ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Practical strategies for working with autistic children and young people

เลือกโหมดฝึก

แต่ละโหมดจะเปิดห้องฝึกแบบเต็มจอ

193 ประโยค

หากประโยคสั้นหรือยาวเกินไป กดที่ Edit เพื่อปรับแก้

Music

Hopefully at the end of this session you'll understand some of the barriers

that exist and some learning hacks to support learning for autistics.

And also understanding how to plan, implement and assess interest -based learning.

So I guess one of the key important things in this talk is that I am autistic.

So this is from both professional experience and personal lived experience.

So there are quite a number of barriers to learning for autistics, the biggest of which is our communication differences.

And it's not that we are annoying and choosing not to listen

and all these things we have a very different wired brain to non -autistics.

And one of the things that we can't do very easily or at all is filter and prioritize.

So for me in this room, there is noise from lights and people and chairs and coffee cups and all these things, and I hear all those.

And I can't necessarily prioritize or filter what I'm supposed to listen to.

this can link in with or lead to or compound auditory processing issues

and then we have that literal understanding layer as well I have some lovely family friends

and when their daughter was quite young she didn't didn't speak

and they did everything for her and I said to them

don't pick her up anymore and they said that's horrible we can't not pick her up she loves being carried around.

I said, don't pick her up unless she does this

or in some other way communicate because she has no reason to communicate.

It wasn't about speech for me at all.

It was about setting up a reason to communicate.

She now doesn't stop talking.

They don't blame me at all.

So how do we set up those reasons to communicate

and how do we get people to listen to us because

if you're going to talk to me and i'm listening to the light bulb

i need to know that you're going to talk to me

so have some signal that says listen to me at this moment

but don't require eye contact i make very good eye contact although my psychologist says it's inappropriate

and too much but um i learned eye contact in france

and if you want to get served in the bakery

and I love cakes although I'm gluten -free now

which is very sad

but anyway you don't get served unless you make eye contact I'm great at eye contact

but for some autistics many autistics they actually can't hear

and look so when you ask them to look you've asked them not to listen

which one do you really want when you say what you mean and mean what you say we don't have to process.

If you have someone with auditory processing difficulties, just use one -step instructions.

When someone says something this long, what they hear is, blah, blah, blah, blah, blah, blah, blah, blah, blah.

What do you want me to do with the pen?

Did you want me to stab someone with it, put it in my desk, write something?

Who would know?

Even for highly verbal people like myself, when we get stressed, language goes.

Verbal supports are very, very useful, visual supports.

Because if your language has gone because you're highly stressed, what are you going to do unless you have something to replace that?

Now, I did say we can be little police people.

The thing is that we're also actually anarchists as well.

And I know this is hard for non -autistic people to understand how you can be a police person and an anarchist.

But now you've got to be honest, how many of you break the speed limit?

Right.

How many of you think that the government is just revenue generating by having speed cameras?

Right.

Now, that makes you all anarchists, okay?

As an autistic person, I will not break the speed limit because the faster you go, the worse the crash, the more likely the horrific injuries.

So that is just plain stupid that you all do that.

The government is not revenue generating, it's stupid taxing.

You don't want to pay the tax, don't break the speed limit, it's not hard.

I hope I'm not being offensive.

We can do that and we don't mean to be.

One of the reasons that we come across as being

so off in this area is that our logic is different than your logic.

And one of the biggest differences is around social structures, hierarchies and roles and responsibilities.

Fundamentally, most people on the spectrum do not believe in hierarchy.

We fundamentally believe that everyone and everything is equal that might mean my eraser is as valuable as my teacher

it might mean that my jumper is as valuable as my mother

it certainly doesn't mean my boss is more important than me

or the principal is more important than me and that's why we have

so many problems with getting children to follow rules

that they don't necessarily agree with because they don't have that innate understanding of social hierarchy is. Does it really matter?

And if we're going to change this, what do we change first?

And it has to be around personal safety first.

We have to understand personal safety and then safety of others.

Every person needs a safe person to go and tell their story to.

And every time I hear Matt, my heart breaks that no one saved him.

No one saves lots of autistics.

We are one of the most vulnerable populations because people don't believe us, particularly when we're nonverbal.

So please be patient with us and help us to see your world

and help us to understand that you understand our thinking.

because we do have a slight need for control.

