Shadowing Practice: Warum lernen!? Eine Frage als Antwort für eine bessere Bildung | Bob Blume | TEDxStuttgart - Learn English Speaking with YouTube
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We understand learning and building often wrong.
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We understand learning and building often wrong.
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Not everyone, not everyone, but we understand learning and building often wrong.
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I think one idea can help to change this.
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First of all, I would like to ask you all of you to think about something that was not needed
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and that you would perhaps be able to do it if you would be the one who would change the plan.
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If you have the thing, please, please.
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Thank you.
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If it's going to be like many young people,
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then you just thought about Mathematics.
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Maybe you have to do with that,
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but then it's not so.
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Great is the probability that you just thought about the words and their interpretation.
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A young young Abiturient brought a tweet in a way that was so viral,
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that she was and had several medial meetings,
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that was all on the point.
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In which she said, I'm almost 18 and have no idea about Steuern,
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Miete or Versicherungen, but I can write a book in four languages.
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Yes, he's always still.
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I'm not going to do that wrong,
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the wrong thing is to stand, .. nor the Gegenüberstellung .. ganz grundsätzlich ...
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.. lächerlich to make.
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Sondern I want to do a question ...
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.. from which I am the impression ...
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.. that no world's system ...
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.. can be done ...
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.. unantworting to leave.
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Nämlich, why do people think ...
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.. that they have in school ...
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.. nothing necessary learned?
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I think there are many answers to that.
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And that's how it can be done by the way,
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this question is not going to be answered.
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Because young people, God's sake,
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can be very loud and are also very loud.
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A other point for me is that we have to be answered,
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because we lose that, what makes Bildung out.
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So I would like to have a alternative in the answer to the question.
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I would like to tell you to take part of my favorite poem.
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It's from Raina Maria Rilke and it goes like this.
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Now it's time to get the Götter out of things living things and that they would have every house in my house.
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New Seite.
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Only the wind, which I have done in such a way,
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the wind like a hollow to go down.
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A new breath.
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Oh, Götter!
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Götter, you often come!
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schläft ein in dingen die heute aufstehen die sich an den
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brunnen die wir vermuten Heils und Antlitz waschen und die ausgeruht
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sein leicht hinzutun zu dem wasoses unserm vollen leben noch einmal
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sei es urem morgengie wir wiederholen ihr allein seid ursprung die
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welt steht auf mit euch und anfang länzt an allen the Bruchstellen of our Missingles.
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Mousseau 1925.
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I don't know how it goes to you,
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but when I heard the first time,
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I thought, it was a good idea.
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I have the words but not the Inal.
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And no doubt, it will not go about I ask you question whether I dig for an amazing拜 of my book.
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day, I'd like to sign up to 2 things.
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The first one is the following verse.
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Only the wind wasaco and sloping water like a living in the sky…
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Would it not actually mean the wind would be such a light?
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But it's not about the wind.
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It's not about a wind that a light has a light.
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It's about a light that has such strength,
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that it's the whole wind around the world.
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Welche Stärke liegt in einem solchen Augenblick?
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Und vielleicht auch ein Augenblick,
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wie wir ihn kennen, von einer Erkenntnis aus dem Lernen.
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Der zweite Vers, den ich mit euch teilen möchte,
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ist einer, den ich geradezu mit mir herumtrage,
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wie so ein Edelstein, den man in der Tasche hat,
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wenn man ein Kind ist.
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Und der lautet wie folgt.
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and at the beginning glänzt at all the Brutal of our Missing.
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And here, how optimistic, how positive this idea,
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that when you wait for the dirt,
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when you have a delay and when you have an end,
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you all the Щ사悦s have.
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Respect these verses desses are our wasted talk." Now,
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of course, remains Hey, Jenice,
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I have the end from this tale.
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67000s are my first talk,
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you mean, No, Janice, your debt must be able to do a little bit.
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Sorry, Dennis.
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Yes, of course.
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The debt would be double-rechnet.
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Yes, I know you are in the 8th grade.
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No, Janett, the system works...
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You understand me.
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But I believe that not many of you have these examples so widersinnig.
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Of course, financial education can be important and useful.
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If we take the most of the most of the most of the time in the Börse and Investing,
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they say, most of the time,
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invest in a wide range of 30 years,
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that I get in under 10 seconds.
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No, I think, be sure about buildingagens and just quickly use the music because of the permission,
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he is not understand.
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In the meantime, I believe that there are challenges to form Любients.
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Or kürzer, Bildung bedeutet auch,
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das zu lernen, gegen das man sich entscheiden kann.
