Практика Shadowing: Cambridge 16 IELTS Reading Test 4 Passage 2 - Изучайте разговорный английский по видео
Создание урока...
1
Changes in reading habits What are the implications of the way we read today?
2
Look around on your next plane trip.
3
The iPad is the new pacifier for babies and toddlers.
4
Younger school-aged children read stories on smartphones, older kids don't read at all, but hunch over video games.
5
Parents and other passengers read on tablets or skim a flotilla of email and news feeds.
6
Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture.
7
The neuronal circuit that underlies the brain's ability to read is subtly,
8
rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.
9
As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species brain more than 6,000 years ago.
10
That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd,
11
to the present, highly elaborated reading brain.
12
My research depicts how the present reading brain enables the development of some of our most important intellectual and effective processes,
13
internalized knowledge, analogical reasoning and inference, perspective taking and empathy, critical analysis and the generation of insight.
14
Research surfacing in many parts of the world now cautions
15
that each of these essential deep reading processes may be under threat as we move into digital-based modes of reading.
16
This is not a simple, binary issue of print versus digital reading and technological innovation.
17
As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.
18
In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit,
19
what our children and older students are not developing, and what we can do about it.
20
We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language, it needs an environment to develop.
21
Further, it will adapt to that environment's requirements, from different writing systems to the characteristics of whatever medium is used.
22
If the dominant medium advantages processes that are fast, multitask-oriented and well-suited for large volumes of information, like the current digital medium,
23
so will the reading circuit.
24
As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
25
Increasing reports from educators and from researchers in psychology and the humanities bear this out.
26
English literature scholar
27
and teacher Mark Edmondson describes how many college students actively avoid the classic literature of the 19th
28
and 20th centuries in favor of something simpler, as they no longer have the patience to read longer, denser, more difficult texts.
29
We should be less concerned with students' cognitive impatience, however, than by what may underlie it,
30
the potential inability of large numbers of students to read with
31
a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.
32
Multiple studies show
33
that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school
34
and college students in stavannah norway psychologist and mong
35
and her colleagues studied how high school students comprehend the same material in different mediums
36
mullins group asked subjects questions about a short story whose plot
37
had universal student appear half of the students read the story on a tablet the other half in paperback
38
Results indicated that students who read on print were superior in their comprehension to screen reading peers,
39
particularly in their ability to sequence detail and reconstruct the plot in chronological order.
40
Ximing Liu from San Jose State University has conducted a series of studies
41
which indicate that the new norm in reading is skimming, involving word spotting and browsing through the text.
42
Many readers now use a pattern when reading in
43
which they sample the first line and then word spot through the rest of the text.
44
When the reading brain skims like this, it reduces time allocated to deep reading processes.
45
In other words, we don't have time to grasp complexity, to understand another's feelings, to perceive beauty, and to create thoughts of the readers on.
46
The possibility that critical analysis, empathy, and other deep reading processes could become the unintended collateral damage
47
of our digital culture is not a straightforward binary issue about print versus digital reading.
48
It is about how we all have begun to read on various mediums how
49
that changes not only what we read but also the purposes for
50
which we read nor is it only about the young the subtle atrophy of critical analysis
51
and empathy affects us all equally it affects our ability to navigate a constant bombardment of information
52
it incentivizes a retreat to the most familiar stores of unchecked information
53
which require and receive no analysis leaving us susceptible to false information and irrational ideas
54
There's an old rule in neuroscience that does not alter with age, use it or lose it.
55
It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.
56
The story of the changing reading brain is hardly finished.
57
We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched.
58
If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us,
59
there is as much reason for excitement as caution.
📺 Тот же канал
C13
Cambridge IELTS 17 Test 4 Reading passage 1
IELTS PrepUniversity Students
C11
Cambridge Ielts 16 Reading test 2 Passage 2
IELTS PrepTOEFL PrepCambridge Exam Prep
B24
Cambridge Ielts 16 Reading test 1 Passage 2
Cambridge Exam PrepUniversity Students
C12
Cambridge Ielts 16 Reading test 1 Passage 3
IELTS PrepTOEFL PrepBusiness English
B22
Cambridge 16 IELTS Reading Test 4 Passage 1
IELTS PrepCambridge Exam PrepUniversity Students
C11
Cambridge Ielts 16 Reading test 2 Passage 1
Cambridge Exam PrepUniversity StudentsWorking Adults
C11
Cambridge Ielts 16 Reading test 3 Passage 3
Cambridge Exam PrepUniversity StudentsWorking Adults
C28
Cambridge IELTS 15 Test 4 Reading Passage 2
IELTS PrepUniversity Students
C1Cambridge 16 IELTS Reading Test 4 Passage 3
IELTS PrepTOEFL PrepUniversity Students
C1Cambridge Ielts 16 Reading test 2 Passage 3
IELTS PrepCambridge Exam PrepUniversity Students
C1Cambridge Ielts 16 Reading test 3 Passage 2
Cambridge Exam PrepUniversity StudentsWorking Adults
B2Cambridge Ielts 16 Reading test 3 Passage 1
Cambridge Exam PrepUniversity Students
C1Cambridge Ielts 16 Reading test 1 Passage 1
IELTS PrepCambridge Exam PrepUniversity Students
✨ Рекомендуемое видео
C15
24 предложений
English vocabulary in use Advanced Unit 2
IELTS PrepTOEFL PrepCambridge Exam Prep
C13
115 предложений
The Unbelievable Science of How We Read
American AccentIELTS PrepTOEFL PrepUniversity Students
B22
156 предложений
Get Better at IELTS Reading in 13 Minutes
British AccentIELTS PrepCambridge Exam PrepUniversity Students
C13
342 предложений
Ielts Listening Test 3 Book 10 2018 , Answers British Council
IELTS PrepCambridge Exam PrepUniversity Students
B23
160 предложений
Why everyone stopped reading.
