Практика Shadowing: How to solve problems like a designer - Изучайте разговорный английский по видео
Создание урока...
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This is the first Apple computer mouse.
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It came with Apple's $10 ,000 Lisa computer, and it was designed by a product design consulting firm that would eventually become known as IDEO.
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The assignment was straightforward.
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They had to take the computer mouse, a $400 device at the time, and bring it down to under 35 bucks, make it mass -producible and reliable.
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And above all, it needed to be simple.
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We control Lisa by pointing to these images on the screen with this unique item called a mouse.
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Fast forward about 30 years and IDEO doesn't really create products anymore.
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They've transitioned to designing networks and experiences, things like Los Angeles's voting system and the Red Cross's method for finding donors, even entire schools.
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So what does making a computer mouse have to do with creating a school system from scratch?
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It It turns out, quite a lot.
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The world we live in is one where really the complex things are the things that are mostly broken, not the simple things.
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We have lots of great products, lots of beautiful products, lots of products we can use every day.
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Everything from, you know, furniture to tableware to consumer electronics.
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They're mostly pretty good, right?
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And yes, there's opportunity to do better and do more.
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But I'm interested in the things that don't work very well
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and the things that you can impact society with and then mostly the more complex things.
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Back in 1971, a designer named Victor Papanek wrote a book called Design for the Real World.
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The premise was pretty simple.
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Creators could take some of the same design strategies from the creation of industrial products
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and use them to tackle problems like pollution and overcrowding and food shortages.
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By 2001, IDEO had done just that, pivoting from products to real -world experiences.
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But the design steps?
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Tim Brown says they stay just about the same.
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The first piece is observing the world in order to ask an interesting question, right?
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And you can observe the world in lots of different ways.
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When we talk about human -centered design, we're really talking about observing the way humans live their lives and asking interesting questions about, hey, why does somebody do this and not that?
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Or why is somebody struggling with this problem?
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Why is it hard for somebody to open that jam jar lid?
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Well, so maybe I could redesign the jam jar lid, right?
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Or maybe I could give them a tool to help them, right?
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So why is this happening?
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So the first step is that looking at the world and coming up with a good question." For making a mouse,
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that means watching how people use computers and observing what they want and what they don't.
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For designing a school, that meant spending a month in Peru, Meeting with students and parents,
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teachers, investors, government and business leaders to address needs like academic planning, modular classroom space, accessible technology, and affordable tuition.
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The next step is taking all the insights you have about those questions and starting to imagine ideas.
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Like, here's what I could do, here's what I might imagine doing better or differently.
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So that's what we often call ideation or idea -making.
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Then comes the fun part.
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You test it out.
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Right at the beginning of the process, it might be a really simple cardboard model or a quick sketch, or if it's digital, it might be a quick digital simulation or something.
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And you try it out with people.
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Sometimes those drafts can be pretty rough.
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The first prototype for the mouse was a roll -on deodorant stick and a butter dish from a Palo Alto Walgreens.
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And you test it and it doesn't work.
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OK, so I need to rethink my idea and I do it again, and this is where the iteration comes in.
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You learn from the prototype, you realize what's not working, or maybe it's a crummy idea, you have to go back and find a new idea again, and you go through that loop over and over again,
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asking the question, having ideas,
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prototyping, learning, until you get to something that truly meets somebody's needs or a set of people's needs.
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Now, the last bit of the process, which arguably happens in that iteration also,
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is the storytelling piece, because always you're trying trying to explain to people why your idea is interesting.
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I think what you need to design a complex system is not one brain, you need lots of brains.
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You need lots of brains with different perspectives, different creative contributions that you make, working together to get to an outcome that is literally rich enough
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and sophisticated enough to be able to behave like a system instead of being like an object.
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Thank you.
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Лексика и советы по произношению к этому уроку
В этом видео 56 предложений и 795 слов для шедоуинга. Речь длится 4:37. Говорящий говорит в естественном темпе, около 172 слов в минуту, близком к повседневной речи. 84% слов входят в 3000 самых частых слов английского языка; остальные стоит разобрать перед занятием.
Ключевая лексика этого видео
15 слов из видео, которые стоит выучить, с произношением и значением:
| Слово | Произношение | Значение |
|---|---|---|
| mouse существительное | /maʊs/ | мышь, мы́шка |
| observe глагол | /əbˈzɜːv/ | соблюда́ть, блюсти́ |
| prototype существительное | /ˈpɹəʊtətaɪp/ | прототи́п, моде́ль |
| transition существительное | /tɹænˈzɪʃ.ən/ | перехо́д, превраще́ние |
| designer существительное | /dɪˈzaɪnɚ/ | диза́йнер |
| butter существительное | /ˈbʌtɚ/ | ма́сло, сли́вочное ма́сло |
| outcome существительное | /ˈaʊtkʌm/ | исход |
| contribution существительное | /ˌkɑntɹɪˈbjuʃən/ | вклад, уча́стие |
| furniture существительное | /ˈfɝ.nɪ.t͡ʃɚ/ | ме́бель, предме́т ме́бели |
| loop существительное | /luːp/ | пе́тля, петля́ |
| reliable прилагательное | /ɹɪˈlaɪəbl̩/ | надёжный |
| differently наречие | /ˈdɪf.ə.ɹənt.li/ | по-друго́му |
| affordable прилагательное | /əˈfɔɹ.də.bəl/ | досту́пный |
| creator существительное | /kɹiːˈeɪ̯təː/ | созда́тель, творе́ц |
| dish существительное | /dɪʃ/ | таре́лка, ми́ска |
Фразовые глаголы, которые вы услышите
| Слово | Значение |
|---|---|
| come up with глагол | придумывать, приходить в голову |
| go back глагол | возвраща́ться, возврати́ться |
| turn out глагол | ока́зываться, оказа́ться |
Произношение, на которое стоит обратить внимание
Говорящий использует 9 сокращённых и редуцированных форм, например doesn't, don't, I'm. Произносите их коротко, так, как слышите.
- Звуки «sh» и «zh»: transition /tɹænˈzɪʃ.ən/, contribution /ˌkɑntɹɪˈbjuʃən/, dish /dɪʃ/, pollution /pəˈluʃən/, tuition /tjuːˈɪʃən/
- Длинные слова — следите за ударением: contribution /ˌkɑntɹɪˈbjuʃən/, differently /ˈdɪf.ə.ɹənt.li/, affordable /əˈfɔɹ.də.bəl/, electronics /ɪˌlɛkˈtɹɑ.nɪks/, accessible /əkˈsɛs.ɪ.bəl/
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 mouse, observe, prototype.
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.