We are slight control freaks.

Now, I hear lots of people talk about autistics and say that we need routine.

I beg to differ.

We need predictability.

It's okay to change the routine as long as we know what's happening and we're in control.

We are often perfectionists.

When I was 11, my English teacher wouldn't mark my story that I wrote because I wrote it in pencil.

I'd written over seven pages in tiny, tiny handwriting.

It was beautiful, but he wouldn't mark it because I wrote it in pencil.

My handwriting has been appalling ever since because what's the point?

When you challenge our perfectionism, do it in ways that aren't a problem because remember I said we have broken record buffering thinking for young people?

I'm stuck in that loop of there's no point

and that was a very long time ago

because our broken record thinking means we carry hurt

and negativity with us forever and continue to go back

and analyse it so how do we deal with this how do you as people who support people deal with this

control is managed with choices and options and it doesn't have to be a preferred option and a non -preferred option.

It just has to be options.

Predictability is with timetables, visuals,

planners, and a change module built into that that says things change,

100

it's okay, or things will be different at some stage.

101

We can proactively manage anxiety with interoception and mindfulness, and if you don't know the word interoception, please write it down and Google it.

102

If you are in South Australia normally, go on to the Department for Education website.

103

We have a whole page on interoception.

104

Model learning through mistakes.

105

Because you know how we say in schools, it's okay that you got it wrong, you're learning.

106

And then they do a test and you mark them 8 out of 10 and you said you got two wrong.

107

How can we balance those two?

108

Don't forget, autistics are logical.

109

It's either okay to make mistakes or it isn't because you haven't taught us context around it.

110

Use self -correcting materials.

111

I'm trained in Montessori as well, and I love the self -correcting materials because you never get it wrong in a way that matters.

112

Video modelling is great, particularly when it's self -video modelling, so you've spliced together lots of footage to show the child

113

or adult that they're doing something successfully and then they know they can do it and then they can do it.

114

And for every young person that says to me, I hate it when they call me stupid.

115

And they can hear through the wall because we have super spidey Batman hearing, some of us.

116

And we do.

117

We have a lot of issue around emotional regulation.

118

This is my favourite picture of the month.

119

So this is one of my one -in -the -morning drawings.

120

And what we've done in this drawing is we're trying to help people understand what it is about autism

121

and that means that we struggle to emotionally regulate.

122

And this actually applies to all young people with trauma as well.

123

We have an autonomic nervous system, all of us, which is the seesaw part.

124

When you're getting stressed, you can't be getting calm at the same time, can you?

125

What happens for autistics is that we don't really connect to our bodies in the same way,

126

and we don't get the body signals. So I look fine.

127

I look fine, but my brain is getting more and more stressed and distressed.

128

But I look fine, and then all of a sudden, everybody knows I'm not fine.

129

And that's because I've gone into that big emotion state, and I still might not even connect to that.

130

And then I get overloaded, and everybody knows, and it's all over, over.

131

And I might at that point throw things or yell and scream, and people go, oh, these autistics and they're meltdowns.

132

It's not a meltdown.

133

It's a sympathetic nervous system overload.

134

It's a biological response.

135

When we heard this morning about that chronic stress and the cortisol, that's what being autistic is.

136

We have chronic stress and chronic overload.

137

Is it any surprise that we act out sometimes?

138

So what we need to do is bring people back into their balance,

139

their homeostasis, or their only slight sympathetic nervous system.

140

We want to be in that learning zone.

141

So how do we do that?

142

If you have poor or atypical interoception, you actually don't know when you're getting angry, so you can't do anything about it.

143

Is that my five minutes?

144

How can we help people to connect to themselves?

145

So we can do interoception activities three times a day.

146

We can do additional interoception activities.

147

And we can map what we look like and how we are for our different zones of regulation.

148

if I'm standing there and I suddenly go rigid am I comfortable or am I really stressed or distressed

149

it doesn't matter if you don't know if I'm stressed or distressed it matters that you know I'm not okay

150

and you help me then to calm down sometimes we worry

151

about not knowing what it is that's the issue It doesn't matter, just help people calm down.

152

This is an example of a regulation zone which is off the department's website.

153

And this one is using pictures, but you can use words.

