Практика Shadowing: The Montessori Theory: Key Concepts - Изучайте разговорный английский по видео
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The Montessori theory is a method of teaching developed by Maria Montessori where the key principles are independence,
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observation, following the child, correcting the child, prepared environment, and absorbent mind.
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It is important to note that the Montessori theory methods, concepts, and foundation principles can be applied across all ages.
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It is within these concepts that we find the reasoning behind why things are such in a Montessori environment.
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The following are the goals and beliefs that Maria Montessori held with regards to her approach to educating children.
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So, in what follows, I will very briefly sketch the key concepts of the Montessori theory.
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On independence Maria Montessori said, never help a child with a task at which he feels he can succeed.
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It must be remembered
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that it is always a goal of Montessori education in the classrooms to make the child independent
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and be able to do things for himself.
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This is achieved by giving children opportunities.
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Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks.
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When the children are able to do things for themselves, there is an increase in their self -belief, self -confidence, and self -esteem that they may carry on throughout their life.
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Observation, or watching the child, is for parents easy to do.
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We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment.
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This was the simple method of how Maria Montessori has learned about children and developed her theories on child development.
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She observed without preconceived ideas that helped her develop materials that the children needed and were interested in.
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Observation is also the way adults can learn about what the child needs are.
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For example, if a child starts banging on objects, it means that he has a need for that gross motor activity, so give him a drum.
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If children are pushing things around the room and they need to walk, but can't do it themselves yet, help them or give them a wagon to push.
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This is how observation can help create harmony, fulfilling the child's current needs. On following the child.
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From what you have observed from the actions of the children, follow them in what they need to do.
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If they want to climb, give them the opportunity to climb in a safe manner, do not be overprotective.
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Following the child also means being non -directive.
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Do not tell them what to do all the time.
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Give your child the freedom to choose what he wants or needs to do and to act on his own.
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Do not tell them what they have to do, but rather present them with choices of different materials or toys.
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Also, stand back and watch the child what he does.
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There is no need to intervene all the time unless he has become really destructive and about to hurt himself or others.
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Knowing when to intervene is a skill parents will learn as they get to know their child
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and as parents have set limits for the child.
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On correcting the child children make mistakes they may spill something drop food unintentionally and so on
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there is no need to raise your voice in situations like those
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instead calmly recognize the mistake saying for example oh you've spilled the water why don't we get a cloth
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and wipe it up.
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This is an opportunity to ask the child to do some valid practical work with you.
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You will find that children do like to clean up as they see it as something adults do.
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There is no need to blatantly point out a child's mistake, there is a way to make them realize it. For example,
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with a cloth bib a child who is learning how drink from a glass will find out
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that if he tips the glass a bit too early, the water will spill on him and he will feel it.
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If they mispronounce a word, there is no need to correct them, but rather say the word correctly.
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Correcting children may result in them being scared to attempt anything in fear of making another mistake.
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Children will make mistakes and we need to teach them in a nice manner.
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Giving the children freedom and choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand
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and observing their needs and fulfilling these can be the key to helping your children develop their full potential.
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On prepared environment The prepared environment is important part of Montessori.
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It is the link for a child to learn from adults.
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Rooms are child -sized with activities set up for success and allow freedom of movement and choice.
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The environment has to be safe for the child to explore freely.
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The environment has to be ready and beautiful for the children so it invites them to work.
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Montessori refers to work as an activity the child does or what many people might call play.
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She calls this work since it is through this that they create themselves and it is not just a play.
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Their play is their work and they are still enjoying it.
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The adult's role then is to construct the environment in which they will learn.
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The development of the child is therefore dependent on the environment she
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or he is in and this environment also includes the parents. On absorbent mind.
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Montessori observed how children learn the language without anyone teaching them.
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This sparked her idea for the absorbent mind.
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Children under the age of three do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it.
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It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not.
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The language of the adult is one that a child will easily pick up.
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Be careful of what you say around them.
