Shadowing Practice: Teaching groups: How to get them talking #9 - Learn English Speaking with Video
Les maken...
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The dog is walking so the dog's footsteps are going to be in the video.
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Hey guys, so recently I've been getting quite a lot of feedback from you
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which has been great because that means that you're watching my videos and that they actually mean something to you.
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So yeah, thanks.
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One question that I got that I thought was pretty interesting was
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how to get your students to interact with one another on your lessons.
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and I thought that this could be quite an important topic to talk about
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because it's a problem that I had in the beginning as well.
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I love teaching one -on -one.
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I think it's the best way to teach English just because
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you get so much more time to spend with one person and maybe that's for a different video.
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But sometimes you have to teach in groups.
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And with teaching in groups, there come different problems.
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One of which I experienced, and this was the fact that when you have a group of people, you have many different personalities,
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which means you get shy people, and you get very talkative people and what usually happens is that the talkative people,
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well, talk a lot and the shy people kind of disappear into the background.
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Another thing that I noticed is that in groups it's a lot more difficult for people to open up.
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So even if these are people who aren't shy, they might feel uncomfortable to speak when they're in a group just because they're
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not really confident about their language and about speaking in front of their peers or their colleagues in another language.
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So over the past couple of years, I have used a couple of different methods to get my students
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talking on my lessons
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and interacting with each other in my lessons some of these
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ideas are in mine i also have to google them up
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and find them on the internet but i'd love to share them with you guys
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So one of the first things I like to do on my lessons, on my group lessons, are warm -ups.
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One of the warm -ups, which is I guess the most basic and most obvious one, is I start by asking my students how they are.
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and asking a little bit about their lives, what they've been up to, and kind of seeing where the discussion goes on from there.
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Because sometimes it can, I don't know,
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somebody can do something or have done something over the weekend that will join with somebody else's story and
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you'll get a discussion going on.
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Sometimes, however, I got students who like to give me easy answers.
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Easy answers being, Oh, I don't know, nothing much.
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Or I just stayed at home.
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Or I'm fine and they wouldn't
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elaborate on that idea which made things very difficult for me
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because it's hard to have a discussion when somebody keeps on ending it. with you.
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So for the students that gave me very quick and easy answers, I found another way.
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What I would do is on the next lesson, I would get the students to talk not about themselves but about the person sitting next to them.
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So if it's an introductory lesson, what
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What is great is I would get them to introduce the person sitting next to them
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That usually ended in quite a laugh and it made the atmosphere like a More.
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easy going and if that didn't work then i had another i had this other thing that worked.
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I have an envelope with these random words and I would get my students to pick out a random word,
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and we would kind of go around in a circle
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where one person would start a story that had to contain this word, and then the next person would continue with their word.
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These could be short words like, I don't know, beard and bust and I don't know, cat too.
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If you want to be more ambitious, these could be words that you used in your previous lesson.
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So it could be like a vocabulary practice
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so another way to get your students talking
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but this is a bit of a brutal way is talking
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with a timer this is what my english teacher used to do to us in in primary school
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and although it was really stressful i do only have positive memories about it
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which is why i do it with my students otherwise i wouldn't put them through this turmoil
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but um the point of talking topic and they have to talk about this topic for um,
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you can decide if it's two minutes or three minutes or five minutes I would stick to like
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two minutes in the beginning, because it really can get quite difficult.
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And the topics can be really random.
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And also you don't have to think of the topics yourself.
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You can give your students the opportunity to give topics to one another.
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And the last thing that I'll share with you is my personal favorite that works every time.
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It's the most important thing because it's what makes my lessons work and this is a
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Topics of interest and when I say topics of interests, I mean getting to know your students well enough
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to be able to prepare topics for them that they are interested in and that's spark their enthusiasm on your lessons.
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This does take a bit of work because it means
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that you have to spend the first couple of lessons building a connection with your students and a relationship.
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But it really pays off because as a teacher it makes The next.
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series of lessons you have with this group really easy.
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because you don't have to motivate them to talk.
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They will talk on their own because it'll be topics that they are passionate about.
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So after speaking with my one group, I found out that they were quite upset with their management and the way the management was treating them as employees.
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And this sparked quite an interesting discussion that I saw that even those
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who usually don't participate in my lessons had this fire that they wanted to share how unfair they felt certain situations were.
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And what I did in the next couple of lessons is I
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pulled on these emotional strings and I found different videos on, for example, TED or articles about
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successful companies that really treat their employees well
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and this sparked up more discussions and we could learn new vocabulary from these articles and these talks.
