Prática de Shadowing: Why Kids Can't Read Anymore - Aprenda a falar inglês com vídeo
Criando lição...
1
We have zero problem-solving skills.
2
There could be a backpack in the path that someone needs to walk, and instead of picking it up,
3
walking around it, they'll start whining that they don't know what to do, like their brain short-circuits.
4
They literally cannot think to just move it out of the way.
5
So many of them will go through the entire hour-long reading period and not read a single word.
6
Hi, welcome to another episode of ColdFusion.
7
There's something seriously wrong with Gen Alpha in the modern classroom.
8
I'm not talking about fighting over a phone with a teacher, or even pepper spraying someone.
9
It's a deeper crisis within the current education system.
10
It goes without saying that there's plenty of smart kids out there who are doing just Fine, but sadly, there's a growing percentage of kids that can't read, can't do addition or subtraction,
11
even when they'll be graduating in a few years.
12
I don't know if there's something wrong with my cerebral cortex, but I can't read, bro.
13
Teenagers can't read.
14
Not confidently, not fluently, and in some cases, not at all.
15
The behemoth, it's a victim.
16
If this trend continues, it's worth asking what happens to the future of nations and the world as a whole.
17
If we look deeper into the past, we see a pattern that leads us to the actual answers to difficult questions.
18
What if it's not the kids?
19
What if all of us in our own way are responsible?
20
But of course, it's not all bad.
21
At the end of this episode, we'll take a look at some places that are actually fixing the problem now, today.
22
You are watching Told Fusion TV.
23
It's no secret that education has been declining for a while, but before we sink our teeth into the topic, Let's take stock of how things are today, and to do that, we need to go back.
24
These are kids from the 1960s, imagining what the future would be like.
25
The topic of the video isn't the point.
26
It's more about how they speak and how they articulate their ideas.
27
I don't think there is going to be atomic warfare, but I think there is going to be all this automation.
28
People are going to be out of work and a great population, and I think something has to be done about it.
29
People will be regarded more as statistics than as actual people.
30
I don't think it's going to be so nice.
31
Sort of all machines everywhere, everyone doing everything for you.
32
You know, you'll get all bored and...
33
I don't think it'll be so nice.
34
If you look at the comments section to this video, everyone is talking about how the children of yesterday sound more eloquent than the adults of today.
35
The English Instagram page Typical Movie documents the fall of knowledge and education in real time.
36
So what's the capital of China?
37
King Kong King Kong?
38
What is it?
39
Is King Kong a city?
40
I don't know, China isn't it?
41
What is 5 plus 5 plus 0 What plus?
42
100 What's the capital of India?
43
Oh my god, I'm thinking all this Bangladesh Now a question for you here What is another name for a thousand years?
44
A trillion?
45
Now for you, yeah, what's the past tense for the word deliver?
46
Delivery?
47
How'd you get to delivery?
48
Because you get the word deliver and then you put a Y on the end.
49
I don't know.
50
Okay, no, it's delivered, it's delivered.
51
And it's not just a cherry-picked selection of people either.
52
There's hundreds of videos like these.
53
Read the index card.
54
The animals, yeah I bring clothes that I can't read.
55
President, affection, reflected and deeply.
56
Ingrade, development, uh, de-ver, deviral resilience.
57
According to multiple outlets, Gen Z is officially the first generation to be dumber than the previous.
58
Obviously that's not universal.
59
There's a lot of smart Gen Z people out there, but this is the average.
60
So if this is the state of young adults, how are the kids doing?
61
Frankly, not great.
62
Why?
63
Well, there's many reasons which we'll get into later, but the obvious scapegoat is technology.
64
So let's start there and see how true that is.
65
Generation Alpha consists of those born between 2010 and 2024, making the oldest of them 16 to 17 years old.
66
For them, using a laptop in the classroom has become a prerequisite for an education.
67
But the science says that this might not be a great idea.
68
Let me explain.
69
Have you ever noticed that when you write things down by hand, you tend to recall the information better?
70
Why is that?
71
Well, it's not because pen and paper is somehow magical, but it's more that the very act of writing itself stimulates the brain in ways typing doesn't.
72
When students write by hand, the whole brain lights up at once.
73
Regents responsible for memory, sensory integration, and most importantly, the encoding of new information, all fired together.
