Shadowing Practice: Teacher to Teacher: Is AI reshaping education for the better? - Learn English Speaking with Video
Choose a practice mode
Each mode opens a full-screen practice room.
109 sentences
If sentences are too short or too long, click Edit to adjust them.
1
You didn't have that like existential dread of oh no my job is going to be outsourced by automation.
2
It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.
3
My initial impression of AI was I am out of a job
4
because this device can write an essay better than I can.
5
So how can I sell students on the importance of writing topic sentences
6
and learning grammar rules when this thing can just do it for us?
7
But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning
8
and thinking about how my classroom teaching can be enhanced.
9
So my mindset went from how will my change in a
10
scary way to how can I be a better teacher now
11
because of this new emergent technology sure it's not about are you using these tools
12
or you're not using these tools it's are you using them in the right way
13
and students who are using them as answer generators were doing
14
poorer than the students who were not using the tools at all
15
so the the point
16
that we then had a conversation about was how do we use these tools to be that personal tutor
17
And like you get to a point where you keep balancing an equation incorrectly.
18
Take a screenshot of that equation and say, can you explain to me what my mistake is?
19
Not what's the answer to this math problem, right?
20
You're going to get different outcomes from those two prompts.
21
Have you seen some of the outcomes that you've been seeking in the classroom change?
22
Not just how the students are working towards those outcomes, but the outcomes themselves.
23
I think we're on our way because I'm becoming more capable at harnessing its potential for good.
24
Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.
25
And so I've trained them how to use it to coach them in the same way that I would coach them.
26
And I've taught them how to prompt to get the feedback that I would give to them.
27
That being said, I do worry that the over -reliance on the tool means
28
that we're not grappling with complex text in the way we did like pre -ChatGPT.
29
They read SparkNotes, but now they have this tool that can summarize for them.
30
And reading carefully has been on the decline for many years.
31
And so that's one fear that I have is how can we continue pushing kids to read complex,
32
challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.
33
And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental
34
that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.
35
We all have to learn how to use them.
36
I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.
37
And the two top skills they always put that companies are saying
38
that students need in school are critical and creative thinking skills.
39
So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?
40
And then you talked about your assessments and how you look at the process of how they're writing them.
41
Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence
42
And when I saw
43
that was starting to come out I had chat GPT write me an essay on a random topic
44
and I put it in it was a hundred percent generated
45
So I said well that that looks like it's a pretty reliable tool
46
And then I kept giving it the prompt right more like a human in
47
Different forms of that prompt and I got it down to about 20 percent confidence
48
that it was written by artificial intelligence and I didn't write a single word of that.
49
That reminds me of my early kind of experience interacting with AI.
50
I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.
51
And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.
52
We put a lot of time, effort, and energy into it.
53
And most of the other students did not.
54
So I assumed that he used AI, and I asked ChatGPT, was this generated by you?
55
ChatGPT said, yes, I generated this.
56
And I later learned that this is just the student that goes above and beyond for everything.
57
And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.
58
And so I quickly learned that, man, we can't over -rely on this technology.
59
We have to be vigilant and we have to be skeptical.
60
Do you have any like blunders that you want to share about how you've used it?
61
I mean...
62
I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.
63
And that's given me a really unique perspective on this.
64
And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.
65
So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions
66
and try to wrap my head
67
and then I would put them into a chat bot
68
and I would have it start trying to help me look for similarities and differences among research papers.
69
So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,
70
and it would tell me that that fact exists and it's on page six.
71
Now, as somebody who's been a student for quite a long time,
72
I know that I need to go check page six and I need to make sure that,
73
you know, what's written in my notes for my citations
74
and it's not it's not there yeah so this tool that was branding itself
75
as a way to help me with my research could actually lead my citations to be incorrect
76
so as a student it's actually like prevented me from using this tool at all
77
because i don't want to put something in my paper unethically
78
and i think
79
when i think back to like a 14 15 year old i don't think they're going to take
80
that step i think they're going to take it at its word so
81
So that skepticism is really important to build.
82
You say you're cautiously optimistic as well, either the optimistic side or the cautious side.
83
Yeah, I mean, you bring up a good point about the coming of age in a time
84
when there's so much uncertainty in it.
85
The conversations are generally quite scary for students.
86
And I think about the impact that has on their cognitive development
87
and their well -being and it must be
88
so scary to think about what is the world going to look like when I'm an adult,
89
when the world is changing so rapidly and there's so much unknown
90
and uncertainty and kids are already dealing with enough stress and anxiety about the future,
91
but we don't even know what the future looks like more than ever.
92
I remember when I was in school thinking about what is going to be my major and my career,
93
I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.
94
So I worry for the younger generations grappling with all of the complexity.
95
So would you say you're cautiously optimistic about what's to come with AI?
96
How are you thinking about the future?
97
I am.
98
I think the word cautious is correct there.
99
I am on the optimistic side.
100
Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,
101
especially in developing countries, So many people now have a smartphone in their pocket. And
102
when you're looking at how we can support students who don't
103
have the same access to education as students at our school might have, they might not be too far behind if we support developing countries
104
and schools and teachers to adopt these tools and to use them as personal tutors.