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Even though you think they are not listening, as they may not be able to express themselves yet, when they can you will not want them swearing back at you.
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It is for this reason that one should not try to say no to a child.
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We do not want them saying no to us rudely.
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Instead, we say stop when we want to tell children that what they are doing is wrong.
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Лексика и советы по произношению к этому уроку
В этом видео 66 предложений и 1086 слов для шедоуинга. Речь длится 7:52. Говорящий держит ровный темп — около 138 слов в минуту, удобный для шедоуинга. 88% слов входят в 3000 самых частых слов английского языка, поэтому лексика простая.
Ключевая лексика этого видео
15 менее частых слов из видео с произношением и значением:
- observation /ˌɑbzɚˈveɪʃn̩/ (существительное) — наблюде́ние. The act of observing, and the fact of being observed (see observance)
- observe /əbˈzɜːv/ (глагол) — соблюда́ть, блюсти́. To notice or view, especially carefully or with attention to detail.
- spill /spɪl/ (глагол) — пролива́ть, проли́ть. To drop something so that it spreads out or makes a mess; to accidentally pour.
- belief /bɪˈliːf/ (существительное) — ве́ра, дове́рие. Mental acceptance of a claim as true.
- principle /ˈpɹɪn.sɪ.pəl/ (существительное) — при́нцип. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (глагол) — иссле́довать. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (глагол) — поднима́ться, подня́ться. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (существительное) — ткань, мате́рия. A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes…
- fulfill /fʊlˈfɪl/ (глагол) — исполня́ть, испо́лнить. To satisfy, carry out, bring to completion (an obligation, a requirement, etc.).
- absorb /æbˈsɔɹb/ (глагол) — поглоща́ть, поглоти́ть. To include so that it no longer has separate existence; to overwhelm; to cause to disappear as if by swallowing up; to incorporate; to assimilate; to take in…
- intervene /ˌɪntəˈviːn/ (глагол) — вмешиваться, вмешаться. To become involved in a situation, so as to alter or prevent an action.
- practical /ˈpɹæk.tɪ.kəl/ (прилагательное) — практи́ческий. Relating to, or based on, practice or action rather than theory or hypothesis.
- lesson /ˈlɛs.ən/ (существительное) — уро́к, ле́кция. A section of learning or teaching into which a wider learning content is divided.
- gross /ɡɹoʊs/ (прилагательное) — серьёзный, большо́й. remarkably great, big, vast in an often unpleasant way; (of behaviour) Highly or conspicuously offensive.
- refer /ɹɪˈfɜː/ (глагол) — ссыла́ться, сосла́ться. To direct the attention of (someone toward something).
Фразовые глаголы, которые вы услышите
- carry on /ˈkæɹi ˈɑn/ (глагол) — продолжа́ть, продолжа́ться. To take baggage or luggage onto an airplane, rather than check it.
- clean up (глагол) — убира́ться, прибираться. To make an area or a thing clean; to pick up a mess; to tidy.
- find out (глагол) — узнава́ть, узна́ть. To discover, as by asking or investigating.
- pick up (глагол) — подбира́ть, подобра́ть. To lift; to grasp and raise.
- point out (глагол) — ука́зывать, указа́ть. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
- set up /ˌsɛt ˈʌp/ (глагол) — устана́вливать, установи́ть. To make ready for use.
- stand back (глагол) — держа́ться сза́ди, отступа́ть. To maintain distance.
Произношение, на которое стоит обратить внимание
Говорящий использует 3 сокращённых и редуцированных форм, например can't, don't, you've. Произносите их коротко, так, как слышите.
Как заниматься с этим видео
- Прослушайте всё видео один раз молча и выпишите незнакомые слова.
- Повторяйте предложение за предложением на обычной скорости, пока ваш ритм не совпадёт с ритмом говорящего.
- Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как observation, observe, spill.
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 learned · have observed · has become |
| Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает | can be applied · must be remembered · is achieved |
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.