74
But when typing, the brain basically isn't stimulated at all.
75
And if you pit those who learnt from a computer versus those who wrote by hand, the handwriting group always wins and by a wide margin.
76
One of the premier studies on this was published in 2024.
77
It was the culmination of 20 years of work by Norwegian neuroscientist Audrey Vandermeer.
78
Her paper showed that writing by hand isn't one motion, but a series of thousands of micro-movements that are coordinated with your eyes in real time.
79
Your brain actually does some work and some spatial problem solving during this process.
80
You use your finger movements, your intricate finger movements to produce forms on the surface,
81
whereas when you're typing it's just these simple finger movements
82
that are actually exactly the same for every letter that you're trying to produce.
83
And that's why children who have learned to read
84
and write on a tablet have difficulty differentiating differentiating between letters that look similar but are each other's mirror image, for example.
85
It's not just theory though, but it's been proven in practice.
86
And it involves ditching computers and going back to basics, pen and paper.
87
Why?
88
Because test results are going backwards.
89
The pendulum always swings.
90
I think we have hit way too far one end of the digital tech in education.
91
And I do think it's swinging back.
92
In Baroneer, Year 11 and 12 students have the choice to use laptops, but most choose not to.
93
Teachers can already see the difference.
94
Oh, it's chalk and cheese.
95
We've had a significant increase in comprehension.
96
There's a lot more work happening, a lot more dialogue happening, and critical thinking has increased as well.
97
So do you think devices are making kids dumber?
98
No, I don't think they're making kids dumber because I actually think kids are a lot smarter than what we are.
99
What I think they are doing is that they're stopping kids thinking themselves.
100
Introducing generative AI into the classroom might make things even worse.
101
Sure, it has its place, but there's a risk of overusing it.
102
And as the publication The Australian points out in regards to Gen Z,
103
alarming studies show AI may have already fatally corroded this generation's ability to really think and more importantly to discern.
104
Unfortunately, it also turns out that some schools are just being plain lazy by using generative AI to make their lessons.
105
Does this map look right to you?
106
If you look closely, Kentucky is Vineki, Indiana is Ainolano, Louisiana is Lukong,
107
and South Carolina is South Quanto.
108
Well that map was in the agenda given to students at a JCPS school.
109
The bizarre errors do not end there.
110
It appears much of the agenda was generated using AI.
111
It might be throwing the baby out with the bathwater to completely ban AI in the classroom, But there's a high risk that if AI isn't integrated properly,
112
it can be abused as a way of outsourcing the thinking of the students themselves, and that's the opposite of an education.
113
But let's leave AI out of this.
114
For Gen Alpha, putting that aside, things are pretty bad.
115
In 2024, a K-12 public teacher in Maryland, USA, shared a bizarre experience he's been having with his students over the last 10 years.
116
They began struggling with focus more than ever before, and they were having trouble with basic reading skills after the third grade.
117
He noticed that the issues only compounded when the students got older.
118
Business Insider recounts this story.
119
Quote, McGowan, who has a doctorate in education, with struggling readers, he hands each child a book upside down and backwards.
120
They should be able to turn the book the right way up and open it at the first page, he says.
121
These days, some students aren't able to do that.
122
End quote.
123
Now to most adults, this is probably an unthinkable scenario, but the fact of the matter is,
124
new New devices are changing the brains of adults and they're making unknown changes to what are now called iPad kids.
125
They have not known a world without smartphones, social media and iPads.
126
According to the Annie Casey Foundation, Gen Alpha kids are becoming proficient with handheld technology at younger ages than previous generations, with 40% having a tablet by age 2,
127
58% having one by age 4 and almost 1 in 4 kids having a personal mobile phone by age 8.
128
Studies conducted by academic paediatricians indicate that short-form content that damages adult attention spans, unsurprisingly, does the same to kids.
129
One teacher told Newsweek, quote, There's been a noticeable shift in student engagement and accountability.
130
Many students today appear apathetic and disconnected from their own learning, and it's not simply a matter of motivation, it's systemic.
131
Technology is impacting this generation in powerful ways, both good and bad.
132
Students have unlimited access to knowledge, that's a gift.
133
But with that gift comes a cost, instant gratification.