154

And it's to help people to learn how to co -regulate the children and young people.

155

We often say to people with any kind of challenging behaviour, you need to fix it you need to stop

156

if I didn't need to yell and scream I wouldn't

157

if I could manage myself I would but how do you know when to co -regulate someone,

158

how do you know when to step in and help them to feel better and it's in

159

this bit the pink zone Before you're in full -on panic,

160

which is too late, nobody can do anything when they're on full -on panic zone, full -on sympathetic overload.

161

At that pink, you can do something about it still.

162

And what we say is, it's not just about what can the young person or adult do for themselves, it's what can someone else do to help too.

163

If my shoulders go rigid just before I go into overload,

164

do an activity with me that relaxes my shoulders because what it does is it physically and neurologically calms you down.

165

The other barriers to learning that we have are

166

that we have a very narrow attention span

167

and we heard from Dr. Christie about how everybody shouldn't be multitasking

168

which is great because then this is universal design for learning.

169

Everybody should be doing one thing.

170

Thank you.

171

We have very focused attention, and this is from Dr. Wen Lawson,

172

and this is from Dr. Wen Lawson as the reason why autistics should be doing interest -based learning,

173

because our brains actually don't engage unless we're interested.

174

Remember how I talked about we don't have the same social understanding?

175

Some children will engage because the teacher has asked them.

176

They will learn because they feel they should be.

177

Autistics can't do that.

178

We can't just decide we're going to learn.

179

We have to actually be interested.

180

And our brainwaves don't organize themselves unless we are.

181

It also decreases our anxiety.

182

And we're more focused.

183

If we're focused and we're not anxious, we're not going to be throwing chairs.

184

And we'll be enjoying learning, which means we want to come to school

185

or we want to come to day service or we want to come to counselling with you.

186

If we can increase strength without making individuals feel bad about their weakness, we can grow well -being and mental health and resilience.

187

We can plan for interest -based learning and we can meet Australian curriculum goals by doing so.

188

We can broaden and deepen by prompting.

189

I once taught a student through rugby stadiums.

190

We learned everything, and I hate rugby and stadiums.

191

But he loved it, and he was engaged and interested, and he got into maths and science and geography.

192

You can do anything through anything if you want to. And that is everything.

193

Thank you.

ดาวน์โหลดแอป

ทุกอย่างที่ต้องใช้เพื่อพูดได้คล่อง

AI ให้คะแนนการออกเสียงให้คะแนนทุกประโยค

ฝึก IPAเชี่ยวชาญทุกเสียง

คำศัพท์สร้างคลังคำของคุณ

เกมคำศัพท์เล่นไปเรียนไป

สแกน QR

Download on theApp Store Get it onGoogle Play

FOR YOU

วิดีโอแนะนำ

208 ประโยค

คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้

บทเรียนฝึกพูดระดับ C1 นี้ใช้วิดีโอ “Practical strategies for working with autistic children and young people” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: autistic, learning, blah วิดีโอนี้มี 193 ประโยค และ 2366 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 16:53 ผู้พูดพูดด้วยความเร็วสม่ำเสมอ ประมาณ 140 คำต่อนาที เหมาะกับการฝึกพูดตาม 86% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก

คำศัพท์สำคัญในวิดีโอนี้

คำที่ยากที่สุด 14 คำในวิดีโอ พร้อมคำอ่านและความหมาย:

คำศัพท์	คำอ่าน	ความหมาย
hierarchy คำนาม	/ˈhaɪ.ə.ɹɑː(ɹ).ki/	ลำดับชั้น
meltdown คำนาม	/ˈmɛltˌdaʊn/	การหลอมละลายนิวเคลียร์
handwriting คำนาม	/ˈhændɹaɪtɪŋ/	ลายมือ
yell คำกริยา	/jɛl/	ตะโกน
pencil คำนาม	/ˈpɛnsəl/	ดินสอ
eraser คำนาม	/ɪˈɹeɪsɚ/	ยางลบ
seesaw คำนาม	/ˈsi.sɔ/	กระดานหก
timetable คำนาม	/ˈtaɪmˌteɪbəl/	ตารางเวลา, ตาราง
resilience คำนาม	/ɹɪˈzɪl.ɪ.əns/	สภาพยืดหยุ่น
bakery คำนาม	/ˈbeɪ.kə.ɹi/	ร้านขนมปัง, เบเกอรี
psychologist คำนาม	/ˌsaɪˈkɑl.ə.d͡ʒɪst/	นักจิตวิทยา
module คำนาม	/ˈmɑd͡ʒul/	มอดูล, โมดูล
autism คำนาม	/ˈɔːtɪzəm/	ความหมกหมุ่น
geography คำนาม	/d͡ʒiˈɑɡɹəfi/	ภูมิศาสตร์

