Shadowing Practice: Michael Swan: How to explain grammar (Part 3/6) - Learn English Speaking with Video

Les maken...
1
Talking about grammar, I find it useful to divide teaching into three parts.
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And for me, there are the three Xs,
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explanations and examples and exercises.
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First thing I want to say is that these are by no means equal.
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Two of those Xs, explanations and examples, are input.
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One of them, exercises, is output.
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what the students do.
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And we all know perfectly well that students learn mostly from what they're doing,
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much less from what we do.
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So we need to give them explanations and examples.
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But for me, the more economical we can make those,
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the more time and space we can devote to exercises,
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the third X, the better.
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All right, first X.
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What makes a good explanation?
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As I said, I like it to be economical.
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short and simple.
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It's nice if explanations are clear,
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but actually quite a lot of the terminology that's used in grammar teaching,
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words like definite, for instance,
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is much more fuzzy than we realize.
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We need to be sure that words mean the same inside our heads,
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students' heads, on the book page, that they're clear.
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What else is good?
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Well, we don't want stuff to be grey.
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Colour and visual support are obvious things we want.
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So, diagrams.
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Colour used not just to be pretty,
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but to highlight a structural contrast is something that I've tried to work with a lot.
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We all do this from time to time.
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Instead of teaching the students,
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telling the students something, we give them some examples and they work out the rule.
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I think this is useful up to a point.
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It's hard for the students to do.
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If you do it too much,
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then they get tired and it takes a long time.
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when it's done I think it needs quite careful support like that.
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If you just give students the examples and no other help 25 students will come up with 25 different rules all wrong.
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So they do need a certain amount of support
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but that kind of work as we all know can be motivating and useful.
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What else?
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It's almost irrelevant in this particular setting but where possible explanations should be in the students mother tongue.
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People teaching one lot of monolingual students in the country where their language is spoken
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often believe that you should avoid the mother tongue at all costs.
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There's an ancient dogma about this,
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don't ever use the mother tongue, don't translate.
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That has no theoretical support whatever, no research support.
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It's very old and discredited dogma,
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but lots of teachers still believe that.
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Don't use the mother tongue.
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That's my first explanation.
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Woordenschat en spreektips bij deze les

Deze spreekles op niveau C1 is gebaseerd op de video “Michael Swan: How to explain grammar”. Deze woorden komen het vaakst terug: students, explanation, examples, tongue, teaching. Deze video bevat 51 zinnen en 440 woorden om na te spreken. Het gesproken deel duurt 3:17. De spreker praat in een gelijkmatig tempo van ongeveer 134 woorden per minuut, prettig om te shadowen. 87% 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 12 moeilijkste woorden uit de video, met uitspraak en betekenis:

WoordUitspraakBetekenis
dogma zelfstandig naamwoord/ˈdɔɡ.mə/dogma, geloofspunt
economical bijvoeglijk naamwoord/ˌiː.kəˈnɒm.ɪ.kəl/spaarzaam, zuinig
discredit werkwoord/dɪsˈkɹɛd.ɪt/in diskrediet brengen
monolingual bijvoeglijk naamwoord/ˌmɒ.nəʊˈlɪŋ.ɡwəl/eentalig
devote werkwoord/dɪˈvəʊt/wijden, toewijden
motivate werkwoord/ˈmoʊ.tɪ.veɪt/motiveren
terminology zelfstandig naamwoord/ˌtɝ.məˈnɑ.lə.d͡ʒi/terminologie
definite bijvoeglijk naamwoord/ˈdɛfɪnɪt/eenduidig
diagram zelfstandig naamwoord/ˈdaɪ.ə.ɡɹæm/diagram
translate werkwoord/tɹænzˈleɪt/vertalen, overzetten
irrelevant bijvoeglijk naamwoord/ɪˈɹɛləvənt/irrelevant
theoretical bijvoeglijk naamwoord/ˌθi.əˈɹɛt.ɪ.kəl/theoretisch

Phrasal verbs die je zult horen

WoordUitspraakBetekenis
come up with werkwoordbedenken, verzinnen
work out werkwoord/ˌwɝk ˈaʊt/uitrekenen

Uitspraak om op te letten

De spreker gebruikt 7 samentrekkingen en verkorte vormen, zoals don't, they're, I've. Spreek ze kort uit, zoals je ze hoort.

  • Lange woorden — let op de klemtoon: economical /ˌiː.kəˈnɒm.ɪ.kəl/, monolingual /ˌmɒ.nəʊˈlɪŋ.ɡwəl/, terminology /ˌtɝ.məˈnɑ.lə.d͡ʒi/, irrelevant /ɪˈɹɛləvənt/, theoretical /ˌθi.əˈɹɛt.ɪ.kəl/

Zo oefen je met deze video

  1. Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
  2. Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
  3. Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als dogma, economical, discredit.

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.

Shadowing-techniek: lees de volledige stap-voor-stap-gids →