Prática de Shadowing: Day 18 of 100 days shadowing challenge - Aprenda a falar inglês com vídeo
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Hello, this is 6 minutes English from BBC Learning English.
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I'm Neil.
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And I'm Pekka.
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Neil, I noticed that you were checking your phone before you came into the studio to record this program.
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Yes, I probably was.
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You know, Pekka, I spend too much time looking at my phone.
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And I really don't like it.
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How are you?
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I don't think you are alone.
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I also spend way too much time looking at my phone.
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Well, Pekka, we are both others.
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But today, we are talking about screen time and children's screen time.
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That's how much time you spend using devices like smartphones, tablets and laptops.
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Yes, and it's a particular worry of many people that they shouldn't spend too much time on this device.
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At the end of last year, Australia passed a set to choose a major IELTS for under 16.
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And countries like the UK are considering similar measures.
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So why did this?
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In this episode, we will hear from a clinical psychologist
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and researcher at the University of Cambridge talking about screen time and children.
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As usual, we will be learning some useful new words and phrases.
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And remember, you will find all these episodes vocabulary along with the screen on our website bbclearningenglish.com.
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But first, Neil, I have a question for you.
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According to the UK media regulator,
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how many children 8, 3 to 4 have a smartphone? Is it A.
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1 in 20, B.
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1 in 10, or C.
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1 in 5?
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Wow, well, I'm gonna guess 1 in 20, but I think it's probably more than that.
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Well, we will find out the answer later.
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Dr. Emily Good-Arch is a research associate at the University of Cambridge.
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Here she tells Simon M.
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Carlton Brister of BBC World Service Program Test Live,
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he heard her thoughts on whether we should take away a children's screen device completely.
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Yeah, I think it's not as much as getting them away from technology,
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but being really intentional about how we use technology with children.
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For me, the board absolutely needs to be hired
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and therefore I think about how to design products that think about children first.
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and really think about how children at different stages learn and develop,
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and then see if there's a way that technology can enable that.
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And Emily highlights how rather than stopping children from using technology,
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parents need to be more intentional about how the children use it.
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An intention is a plan or reason to do something,
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so to be intentional is to act with that plan or reason in mind.
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This may take you act more carefully as a result.
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Emily O says the board needs to be higher.
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The idiom the board is low means that the standard expectations or requirements are minimal and very easy to meet.
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Therefore, she believes that board needs to be higher.
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Parents need to make their expectations higher.
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They need to think or ask more carefully when considering how much time children spend with technology.
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You might also hear people say set the board higher or lower.
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Emily believes that being more intentional and setting the bar higher will enable children to learn and develop alongside technology.
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If you enable something, you encourage somebody's ability to do something or to make something possible.
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Now let's hear Dr. Becky Kennedy, a clinical faculty and founder of online parenting platform,
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talking about how parents should have a teacher and children.
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From BBC at World Service Program, Tech Life, I find parents are very, very eager to understand what really happening.
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Around technology in kids and then have practical,
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realistic things they can do in their home to make little self that feel better.
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Becky has found that many parents are eager to understand their children's use of technology.
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Eager is an adjective that describes wanting to do or have something very much.
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Becky also talk about making little self.
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Becky share has an example on a sheet that can help parents reduce.
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Children screen time moving the device somewhere it can't be seen.
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You can even say to a kid, you know why I'm moving?
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It's actually
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because it's a really hard time for me to spot the
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best from you to see a screen in a room
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and not once I wasn't setting you up for success then
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explain how it's difficult for children to be expected to reduce their screen time if they can see their device.
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Having the device is built doesn't set them up for success.
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It says someone else for something you prepare them for it.
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Yes, for example, earlier I said Neil for a job when I asked him a question about screen time.
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Neil, I asked you, according to the UK media regulator, how many children in 3 to 4 have a smartphone?
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And I said 1 in 20.
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Well, it seems in fact C, what in FI?
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Wow, I thought it may be more than I said.
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Now let's recap the vocabulary we have learned.
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Start with intentional.
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It's an adjective to describe acting with a plan or reason in mind.
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We have the expression the board needs to be higher.
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To set the bar higher is to make your expectation higher.
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We also had in the book, this is to increase someone's ability or to make something possible.
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To be eager is to want to do or have something very much.
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A shift is a small change.
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You can also use it as a verb to mean changing something slightly.
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And if you say someone else for something, you prepare them for it.
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Once again, our 6 minutes are up.
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If you enjoyed this episode, you will find a quiz and a free workshop to practice the vocabulary you have learned on our website.
Contexto & Antecedentes
No vídeo "Dia 18 do desafio de 100 dias de shadowing", os apresentadores Neil e Pekka discutem um tema extremamente relevante nos dias de hoje: o tempo que as crianças passam em frente a telas. O diálogo começa com uma reflexão pessoal sobre o uso excessivo de dispositivos eletrônicos, algo comum nas vidas de muitas pessoas. A conversa se aprofunda na necessidade de se pensar cuidadosamente sobre como as crianças utilizam a tecnologia, apresentando ideias de um psicólogo clínico da Universidade de Cambridge. Ao longo do vídeo, palavras e expressões úteis são introduzidas, tornando-o uma excelente oportunidade para praticar o shadow speak e melhorar o inglês falado.
Top 5 Frases para Comunicação Diária
- “I think it's not as much as getting them away from technology.” - Refere-se à importância de um uso consciente da tecnologia.
- “Being really intentional about how we use technology with children.” - Fala sobre a intencionalidade no uso da tecnologia.
- “The board needs to be higher.” - Expressa a ideia de que padrões mais elevados são necessários em relação ao uso da tecnologia.
- “Parents need to think or ask more carefully.” - Enfatiza a necessidade de reflexão por parte dos pais.
- “How to design products that think about children first.” - Discute a importância de considerar as necessidades das crianças na tecnologia.
Guia Passo a Passo para o Shadowing
Para tirar o máximo proveito deste vídeo e aprimorar suas habilidades de shadowspeak, siga estas etapas:
- Ouça atentamente: Comece ouvindo o vídeo sem pausar. Tente entender o contexto geral da conversa, focando em como os apresentadores se comunicam.
- Repita em voz alta: Após ouvir uma frase, pause o vídeo e repita em voz alta o que ouviu. Isso ajudará a treinar sua pronúncia e entonação.
- Identifique novas palavras: Anote expressões que você não conhece. Pesquise seu significado e pratique o uso delas em frases próprias.
- Pratique o shadow speech: Volte ao vídeo e complete as frases enquanto os apresentadores falam. O objetivo é imitar o ritmo e a entonação deles.
- Sintonia final: Por último, ouça o vídeo novamente do início ao fim sem interrupções. Isso reforça seu aprendizado e melhora sua compreensão auditiva.
Integrar essas práticas em sua rotina de aprender inglês com YouTube pode ser uma maneira divertida e eficaz de dominar a língua. Ao usar técnicas de shadow speech com vídeos educativos, você não só aprimora seu vocabulário como também sua capacidade de comunicação 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.