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

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Talking about grammar, I find it useful to divide teaching into three parts.
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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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Why practice speaking with this video?

Engaging with Michael Swan's insights on grammar not only enhances your understanding but also significantly improves your speaking skills. By practicing with this video, you enter a context filled with practical explanations and examples that directly relate to real-life usage. This approach enables you to grasp the intricacies of English grammar while actively speaking. Incorporating shadowspeak techniques allows learners to mimic pronunciation and rhythm, fostering greater fluency in shadow speech. By articulating what you hear, you gain confidence and clarity, leading to a more natural use of English in everyday conversations.

Grammar & Expressions in Context

In this video, several key structures are emphasized that are essential for English learners to grasp:

  • Simple explanations: Swan stresses the importance of clear and concise grammar explanations. For instance, instead of overwhelming students with complex terminology, using straightforward language can help learners better understand grammatical concepts.
  • Visual aids: The use of color and diagrams is highlighted. Phrases like "highlight a structural contrast" suggest that utilizing visual elements helps create a stronger memory and understanding of grammar points.
  • Input vs. Output: The distinction between input (explanations and examples) and output (exercises) is crucial. A focused approach on exercises allows students to practice English speaking, leading to greater retention of the material learned.
  • Mother tongue usage: Swan argues that explanations in the students' first language can enhance comprehension. This challenges the misconception that a total avoidance of one's native language in teaching is beneficial.

Common Pronunciation Traps

While engaging with the video, learners may encounter several pronunciation challenges:

  • Terminology: Words like "definite" can be tricky. Ensure you emphasize the beginning syllable when pronouncing it – /ˈdɛfɪnɪt/.
  • Grammar-specific terms: Phrases such as "grammatical structures" can be difficult for non-native speakers. Pay close attention to the blend of sounds and practice them through English speaking practice.
  • Connected speech: Michael Swan might employ a natural flow of speech that connects words in ways that can be difficult to repeat. By shadowing his pace and intonation, you can improve your English pronunciation.

Utilizing these insights from Swan’s video promotes a robust learning environment. By practicing shadowing and paying attention to the examples provided, learners can enhance their speaking abilities and tackle common pronunciation hurdles.

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.

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