134
And that makes it hard for students to commit to learning processes that are slow, complex or challenging." And again, this isn't just a US problem.
135
UNICEF monitors online behaviour, and the use of short-form content and instant gratification is rampant in all countries across the world, and it continues to rise.
136
So as much as it is a trope, in conclusion, we can say that the overuse of technology does have a non-zero detrimental effect on students if used incorrectly.
137
But, if you can believe it, technology is only a small part of the problem.
138
There's also been long-standing structural issues that have also led to this point.
139
Coming into the 1980s, many governments around the world started to notice
140
that there were some hidden disparities that could be possibly solved at a higher level.
141
The UK were among the first to tackle the issue.
142
They thought that the lack of regional uniformity was causing problems.
143
There was no national curriculum.
144
There wasn't a good systemic way to measure performance.
145
Local authorities decided what children went to what schools, what books they read, and even the teachers' salary.
146
Seeing this issue, the governments got to work.
147
They started crafting their own legislation that would push schools to aim for a common educational standard over the next 30 years.
148
Things like the UK's Education Reform Act, the United States' No Child Left Behind Act, or Australia's National Assessment Programme became commonplace,
149
the idea was to set shared targets for learning.
150
Of course, it should be noted that these efforts weren't all identical, but they all introduced standardized testing and encouraged transparency.
151
At first, this seemed like an excellent idea.
152
In theory, this new focus meant that teachers would be incentivized to make sure that their students succeeded.
153
Schools would compete to be the best, ensuring better quality for every student, not just the high achievers.
154
And so, a lot of funding was thrown at these initiatives.
155
But with all of the funding came extra attention.
156
The results that we're seeing in these standardized tests suggest that education is just getting worse, or at best showing minimal progress.
157
And across all countries reviewed by the OECD, the decline appears to be much more dramatic between Gen Z and Gen Alpha in mathematics, reading, and science.
158
But this only tells part of the story.
159
But let's hone in on reading for a second, because apparently there's a reading crisis.
160
You may have noticed the recent headlines that have been shared.
161
US schools are reporting that anywhere from 40 to 65% of children are no longer able to read.
162
But while these articles grab everyone's attention, the issue appears to be far more nuanced.
163
This statistic is pulled from the nation's report card, or NAEP, and it organises readers into three distinct categories across American grades 4, 8 and 12.
164
Basic, proficient and advanced.
165
But here's where things get really interesting, and it has to do with the averages in these standardised tests.
166
When it comes to advanced and proficient readers, nothing has really changed, at least not by more than a couple of points.
167
It's actually the basic readers that have started falling behind.
168
And again, it's not just the US, it's happening globally.
169
Overachievers are either stagnating or slightly recovering from previous lows but below average performers are rapidly being left in the dust.
170
The gap that standardized testing sought to close between high and low performers is wider than ever before.
171
Standardization is kind of a failed experiment that refuses to die.
172
The unintended consequences of standardization ended up incentivizing teachers to push for a narrow curriculum in fear of losing their job, and the schools found themselves under similar pressure.
173
And as discussed before, although it's gotten worse with Gen Z and Gen Alpha, it's not a new problem.
174
All the way back in 2007, David Hirsch at the University of Rochester outlined some extreme consequences for low scores under policies like No Child Left Behind.
175
He argues that standardisation pushed teachers to orient their lessons around scores that don't reflect long-term growth,
176
but rather how much a student can retain in the shortest amount of time to bump the numbers.
177
In 2015, Anja Kamenetz, author of the book called The Test, broke down how this radically changes the way students are taught on a daily basis.
178
But because of the high stakes attached to them, districts and schools are increasingly spending more and more time prepping for the tests
179
and also giving benchmark and interim exams up to a high of about 113 by the time students graduate.
180
Well, 113 tests just seems mind-boggling.
181
But we've done several stories about testing on the program.
182
What is it in your research that you found that most surprised you?
183
Is it about the industry that's grown up around it?
184
Is it the variance in different states?
185
I think it's, you know, considering the stakes again that we attach to these tests and the amount of stock that people seem to put in them.
186
We talk about data-driven decision-making and outcomes as though this were some objective measure.
187
But in fact, the psychometricians will tell you that the tests are being used in ways that they were never designed for.
188
And that proficiency, which is dictated in the law, No Child Left Behind, doesn't really have a single scientific definition.