IELTS PrepTOEFL PrepUniversity Students
C11
53 предложений
Listening part four (The impact of digital technology on the Icelandic language)
IELTS PrepUniversity StudentsWorking Adults
B29
44 предложений
Reading Unit 10B
IELTS PrepTOEFL PrepUniversity Students
C17
35 предложений
PTE Read Aloud Practice: Pronunciation Tips That Actually Work
IELTS PrepTOEFL PrepUniversity Students
C15
64 предложений
IELTS SHADOWING TECHNOLOGY
IELTS PrepUniversity StudentsWorking Adults
C12
75 предложений
Cambridge 15 listening (Test-1) (Part-3)
Cambridge Exam PrepUniversity StudentsWorking Adults
Лексика и советы по произношению к этому уроку
Этот урок разговорной практики уровня C1 построен на видео «Cambridge 16 IELTS Reading Test 4 Passage 2». Чаще всего повторяются слова: reading, student, digital, processes, circuit. В этом видео 59 предложений и 932 слов для шедоуинга. Речь длится 6:00. Говорящий говорит в естественном темпе, около 155 слов в минуту, близком к повседневной речи. Только 78% слов входят в 3000 самых частых слов английского языка, поэтому лексика сложная.
Ключевая лексика этого видео
Самые сложные слова из видео (15), с произношением и значением:
| Слово | Произношение | Значение |
|---|---|---|
| skim глагол | /skɪm/ | снима́ть |
| empathy существительное | /ˈɛmpəθi/ | сочу́вствие, эмпа́тия |
| allocate глагол | /ˈæl.ə.keɪt/ | выделя́ть, вы́делить |
| diminish глагол | /dɪˈmɪnɪʃ/ | уменьша́ть, уме́ньшить |
| neuroscience существительное | нейробиоло́гия, нейронау́ка | |
| comprehension существительное | /ˌkɑmpɹɪˈhɛnʃn̩/ | понима́ние, поня́тие |
| comprehend глагол | /ˌkɑmpɹɪˈhɛnd/ | понима́ть, постигать |
| psychologist существительное | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | психо́лог |
| toddler существительное | /ˈtɑdlɚ/ | ребёнок, карапу́з |
| binary прилагательное | /ˈbaɪ.nə.ɹi/ | двои́чный, бина́рный |
| scholar существительное | /ˈskɑlɚ/ | уча́щийся, учени́к |
| caution существительное | /ˈkɔːʃ(ə)n/ | предостереже́ние, предупрежде́ние |
| complexity существительное | /kəmˈplɛk.sɪ.ti/ | сло́жность |
| tablet существительное | /ˈtæblət/ | доще́чка, табли́чка |
| atrophy существительное | /ˈæt.ɹə.fi/ | атрофи́я |
Грамматика в этом видео
Конструкции, которые говорящий использует чаще всего, с точными словами из видео:
| Конструкция | В видео |
|---|---|
| Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас | has written · has conducted · have begun |
| Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает | is not given · will be allocated |
Произношение, на которое стоит обратить внимание
- Звуки «sh» и «zh»: diminish /dɪˈmɪnɪʃ/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, caution /ˈkɔːʃ(ə)n/, impatience /ɪmˈpeɪʃəns/
- Длинные слова — следите за ударением: implication /ˌɪmpləˈkeɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, complexity /kəmˈplɛk.sɪ.ti/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/, incentivize /ɪnˈsɛntɪvaɪz/
Как заниматься с этим видео
- Прослушайте всё видео один раз молча и выпишите незнакомые слова.
- Начните со скорости 0,75×, повторяйте предложение за предложением и вернитесь к обычной скорости, когда станет легко.
- Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как skim, empathy, allocate.
Что такое техника Shadowing?
Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.