Prática de Shadowing: 3 rules to spark learning | Ramsey Musallam - Aprenda a falar inglês com o YouTube

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Translator: Joseph Geni Reviewer: Morton Bast I teach chemistry.
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Translator: Joseph Geni Reviewer: Morton Bast I teach chemistry.
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(Explosion) All right, all right.
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So more than just explosions, chemistry is everywhere.
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Have you ever found yourself at a restaurant spacing out just doing this over and over?
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Some people nodding yes.
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Recently, I showed this to my students, and I just asked them to try and explain why it happened.
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The questions and conversations that followed were fascinating.
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Check out this video that Maddie from my period three class sent me that evening.
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(Clang) (Laughs) Now obviously, as Maddie's chemistry teacher, I love that she went home and continued to geek out about this kind of ridiculous demonstration that we did in class.
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But what fascinated me more is that Maddie's curiosity took her to a new level.
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If you look inside that beaker, you might see a candle.
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Maddie's using temperature to extend this phenomenon to a new scenario.
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You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education.
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But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions.
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For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy clothing.
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But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.
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So, 21st-century lingo jargon mumbo jumbo aside, the truth is, I've been teaching for 13 years now, and it took a life-threatening situation to snap me out of 10 years of pseudo-teaching and help me realize that student questions are the seeds of real learning, not some scripted curriculum that gave them tidbits of random information.
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In May of 2010, at 35 years old, with a two-year-old at home and my second child on the way, I was diagnosed with a large aneurysm at the base of my thoracic aorta.
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This led to open-heart surgery. This is the actual real email from my doctor right there.
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Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay?
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But I found surprising moments of comfort in the confidence that my surgeon embodied.
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Where did this guy get this confidence, the audacity of it?
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So when I asked him, he told me three things.
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He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didn't work.
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Second, he embraced, and didn't fear, the messy process of trial and error, the inevitable process of trial and error.
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And third, through intense reflection, he gathered the information that he needed to design and revise the procedure, and then, with a steady hand, he saved my life.
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Now I absorbed a lot from these words of wisdom, and before I went back into the classroom that fall, I wrote down three rules of my own that I bring to my lesson planning still today.
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Rule number one: Curiosity comes first.
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Questions can be windows to great instruction, but not the other way around.
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Rule number two: Embrace the mess.
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We're all teachers. We know learning is ugly.
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And just because the scientific method is allocated to page five of section 1.2 of chapter one of the one that we all skip, okay, trial and error can still be an informal part of what we do every single day at Sacred Heart Cathedral in room 206.
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And rule number three: Practice reflection.
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What we do is important. It deserves our care, but it also deserves our revision.
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Can we be the surgeons of our classrooms?
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As if what we are doing one day will save lives.
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Our students our worth it.
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And each case is different.
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(Explosion) All right. Sorry.
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The chemistry teacher in me just needed to get that out of my system before we move on.
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So these are my daughters.
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On the right we have little Emmalou -- Southern family.
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And, on the left, Riley.
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Now Riley's going to be a big girl in a couple weeks here.
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She's going to be four years old, and anyone who knows a four-year-old knows that they love to ask, "Why?" Yeah. Why.
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I could teach this kid anything because she is curious about everything.
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We all were at that age.
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But the challenge is really for Riley's future teachers, the ones she has yet to meet.
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How will they grow this curiosity?
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You see, I would argue that Riley is a metaphor for all kids, and I think dropping out of school comes in many different forms -- to the senior who's checked out before the year's even begun or that empty desk in the back of an urban middle school's classroom.
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But if we as educators leave behind this simple role as disseminators of content and embrace a new paradigm as cultivators of curiosity and inquiry, we just might bring a little bit more meaning to their school day, and spark their imagination.
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Thank you very much.
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(Applause)

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Por que praticar a fala com este vídeo?

Praticar a fala em inglês utilizando vídeos educativos, como o que apresenta as três regras para impulsionar a aprendizagem de Ramsey Musallam, é uma excelente maneira de desenvolver a fluência e a confiança. O contexto envolvente do vídeo estimula a curiosidade e gera perguntas que preparam o seu cérebro para um aprendizado significativo. Além disso, ao explorar temas como aprendizado ativo e a importância da curiosidade, você pode não apenas melhorar suas habilidades de comunicação mas também se preparar melhor para interagir em ambientes acadêmicos ou profissionais. Incorporar a técnica de shadowspeak neste exercício pode ajudá-lo a internalizar estruturas linguísticas e a compreender o uso prático do idioma.

Gramática & Expressões em Contexto

  • “Curiosity comes first” - Essa expressão ressalta a importância de fazer perguntas antes de receber informações, um conceito essencial em diálogos e discussões em inglês.
  • “Embrace the mess” - Aqui, o verbo embrace sugere a aceitação ativa de situações desafiadoras, um incentivo ao desenvolvimento da resiliência que pode ser aplicado a diversas conversações práticas.
  • “Practice reflection” - Essa frase enfatiza a necessidade de reflexão, uma habilidade importante para debater e discutir ideias de forma crítica e estruturada.

Utilizar essas frases em suas conversas ou na prática de shadowing em inglês pode fazer com que você se torna mais consciente do seu uso linguístico e melhore sua capacidade de se expressar.

Traps Comuns de Pronúncia

Durante o vídeo, algumas palavras e expressões podem apresentar desafios para a pronúncia. Palavras como “curiosity” e “embrace” podem ser pronunciadas de maneira diferente dependendo do sotaque. Além disso, fique atento ao ritmo rápido da fala, que pode dificultar a compreensão. Dicas como repetir pequenas frases ou usar a técnica de shadow speaks para aprimorar esses sons são extremamente eficazes para melhorar a pronúncia em inglês.

Para evitar armadilhas comuns de pronúncia, ouça atentamente e pratique repetidamente. A prática constante com o material oferecido pelo vídeo pode transformar a maneira como você se comunica em inglês.

O que é a Técnica de Shadowing?

Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.

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