189
And so there's a real gap there I think between the level of science
190
that we're working with and then the decisions that we're making based on those measurements.
191
So the seeds were planted decades ago, and this environment combined with new technology has made the situation more precarious than it already was.
192
With teachers being more restricted than ever before, and just having to teach to test, combined with shorter attention spans, it's no wonder that the kids just no longer care.
193
Teachers are also burned out from long hours, and people like Gabe Denenbring have conducted mass surveys, presenting it as a leading cause of why teachers decide to give up and quit.
194
If you look at just the amount of students who no longer feel like their education is important to them, it's so many students that feel this way.
195
And I've talked to so many predominantly high school teachers who talk about how they've had
196
so many more students that openly don't care about their schooling.
197
They don't care, they want to sit on their phones all of class, and they have no desire to do school because they don't find it important.
198
Now is that the outlier?
199
Maybe.
200
There's a lot of great students that are in the classroom every single day.
201
So many kids are crushing it.
202
But the fact is, there are a lot of students that no longer care about their education, and that's for a number of different reasons, and teachers are struggling with that.
203
And if you look at your students...
204
But going back to reading for a bit, some kids not being able to read by the time of
205
graduation may have to do with more than just testing and wrong metrics.
206
If their parents don't enjoy reading and don't encourage reading from a young age, many kids may just never see the point.
207
Some reading researchers such as Myann Wolf state that the modern environment just isn't conducive to reading.
208
All around us there's more distractions with quicker dopamine hits.
209
Fewer than half of all parents with kids up to age 13 say
210
that reading aloud is fun and 41% of children ages 0-4 are read too frequently, a dramatic drop from 60% of 64% in 2012.
211
In other words, this isn't a Gen Alpha problem either.
212
Instead, it's an issue we all have.
213
These kids are leaving high school.
214
I have seniors who simply cannot read, and seniors who cannot write.
215
I literally broke down in the middle of class because we had two paragraphs to read, one sentence complete to write.
216
We annotated together.
217
I gave them the answers, and they couldn't do it.
218
It sounds dire, but are there any Gen Alpha success stories in other parts of the world?
219
Maybe there's something we can learn there.
220
There might be other ways of looking at this.
221
Let's see how a society adapts to new challenges.
222
Singapore is a great example.
223
They have just as much, if not more, access to technology.
224
Yet they stand way above the rest in terms of academic performance. But why?
225
Well, for starters, Singapore has been shifting away from standardized testing.
226
They no longer make it the center of the universe.
227
And that doesn't mean that they do away with it completely, but they've been aiming to foster social development and decision-making skills over scoring.
228
Children often still do have phones, smartwatches and tablets, but the administrators keep a close eye on it.
229
They make sure to minimize the detrimental effects.
230
They prohibit it during classes, recess and even after certain hours of the night.
231
Another example is Finland.
232
They score much higher than most European nations.
233
However, unlike many of their neighbours, they promote more autonomy for educators instead of managing completely from the top down.
234
Finland also shares Singapore's growing interest in low-stakes testing and restricting the reliance on technology in the primary years of education.
235
In the UK, when kids aged six to 15 were asked what they wanted to learn, here's what they said.
236
Sophie, aged 10.
237
I want to learn more about genres of music.
238
Nicole, age six.
239
Unicorns.
240
Sam, age 14.
241
Money management, they don't teach you it at school, so you just have to go on your own and experiment.
242
And AI is quite scary.
243
It has the power to overrule humans, and it could take over the world.
244
We learn about it, but not enough.
245
In fact, in a related survey, 84% of six to 18 year olds want to receive more financial education in school, with an emphasis on practical skills,
246
such as budgeting, how to earn money and build a career, as well as how to achieve milestones like buying a home.
247
Other kids said, Abigail, age 7, how to survive in the wild.
248
Tara, age 15, psychology, some people judge way too quickly and it's not necessary.
249
You should understand someone and actually get to know them before we start judging them.
250
Now there's only a minuscule chance that there'll be a class oriented around unicorns,
251
but this does dispel the myth that Gen Alpha is just a band of iPad zombies wrecking schools and driving teachers mad.
252
In reality, the kids are still curious.
253
They still want to learn.
254
They want to learn about the world and how to navigate it.
