Prática de Shadowing: Warum lernen!? Eine Frage als Antwort für eine bessere Bildung | Bob Blume | TEDxStuttgart - Aprenda a falar inglês com o 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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Por que praticar a fala com este vídeo?
O vídeo de Bob Blume apresenta uma ampla discussão sobre a importância da educação e do aprendizado, utilizando exemplos do cotidiano que ressoam com muitos jovens. Praticar a fala com este conteúdo é especialmente benéfico porque permite que os alunos não apenas ouçam um discurso bem estruturado, mas também reflitam sobre suas próprias experiências de aprendizado. O uso de narrativas envolventes facilita a aplicação de técnicas de shadow speak, onde os alunos podem repetir e internalizar as falas do orador, melhorando sua fluência e clareza na comunicação. Além disso, essa prática ajuda a desenvolver a capacidade de expressar opiniões sobre temas importantes, ampliando o vocabulário e a confiança ao falar.
Gramática & Expressões em Contexto
No discurso, Blume utiliza várias estruturas gramaticais que são úteis para quem está aprendendo inglês. Vamos analisar algumas:
- Question tags: “Why do people think…” - Essa estrutura provoca uma reflexão e pode ser extremamente útil para engajar conversas.
- Condicional: “If you have the thing…” - Essa construção é empregada para apresentar condições e possibilidades, crucial para discussões hipotéticas.
- Tempo verbal: O uso do presente simples para descrever situações gerais, como em “students can be very loud”, é fundamental para expressar verdades universais.
- Direto e Indireto: Frases como “she said…” ajudam os aprendizes a entender como reportar o discurso, uma habilidade essencial na comunicação.
Armadilhas de Pronúncia Comuns
Ao praticar a pronúncia com o vídeo, alguns desafios podem surgir. Aqui estão algumas palavras e expressões que podem ser complicadas:
- “Steuern” - Pode ser difícil para os falantes não nativos devido ao som de “eu”. Pratique a produção do som com a boca em uma posição relaxada.
- “Miete” - A transição entre os sons de vogais pode ser confusa. Tente segmentá-los durante a repetição.
- “Versicherungen” - A multiplicidade de sílabas pode tornar esta palavra difícil. Utilize a técnica de shadowspeaks para treinar a dicção.
Praticar através de shadowing em inglês com vídeos como o de Blume não apenas melhora a pronúncia, mas também ajuda na compreensão de diferentes estilos de fala e entonações. Utilizar um shadowing site pode ser uma excelente maneira de sistematizar essa prática e maximizar o aprendizado.
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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