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And together we kind of drew up ideas of the ideal
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working environment that we would like to have or what things we would change within the company.
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And this was pretty amazing because
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They had a lot to say and I was basically just there to listen
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and to either correct mistakes or add in the correct vocabulary and they were doing all the talking.
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So yeah, so if you find the topics that interest your group,
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what you can then do is find short videos on YouTube about this topic or TED Talks or
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articles that you can then either send to your students before the next lesson
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or you can use them to watch and discuss the next time that you meet with them.
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So those were my tips on how I get my students to interact with one another on my lessons.
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If you guys have any questions or maybe there are some problems that you guys encounter on your group lessons, maybe I can help out.
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Otherwise, thanks for watching.
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Don't forget to like and subscribe and I will see you soon.
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Bye!
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Bye.
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Bye.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B1 is gebaseerd op de video “Teaching groups: How to get them talking”. Deze woorden komen het vaakst terug: lesson, students, topic, word, discussion. Deze video bevat 92 zinnen en 1296 woorden om na te spreken. Het gesproken deel duurt 8:33. De spreker praat in een natuurlijk tempo van ongeveer 151 woorden per minuut, dicht bij een alledaags gesprek. 87% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| vocabulary zelfstandig naamwoord | /vəˈkæb.jə.lə.ɹi/ | woordenschat, vocabulaire |
| spark zelfstandig naamwoord | /ˈspɑɹk/ | vonk, sprank |
| interact werkwoord | /ɪn.təˈɹækt/ | interageren, elkaar beïnvloeden |
| talkative bijvoeglijk naamwoord | /ˈtɔ.kə.ɾɪv/ | spraakzaam, praatgraag |
| footstep zelfstandig naamwoord | /ˈfʊtstɛp/ | voetafdruk, voetstap |
| introductory bijvoeglijk naamwoord | /ˌɪntɹəˈdʌktəɹi/ | inleidend |
| motivate werkwoord | /ˈmoʊ.tɪ.veɪt/ | motiveren |
| timer zelfstandig naamwoord | /ˈtaɪmɚ/ | timer, eierwekker |
| envelope zelfstandig naamwoord | /ˈɛnvə(ˌ)loʊp/ | envelop, briefomslag |
| stressful bijvoeglijk naamwoord | /ˈstɹɛsfəl/ | stressvol |
| ambitious bijvoeglijk naamwoord | /æmˈbɪʃ.əs/ | eerzuchtig, ambitieus |
| colleague zelfstandig naamwoord | /ˈkɒliːɡ/ | collega, medewerker |
| subscribe werkwoord | /səbˈskɹaɪb/ | abonneren |
| enthusiasm zelfstandig naamwoord | /ɪnˈθuziæzəm/ | enthousiasme, geestdrift |
| bust werkwoord | /bʌst/ | breken |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| find out werkwoord | ontdekken, onderzoeken |
| pay off werkwoord | aflossen |
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 been · they've been · have done |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | people who aren · ups, which is · students who like |
| Overtreffende trap the -est / the most … — het hoogste of laagste van een groep | the best · the most basic · the most important |
| Past continuous was/were + -ing — iets dat op een moment in het verleden bezig was | was treating · were doing |
Uitspraak om op te letten
De spreker gebruikt 22 samentrekkingen en verkorte vormen, zoals don't, they're, wouldn't. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: ambitious /æmˈbɪʃ.əs/, passionate /ˈpæʃənɪt/
- Lange woorden — let op de klemtoon: vocabulary /vəˈkæb.jə.lə.ɹi/, introductory /ˌɪntɹəˈdʌktəɹi/, enthusiasm /ɪnˈθuziæzəm/, elaborate /ɪˈlæb.ə.ɹeɪt/, uncomfortable /ʌnˈkʌm.fɚ.tə.bl̩/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: talkative /ˈtɔ.kə.ɾɪv/, colleague /ˈkɒliːɡ/, subscribe /səbˈskɹaɪb/, beard /bɪɹd/
- /æ/ — opener dan de Nederlandse “e”: vocabulary /vəˈkæb.jə.lə.ɹi/, interact /ɪn.təˈɹækt/, ambitious /æmˈbɪʃ.əs/, enthusiasm /ɪnˈθuziæzəm/, elaborate /ɪˈlæb.ə.ɹeɪt/
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 vocabulary, spark, interact.
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.