255
But the only thing that appears to be stopping them is a system that's failed.
256
We should look to countries like Finland and Singapore and know that there is a solution.
257
And after all, the first step to solving a problem is admitting that you have one.
258
So what do you guys think?
259
How did you find school when you were in it?
260
When did you go to school?
261
Did you find that the education system let you down?
262
Or did you enjoy it?
263
And what's your thoughts on the declining education standards of today?
264
For students today, accessing information has never been easier.
265
But getting information and answers to questions isn't necessarily the same as actually understanding it.
266
As AI becomes more prevalent, some parents worry about their kids' ability to truly grasp complex topics.
267
That's why I find what Brilliant is doing really interesting.
268
Brilliant has created a tutor called Koji.
269
It's designed for students from grade five through to college.
270
But here's the difference.
271
Unlike an AI chatbot that simply gives you the answer, Koji does the opposite.
272
It works through problems with you, asks questions, and guides you towards figuring it out for yourself.
273
I was working through their Thinking in Python course, and I got help directly from Koji to figure out the next steps.
274
And that's the part that's really cool.
275
If you get stuck, Koji can actually interact with what you're doing on screen, break the problem down step by step, and keep asking you questions until you understand what's going on.
276
It doesn't just spit out the answer.
277
It's more like having someone sitting beside you
278
and helping you think through the problem instead of just doing the work for you.
279
If done correctly, tech in education can be really interesting.
280
One-on-one tutoring can be incredibly valuable, but tutors can't always be available, or sometimes it's just not practical.
281
But something like Koji can help whenever a student needs it.
282
Brilliant covers subjects ranging from fractions in algebra through to calculus, coding, and logical reasoning.
283
So there's plenty for students at different stages.
284
And personally, this is more more in line with the tech that I'm actually more excited about.
285
Not replacing someone's thinking, but helping them become better at it.
286
You can try Brilliant's tutor for free by clicking the link below, or scanning the QR code on screen, and you can upgrade to premium to unlock all courses.
287
And right now, ColdFusion viewers can save 20% off an annual subscription at brilliant.org slash coldfusion.
288
Thanks to Brilliant for supporting this part of the episode.
289
Anyway, that's about it from me.
290
My name is Dagogo, and you've been watching ColdFusion, and I'll catch you again soon for the next episode.
291
Cheers, guys.
292
Have a good one.
293
Cold fusion, it's new thinking
📺 Mesmo canal
B21
Theranos – Silicon Valley’s Greatest Disaster
Business EnglishDaily ConversationUniversity Students
B23
The AI Industry is a Complete Mess
Business EnglishDaily ConversationUniversity Students
C27
So... What Was the Point of Artemis II?
IELTS PrepTOEFL PrepUniversity Students
C16
An Unknown Engineer is Apple's New CEO
Business EnglishUniversity StudentsWorking Adults
✨ Vídeo recomendado
B21
21 frases
Solve at MIT: Her Majesty Queen Rania on "Youth, Skills, and the Workforce" Challenge
Business EnglishTeensDaily Conversation
B21
13 frases
Khủng hoảng văn hóa đọc ở giới trẻ
TeensDaily ConversationHigh School Students
B11
875 frases
Stop Thinking Start Talking | Easy English Podcast for Conversation Practice B1 | Daily Life English
TeensDaily ConversationHigh School Students
B21
220 frases
School Bops In 2026
TeensDaily ConversationHigh School Students
B213
65 frases
10 Traits Of People Who Had To Grow Up Too Fast (Even If You Don't Think You Had)
TeensDaily ConversationHigh School Students
B24
100 frases
Social Media Does NOT Corrupt Human Interactions | Liam Hackett | Part 4 of 6
TeensDaily ConversationHigh School Students
B24
68 frases
A world where fish are no longer forced to climb trees.
