Shadowing Practice: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - Learn English Speaking with Video
Les maken...
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Today I'm going to talk about one theory in education that has had a big impact on the classroom.
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It's the theory of multiple intelligences.
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Multiple means many.
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Intelligence is difficult to define.
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During today's class as we discuss the theory of multiple intelligences, I'm going to use the term intelligence to mean strength.
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a strong ability.
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This is a broader way of thinking about intelligence than usual.
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So first, I'm going to go over the theory.
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Then I plan to present how the theory has affected what some teachers now do in the classroom.
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Before I do that, I want to say a few words about how intelligence is often determined.
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As we all know, Written IQ test is still the main tool used to measure intelligence.
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IQ, by the way, stands for intelligence quotient.
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Quotient means Number.
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A high school on an IQ test, say 130, is interpreted to mean A person is very intelligent.
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A skull of a hundred is average.
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However, many factors can affect someone's score, including cultural background, education, or even the fact that they aren't good at taking tests.
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For these reasons, some people say traditional IQ tests don't accurately measure intelligence.
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Another reason to question IQ tests is the theory of multiple intelligences.
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Harvard University's Dr. Howard Gardner and others have explored the notion that we each have many types of intelligence.
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What makes us different from one another is which intelligences are stronger.
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Now I'm going to present nine intelligences they have identified.
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Keep in mind that they say, We each have all of these intelligences.
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The first is verbal intelligence.
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people with strong verbal intelligence can speak and write well.
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This type of intelligence is valued in most schools and on written tests.
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The second is mathematical intelligence, the ability to work well with numbers and diagrams.
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Think of someone who uses logic to solve problems and make decisions.
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The third is musical intelligence.
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People with strong musical intelligence, they feel sound.
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They feel music.
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They connect to sounds around them.
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Are you with me so far?
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Okay.
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The fourth is artistic intelligence.
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People with strong artistic intelligence are sensitive to color, light and shapes.
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They are good at drawing, painting, fashion, lots of creative things.
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The fifth kind of intelligence is spatial.
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We use spatial intelligence to create mental images to remember information.
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Think of someone who understands charts and maps easily.
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Who has a good sense of direction and doesn't get lost on mountain hikes?
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The sixth is kinesthetic or body intelligence.
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It's related to moving, to learning, and remembering information by doing.
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The seventh is interpersonal intelligence.
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That's Enter.
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means between people.
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It's knowing how to work well with others in social situations like work or school.
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The eighth is intrapersonal intelligence.
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Inch remains within oneself.
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It's about being uniquely aware of our own emotions and needs.
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For example, My brother John doesn't like crowds.
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He doesn't go to clubs or to the mall.
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He's happier alone.
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or in a smaller group.
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The 9th kind of intelligence.
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is nature intelligence.
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Understanding one's connection with nature and the environment.
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Remember the theory says we each have all of these intelligences.
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We just vary as to which intelligence is stronger Think of your friends.
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and what each is good at.
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- Yeah.
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So now I wanna shift our discussion to the impact of the theory of multiple intelligences on teaching.
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If teachers accept the theory, how does this affect what they do in the classroom?
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There are two effects.
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One is on how they teach, the other is How do they test their students?
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To teach, they need to use a variety of teaching techniques in order to reach the most students.
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What works best for one student might not work best for another.
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to test or assess what students understand, teachers need to give students options besides taking a written test.
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Let's use an example.
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As I give the example, I want you to write down the intelligences you can identify, okay?
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So a teacher, Mrs. Sanchez, wants to teach her students about trees.
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Here's what she does: First, she talks about types of trees, She also draws a diagram on the board.
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Then they go outside, walk around, look at, and touch trees near their school.
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back in the classroom, She asked them to draw pictures of trees.
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Finally, she teaches them a song about trees.
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Did you get which intelligences she worked with when they went outside?
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How about when she had them draw pictures?
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All right, now she needs to test or assess what the students know.
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She gives them choices.
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For example, they can write about trees, draw a picture, make a chart, or create a song.
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anything is acceptable as long as it contains the tree material she taught them.
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This is a key point.
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I realize you might think drawing a picture or creating a song isn't a real test.
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but if we have multiple intelligences What's the logical conclusion?
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Isn't it that students will benefit from using a variety of ways to demonstrate what they understood?
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A written test may not be the best way to assess every student.
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- Yes.
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This brings up the whole issue of standardized tests, and whether they discriminate against students who don't have strong verbal and mathematical intelligences.
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For next time, think about this with regard to what you've heard today.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau C1 is gebaseerd op de video “Contemporary Topics 2 Unit 5 Lecture with Powerpoint”. Deze woorden komen het vaakst terug: intelligence, test, student, theory, tree. Deze video bevat 88 zinnen en 903 woorden om na te spreken. Het gesproken deel duurt 6:35. De spreker praat in een gelijkmatig tempo van ongeveer 137 woorden per minuut, prettig om te shadowen. 86% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
De 10 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| verbal bijvoeglijk naamwoord | /ˈvɜː.bəl/ | verbaal, woordelijk |
| assess werkwoord | /əˈsɛs/ | beoordelen, evalueren |
| quotient zelfstandig naamwoord | /ˈkwoʊʃənt/ | quotiënt |
| spatial bijvoeglijk naamwoord | /ˈspeɪ.ʃəl/ | ruimtelijk, ruim- |
| diagram zelfstandig naamwoord | /ˈdaɪ.ə.ɡɹæm/ | diagram |
| mathematical bijvoeglijk naamwoord | /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ | wiskundig |
| uniquely bijwoord | /juːˈniːk.li/ | uniek |
| interpret werkwoord | /ɪnˈtɜː.pɹɪt/ | interpreteren |
| hike zelfstandig naamwoord | /haɪk/ | wandeling |
| accurately bijwoord | /ˈæk.jə.ɹɪt.li/ | trefzeker |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| bring up werkwoord | opvoeden |
| write down werkwoord | opschrijven, neerschrijven |
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 affected · have explored · have identified |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is often determined · is interpreted · is valued |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | someone who uses · someone who understands · students who don |
Uitspraak om op te letten
De spreker gebruikt 14 samentrekkingen en verkorte vormen, zoals I'm, doesn't, don't. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/
- De klanken “sh” en “zh”: quotient /ˈkwoʊʃənt/, spatial /ˈspeɪ.ʃəl/
- Lange woorden — let op de klemtoon: mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/, discriminate /dɪˈskɹɪm.əˌneɪt/, accurately /ˈæk.jə.ɹɪt.li/
Klanken die Nederlandstaligen lastig vinden:
- /æ/ — opener dan de Nederlandse “e”: diagram /ˈdaɪ.ə.ɡɹæm/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, accurately /ˈæk.jə.ɹɪt.li/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als verbal, assess, quotient.
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.