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Das ist erst mal kontraintuitiv,
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denn ich möchte ja sofort das wissen,
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was ich auf jeden Fall nützlich finde.
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Aber wie soll ich wissen,
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was für mich nützlich ist,
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wenn ich vorher nicht kennengelernt habe, was nicht nützlich ist?
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Ich glaube, dass Schulen hier ein ganz großes Problem haben.
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and that problem that with the time,
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which is always shorter, with everything,
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what is going on, one thing that is not done.
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It is something that is essential for every form of learning is.
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I asked myself, which thing you found unnütz?
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And why do people think that they have nothing necessary learned?
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My view is that it is not the focus of the students that don't put the focus of the learnings.
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And they can't put the focus on the focus.
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In this way, my talk should be pointed out,
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as if you could have done it intuitively.
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Not why we learn.
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Most of us know, if they found what they interested in learning, but why learning.
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That why must be in the center of the learning.
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And if you understand that why and can decide that
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It means that you can get the idea
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that a song helps you to understand that a song helps you to understand
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that a song helps you to think about it.
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It helps you to understand that a song helps you to think about it,
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what the language is to do,
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or so precisely to work,
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that you must not only do it for insurance,
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but for Steuers or for the money to pay for it.
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This is not the case.
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And it includes many further questions.
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One question is for example,
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can a such thing, what the Why in the center is,
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is to be tested and in the form of a note,
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how we do it.
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Another question is, can we do this,
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this Why into the center to put in the center,
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if we have to do more in the schools and have to do more with the issues,
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how we do things do.
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But I'm still there, that Why must be in the center.
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I started my talk with the question,
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why do so many people,
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especially young people, that they learned nothing nützlich?
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The shortest answer would be, the question is wrong.
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It's not about the unmittelable Nutzer to work,
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but that's also important to learn about this,
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against what you can decide.
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I know, maybe this is just a small idea,
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a small impulse, but I can't tell you so often I can with my students and students,
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even if other Inhalte then fall out,
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because I am the impression that when they understand,
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why they do something, that can be for themselves and others to take a different dimension.
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A small thought also with a big impact.
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You remember, the wind, which a piece of blood in the end,
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was the wind reaching, the water like a hole to be in the air.
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Thank you for the attention.
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Thank you.
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Context & Background
In the TEDx talk titled "Warum lernen!? Eine Frage als Antwort für eine bessere Bildung" by Bob Blume, the speaker delves into the misconceptions surrounding education and learning. He emphasizes the importance of understanding what is genuinely necessary in school settings, as well as the skills that will benefit students in their daily lives. Blume highlights a common sentiment among young people: despite being proficient in academic subjects, many feel unprepared for essential life skills, such as managing finances. This dialogue prompts us to reflect on what constitutes a well-rounded education and the role of learning in shaping our futures.
Top 5 Phrases for Daily Communication
- “Why do people think they learned nothing necessary in school?” - This reflective question encourages critical thinking about education.
- “I can write a book in four languages.” - A phrase showcasing multilingual proficiency, useful for expressing one's skills.
- “I have no idea about taxes, rent, or insurance.” - An honest admission that can resonate with many young learners.
- “Now it's time to get the gods out of living things.” - A poetic expression that adds depth to conversations.
- “New breath, oh gods!” - A phrase that can be used metaphorically in discussions about renewal and inspiration.
Step-by-step Shadowing Guide
To effectively improve your English pronunciation and comprehension through Bob Blume's TEDx talk, consider utilizing the shadow speak technique. This method will not only enhance your listening skills but also boost your confidence when speaking English. Here’s how to approach it:
- Watch the Video: Begin by watching the video once without subtitles. Focus on the overall message and tone of the speaker.
- Listen Actively: Play the video again, but this time, pause after each sentence or major point. Repeat the phrases aloud to practice intonation and inflection.
- Break Down Phrases: Take note of the top phrases listed above. Repeat them multiple times. Doing this will help reinforce your memory and improve your English pronunciation.
- Shadowing Practice: Once you're comfortable with individual phrases, try shadowing the speaker. Speak along with the video in real-time, mimicking the rhythm and tone used by Blume.
- Record and Reflect: Record yourself while shadowing. Listen back to identify areas where you can improve. Focus on delivery and emotion, as these elements enhance clear communication.
By integrating these practices into your language-learning routine, such as during IELTS speaking practice, you can effectively learn English with YouTube, turning engaging content into a powerful tool for enhancing your speaking abilities.
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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