Shadowing Practice: Build data-driven lesson plans with Claude for Teachers - Learn English Speaking with Video

Creating lesson...
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I'm Zac and I teach high schoolers in San Francisco.
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Nothing matters more than really knowing how my students are performing.
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But the assessment scores, exit tickets, attendance trackers, all live in different places and can be really difficult to connect.
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Pulling it together into the best possible plan usually means giving up my weekend.
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Here's how Claude helps me.
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The first time I opened it, it asked about my classroom.
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What I teach. Which grades.
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So it already knows my classroom before I ask it anything.
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Now it's the middle of the year and all my class data is sitting in one folder on my desktop.
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Roster, fall and winter diagnostics, attendance, my own grouping notes, 22 kids, and one prep period to make sense of it.
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So instead of opening them one at a time, I just hand Claude the whole folder.
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Claude for Teachers is designed with student privacy in mind.
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I choose what it sees.
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I tell Claude, “Look in this folder for the latest about my algebra class.” “How are my students doing?” “Give me a report on my classroom and how everyone is performing.” It doesn't jump straight to an answer.
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It reads everything first and tells me what it's looking at as it goes.
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The report opens right next to the chat.
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Proficiency more than doubled since fall.
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Most of my class hit their growth target, all grouped by how they're performing now.
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And it confirms something I'd already had a feeling about.
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My two chronically absent kids are the same two whose scores have gone flat.
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I'd watched those absences pile up.
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Now I've got the data to bring it back up, and to bring to their families when I call.
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Claude even gives me a place to start.
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Reteach graphing equations with real world context.
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So now I actually understand how my whole class is performing.
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The next thing I want is to put that to work for tomorrow.
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I tell Claude, “Put everyone into small groups: reteach, on-level, extension.” “And make a differentiated lesson plan with student worksheets for each group.” Claude pulls up the differentiation skill that comes built in, and it grounds the lessons in the standards I'm actually held to.
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It gets those from the Learning Commons connector, not from guessing.
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I end up with three worksheets and a plan for me.
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Every group's working towards the same goal.
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What changes is how each one gets there.
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My extension learners get additional problem solving tasks that preview unit five systems.
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Claude noticed that my reteach group includes newcomers and multilingual learners, so those worksheets include explicit vocabulary with sentence stems.
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Before it finishes, Claude asks me about a few small changes it could make, and I pick the ones that fit my classroom.
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Claude helps with the analysis and planning, and what reaches my kids tomorrow is my call.
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Claude for Teachers is free for every verified U.S. K-12 teacher.
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Make sense of your data, differentiate for every student, and spend your time teaching, not buried in spreadsheets.

Vocabulary and speaking notes for this lesson

This video has 37 sentences and 512 words to shadow. The speech runs for 2:52. The speaker talks at a natural 178 words per minute, close to everyday conversation. Only 78% of the words are among the 3,000 most common in English, so the vocabulary is demanding.

Key vocabulary in this video

15 less common words from the video, with pronunciation and meaning:

  • classroom /ˈklɑːsɹʊm/ (noun) — A room, often in a school, where classes take place.
  • folder /ˈfoʊldɚ/ (noun) — An organizer that papers are kept in, usually with an index tab, to be stored as a single unit in a filing cabinet.
  • lesson /ˈlɛs.ən/ (noun) — A section of learning or teaching into which a wider learning content is divided.
  • extension /ɪkˈstɛnʃən/ (noun) — The act of extending; a stretching out; enlargement in length, breadth, or time; an increase.
  • attendance /əˈtɛn.dəns/ (noun) — The act of attending; the state of being present; presence.
  • differentiate /dɪf.əˈɹɛn.ʃi.eɪt/ (verb) — To modify so as to create a difference or distinction.
  • assessment /əˈsɛsmənt/ (noun) — The act of assessing or an amount (of tax, levy or duty etc) assessed.
  • skill /skɪl/ (noun) — A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
  • solve /sɒlv/ (verb) — To find an answer or solution to a problem or question; to work out.
  • confirm /kənˈfɝm/ (verb) — To strengthen; to make firm or resolute.
  • connect /kəˈnɛkt/ (verb) — To join (to another object): to attach, or to be intended to attach or capable of attaching, to another object.
  • privacy /ˈpɹaɪ.və.si/ (noun) — The state of being secluded from the presence, sight, or knowledge of others.
  • exit /ˈɛɡzət/ (noun) — An act of going out or going away, or leaving; a departure.
  • absence /ˈæb.s(ə)n̩s/ (noun) — A state of being away or withdrawn from a place or from companionship
  • stem /stɛm/ (noun) — The stock of a family; a race or generation of progenitors.

Phrasal verbs you will hear

  • back up (verb) — To move backwards, especially for a vehicle to do so.
  • give up (verb) — To surrender (someone or something); to inform on (someone).
  • live in (verb) — To reside on the premises of one's employer (used especially of domestic staff such as nannies, cooks, maids, etc.)
  • look at (verb) — To observe or watch.
  • look in (verb) — To visit a place or person briefly and casually.
  • pile up (verb) — To form a pile, stack, or heap.
  • pull up /ˌpʊl ˈʌp/ (verb) — To lift upwards or vertically.
  • sit in (verb) — To attend a class, educational presentation, meeting, etc. for one time, as a visitor.

Pronunciation to watch

The speaker uses 7 contractions and reduced forms, such as I'd, I'm, doesn't. Say them the short way, as you hear them.

  • The “sh” and “zh” sounds: extension /ɪkˈstɛnʃən/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/, equation /ɪˈkweɪ.ʒən/, differentiation /dɪf.əˌɹɛn.ʃiˈeɪ.ʃən/, preposition /ˌpɹɛpəˈzɪʃən/
  • Long words — get the stress right: differentiate /dɪf.əˈɹɛn.ʃi.eɪt/, diagnostic /ˌdaɪ.əɡˈnɑ.stɪk/, vocabulary /vəˈkæb.jə.lə.ɹi/, differentiation /dɪf.əˌɹɛn.ʃiˈeɪ.ʃən/, multilingual /ˌmʌltiˈlɪŋɡwəl/

How to practise with this video

  1. Listen to the whole video once without speaking and note the words you do not know.
  2. Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
  3. Record yourself and compare with the original, paying attention to words like classroom, folder, lesson.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

Shadowing technique: read the full step-by-step guide →