กริยาวลีที่คุณจะได้ยิน

คำศัพท์	ความหมาย
go back คำกริยา	กลับไป

ประโยคที่ควรฝึกพูดซ้ำ

ประโยคสั้น ๆ ที่สมบูรณ์จากวิดีโอ ซึ่งนำไปใช้ในบทสนทนาประจำวันได้:

My handwriting has been appalling ever since because what's the point?
How can we balance those two?
Is it any surprise that we act out sometimes?
Is that my five minutes?
How can we help people to connect to themselves?

ไวยากรณ์ในวิดีโอนี้

โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:

โครงสร้าง	ในวิดีโอ
ประโยคเงื่อนไข if + อนุประโยค, will/would + กริยา — เงื่อนไขและผลลัพธ์	if I could manage myself I would but
Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน	you've asked · has gone · have broken
Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ	people who support · zone which is · learning, which means
Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ	being carried · is managed

การออกเสียงที่ควรระวัง

ผู้พูดใช้รูปย่อและรูปลดเสียง 85 ครั้ง เช่น don't, I'm, we're ให้พูดแบบสั้นตามที่ได้ยิน

เสียง “sh” และ “zh”: perfectionism /pɚˈfɛk.ʃə.nɪ.zm̩/, perfectionist /pɚˈfɛk.ʃənɪst/, emotionally /ɪˈməʊʃənəli/
คำยาว — ลงเสียงหนักให้ถูกพยางค์: hierarchy /ˈhaɪ.ə.ɹɑː(ɹ).ki/, sympathetic /ˌsɪm.pəˈθɛt.ɪk/, auditory /ˈɔː.dɪˌtɔɹ.i/, predictability /pɹəˌdɪktəˈbɪlɪti/, prioritize /pɹaɪˈɒɹ.ə.taɪz/

เสียงที่คนไทยมักออกเสียงยาก:

เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: distress /dɪˈstɹɛs/, prioritize /pɹaɪˈɒɹ.ə.taɪz/, yell /jɛl/, verbal /ˈvɜː.bəl/, pencil /ˈpɛnsəl/
/v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: overload /ˌəʊvəˈləʊd/, verbal /ˈvɜː.bəl/, negativity /ˌnɛɡ.əˈtɪ.vɪ.ti/, proactively /pɹoʊˈæk.tɪv.li/
/z/ — เสียงก้อง ไม่ใช่ /s/: prioritize /pɹaɪˈɒɹ.ə.taɪz/, perfectionism /pɚˈfɛk.ʃə.nɪ.zm̩/, resilience /ɹɪˈzɪl.ɪ.əns/, autism /ˈɔːtɪzəm/, organize /ˈɔɹɡənaɪz/

วิธีฝึกกับวิดีโอนี้

ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง hierarchy, meltdown, handwriting เป็นพิเศษ

เทคนิค Shadowing คืออะไร?

Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ

เทคนิค shadowing: อ่านคู่มือฉบับเต็มทีละขั้นตอน →

ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Practical strategies for working with autistic children and young people

เลือกโหมดฝึก

ดาวน์โหลดแอป

AI & Education: Generative AI & the Future of Critical Thinking

A regulated nervous system is the real flex.

4 Fundamentals to Smart Speaking | Matt Abrahams (Key Points Talk)

Peter Fonagy: What is Mentalization?

AuDHD: Why You Can’t Start (or Stop) Anything

200 Years, Countless Stories | Haben Girma ’13

The Most Ignored Social Skill (It Changed How People Treat Me)

28 May 2026

Cambridge 17- Listening Test 3 part 3

Neuroscientist: How To Boost Your Focus PERMANENTLY in Minutes

The Psychology of People Who Are Too Aware

10 life lessons (for a healthy mind + body) ✨