105
Because not everybody can afford to go out and pay somebody per hour for a tutor.
106
So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.
107
But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,
108
I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.
109
Thank you.
Download App
Everything you need to speak fluently
AI PronunciationScore every sentence
IPA PracticeMaster every sound
VocabularyBuild your word bank
Vocab GameLearn while playing
Same Channel
FOR YOU
Recommend Video
C19 sentences
🎤 Should we let students use ChatGPT? | Natasha Berg | TEDxSio | TED English Daily
Daily ConversationUniversity StudentsWorking Adults
C11
293 sentences
Is AI Killing Human Fashion Design? Who Will Shape the Future of Design? Fashion Tea #6
Daily ConversationUniversity StudentsWorking Adults
C11
105 sentences
AI Governance Explained: Ethical, Transparent & Accountable AI for the Future
Daily ConversationUniversity StudentsWorking Adults
C111
39 sentences
You Will Only Like Half of This Video
Daily ConversationUniversity StudentsWorking Adults
B21
546 sentences
Do Elite Degrees Still Matter In The AI Era? | Jamie Beaton from Crimson Education | EP 410
Daily ConversationUniversity StudentsWorking Adults
C12
171 sentences
Why the Arab World never united
Daily ConversationUniversity StudentsWorking Adults
C18
55 sentences
When AIs act emotional
Daily ConversationUniversity StudentsWorking Adults
C13
395 sentences
What is the purpose of education? | Future Learning | Nobel Prize Dialogue Seoul 2023
Daily ConversationUniversity StudentsWorking Adults
C128
38 sentences
IELTS Speaking Part 3: Advice, Experts and the Internet (Band 8.0)
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B24
132 sentences
Are we heading to an era of stagnation or innovation?
Daily ConversationUniversity StudentsWorking Adults
B22
27 sentences
Sydney University staff strike over AI concerns
Business EnglishDaily ConversationUniversity Students
C11
254 sentences
AI Will Create New Wealth, But Not Where You Think | Carnegie Mellon University, Po-Shen Loh
Business EnglishDaily ConversationUniversity Students
Vocabulary and speaking notes for this lesson
This speaking lesson is built on the video “Teacher to Teacher: Is AI reshaping education for the better?”. The speaker keeps coming back to these words: student, tool, optimistic. This video has 109 sentences and 1564 words to shadow. The speech runs for 8:29. The speaker talks fast, about 184 words per minute, so expect linked and reduced sounds. 84% of the words are among the 3,000 most common in English; the rest is worth studying before you start.
Key vocabulary in this video
15 words from the video worth learning, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| optimistic adjective | /ˌɒptɪˈmɪstɪk/ | Expecting the best in all possible ways. |
| skill noun | /skɪl/ | A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate. |
| outcome noun | /ˈaʊtkʌm/ | That which is produced or occurs as a result of an event or process. |
| generate verb | /ˈd͡ʒɛn.ə.ɹeɪt/ | To bring into being; give rise to. |
| prompt verb | /pɹɑmpt/ | To lead (someone) toward what they should say or do. |
| tutor noun | /ˈtjuːtəː/ | One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction. |
| scary adjective | /ˈskɛə.ɹi/ | Causing fear or anxiety |
| essay noun | /ˈɛs.eɪ/ | A written composition of moderate length, exploring a particular issue or subject. |
| harness verb | /ˈhɑɹ.nəs/ | To place a harness on something; to tie up or restrain. |
| topic noun | /ˈtɑpɪk/ | A subject; a theme; a category or general area of interest. |
| remind verb | /ɹəˈmaɪnd/ | To cause one to experience a memory (of someone or something); to bring to the notice or consideration (of a person). |
| artificial adjective | /ˌɑː.tɪˈfɪʃ.əl/ | Man-made; made by humans; of artifice. |
| classroom noun | /ˈklɑːsɹʊm/ | A room, often in a school, where classes take place. |
| uncertainty noun | /ʌnˈsɜːtənti/ | Doubt; the condition of being uncertain or without conviction. |
| equation noun | /ɪˈkweɪ.ʒən/ | The act or process of equating two or more things, or the state of those things being equal (that is, identical). |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| bring up verb | To mention. | |
| come out verb | /ˌkʌm ˈaʊt/ | To be discovered; to be revealed. |
| go out verb | To leave, especially a building. | |
| put out verb | To blind (eyes). | |
| set up verb | /ˌsɛt ˈʌp/ | To make ready for use. |
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Present perfect have/has + past participle — a past action that still matters now | Have you seen · I've trained · I've taught |
| Passive voice be + past participle — the focus is on what happens, not who does it | be outsourced · can be enhanced · being said |
| Relative clauses who / which + clause — extra information about a person or thing | students who are · students who were · students who don |
Pronunciation to watch
The speaker uses 30 contractions and reduced forms, such as I'm, don't, you're. Say them the short way, as you hear them.
- The “th” sounds: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
- The “sh” and “zh” sounds: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
- Long words — get the stress right: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
- Record yourself and compare with the original, paying attention to words like optimistic, skill, outcome.
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.