Business EnglishDaily ConversationHigh School Students
B21
933 frases
Middle School | This American Life | Episode 449
TeensDaily ConversationHigh School Students
B21
7 frases
Professor Shocks High School by Speaking Gen Z Slang
Daily ConversationHigh School StudentsUniversity Students
B22
56 frases
How play helps a kid’s brain grow - Jesse Ilhardt
KidsTeensDaily Conversation
B22
71 frases
Her Teacher Gave Her An F For Being Right 💀
Daily ConversationHigh School StudentsUniversity Students
B21
113 frases
My Thoughts on Reality Shifting
American AccentTeensDaily ConversationHigh School Students
Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível B2 usa o vídeo “Why Kids Can't Read Anymore”. Este vídeo tem 293 frases e 3900 palavras para praticar shadowing. A fala dura 22:49. O falante fala em ritmo natural, cerca de 171 palavras por minuto, próximo de uma conversa do dia a dia. 84% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| classroom substantivo | /ˈklɑːsɹʊm/ | sala de aula |
| proficient adjetivo | /pɹoʊˈfɪʃ.ənt/ | proficiente, competente |
| tablet substantivo | /ˈtæblət/ | tabuleta |
| stake substantivo | /steɪk/ | estaca |
| generative adjetivo | /ˈd͡ʒɛnəɹətɪv/ | generativo |
| gratification substantivo | /ˌɡɹætɪfɪˈkeɪʃən/ | gratificação |
| standardization substantivo | /ˌstæn.də.daɪˈzeɪ.ʃən/ | padronização, estandardização |
| unicorn substantivo | /ˈju.nɪ.kɔɹn/ | unicórnio, licorne |
| detrimental adjetivo | /ˌdɛtɹɪˈmɛntəl/ | danoso, prejudicial |
| differentiate verbo | /dɪf.əˈɹɛn.ʃi.eɪt/ | diferenciar, distinguir |
| tutor substantivo | /ˈtjuːtəː/ | tutor |
| backward adjetivo | /ˈbækwɚd/ | de volta, atrás |
| systemic adjetivo | /sɪˈstɛm.ɪk/ | sistêmico |
| fusion substantivo | /ˈfjuː.ʒən/ | fusão |
| bizarre adjetivo | /bɪˈzɑː(ɹ)/ | bizarro, estranho |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| do away with verbo | acabar |
| end up verbo | terminar, acabar |
| fall behind verbo | atrasar |
| figure out verbo | descobrir, deduzir |
| give up verbo | render-se |
| go back verbo | voltar |
| grow up verbo | crescer |
| take over verbo | tomar posse de, apoderar-se de |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- What if it's not the kids?
- What if all of us in our own way are responsible?
- How'd you get to delivery?
- Does this map look right to you?
- When did you go to school?
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Present perfect continuous have/has been + -ing — uma ação que começou antes e continua | has been declining · has been shifting · they've been aiming |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has become · have learned · have hit |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | be done · will be regarded · isn't stimulated |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | those who learnt · children who have · proficiency, which is |
Pronúncia para ficar de olho
O falante usa 65 contrações e formas reduzidas, como don't, isn't, can't. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “th”: myth /mɪθ/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- Os sons de “sh” e “zh”: proficient /pɹoʊˈfɪʃ.ənt/, gratification /ˌɡɹætɪfɪˈkeɪʃən/, standardization /ˌstæn.də.daɪˈzeɪ.ʃən/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/, fusion /ˈfjuː.ʒən/
- Palavras longas — acerte a sílaba tônica: generative /ˈd͡ʒɛnəɹətɪv/, gratification /ˌɡɹætɪfɪˈkeɪʃən/, standardization /ˌstæn.də.daɪˈzeɪ.ʃən/, detrimental /ˌdɛtɹɪˈmɛntəl/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: proficient /pɹoʊˈfɪʃ.ənt/, tablet /ˈtæblət/, stake /steɪk/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/, backward /ˈbækwɚd/
- /l/ final — a língua toca o céu da boca, não vira “u”: detrimental /ˌdɛtɹɪˈmɛntəl/, minimal /ˈmɪn.ə.məl/, logical /ˈlɑd͡ʒɪkəl/, tackle /ˈtækəl/, structural /ˈstɹʌk(t͡)ʃəɹəl/
- s + consoante no início — sem um “i” antes: stake /steɪk/, standardization /ˌstæn.də.daɪˈzeɪ.ʃən/, span /spæn/, structural /ˈstɹʌk(t͡)ʃəɹəl/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Comece na velocidade 0,75×, faça shadowing frase por frase e volte à velocidade normal quando ficar fácil.
- Grave a sua voz e compare com o original, prestando atenção a palavras como classroom, proficient, tablet.
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.