaal
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau C1 is gebaseerd op de video “Cambridge 16 IELTS Reading Test 4 Passage 2”. Deze woorden komen het vaakst terug: reading, student, digital, processes, circuit. Deze video bevat 59 zinnen en 932 woorden om na te spreken. Het gesproken deel duurt 6:00. De spreker praat in een natuurlijk tempo van ongeveer 155 woorden per minuut, dicht bij een alledaags gesprek. Slechts 78% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is pittig.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| skim werkwoord | /skɪm/ | afromen |
| empathy zelfstandig naamwoord | /ˈɛmpəθi/ | inlevingsvermogen, empathie |
| diminish werkwoord | /dɪˈmɪnɪʃ/ | verkleinen, verminderen |
| innovate werkwoord | /ˈɪn.ə.veɪt/ | vernieuwen, innoveren |
| neuroscience zelfstandig naamwoord | neurowetenschap | |
| underlie werkwoord | /ˌʌn.dɚˈlaɪ/ | ten grondslag liggen aan |
| comprehension zelfstandig naamwoord | /ˌkɑmpɹɪˈhɛnʃn̩/ | begrip, verstandigheid |
| comprehend werkwoord | /ˌkɑmpɹɪˈhɛnd/ | bevatten, doorgronden |
| psychologist zelfstandig naamwoord | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psycholoog, psychologe |
| toddler zelfstandig naamwoord | /ˈtɑdlɚ/ | peuter |
| binary bijvoeglijk naamwoord | /ˈbaɪ.nə.ɹi/ | binair, binaire |
| scholar zelfstandig naamwoord | /ˈskɑlɚ/ | geleerde |
| caution zelfstandig naamwoord | /ˈkɔːʃ(ə)n/ | waarschuwing |
| complexity zelfstandig naamwoord | /kəmˈplɛk.sɪ.ti/ | ingewikkeldheid, complexiteit |
| tablet zelfstandig naamwoord | /ˈtæblət/ | kleitablet |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | has written · has conducted · have begun |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is not given · will be allocated |
Uitspraak om op te letten
- De klanken “sh” en “zh”: diminish /dɪˈmɪnɪʃ/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, caution /ˈkɔːʃ(ə)n/, impatience /ɪmˈpeɪʃəns/
- Lange woorden — let op de klemtoon: implication /ˌɪmpləˈkeɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, complexity /kəmˈplɛk.sɪ.ti/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/, incentivize /ɪnˈsɛntɪvaɪz/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als skim, empathy, diminish.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.