Shadowing Practice: Education in America - Learn English Speaking with Video
Ders oluşturuluyor...
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The End
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The schools of the late 19th century could not keep pace with changing America.
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America had entered the industrial age.
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Cities were becoming more important in American life.
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The problems of industrialization and urbanization were being talked about by Americans.
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And these problems were being met.
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But in much of the country, children still walked miles each day to go to school.
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The schools were small and facilities were anything but modern.
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These were the schools that were to prepare children to handle the problems of the 20th century.
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In a few up-to-date communities, children from a large area were called for and transported to consolidated schools.
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This ancestor of the modern school bus provided the transportation,
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and lucky the boy who got to ride with the driver.
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The Industrial Revolution was changing life outside the school.
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An educational revolution was changing life inside some of the schools.
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The object lesson of Pestalozzi had been introduced in this country in the 19th century.
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By direct contact with things, the child learned about real objects in the world around him.
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We may now think of this as a natural way of learning, but it was a radical break from the rigid, bookish discipline of the past.
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The kindergarten, originated by Friedrich Frubbel, was first introduced into the United States in the 19th century.
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By the early 1900s, a number of metropolitan school systems had established them.
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In progressive elementary schools, Johann Friedrich Herbart's theories of curriculum correlation were in evidence.
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In these schools, individual subjects were not isolated, but art, language study, mathematics,
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all the elementary subjects were correlated with the study of history and literature.
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These new concepts of how children should be taught were fostered in teacher education institutions which established laboratory schools.
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The laboratory school of the University of Chicago, founded by John Dewey in 1896, set unprecedented examples.
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The imprisoning rows of desks were removed to give children space for work and play.
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Sand tables were brought in so children could recreate history, both American and European.
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John Dewey sought environments and situations so that children could learn by doing or experiencing.
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New projects like astronomy, pottery making, and printing increased a child's interest in learning.
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Lantern slides brought audio-visual materials to the classroom.
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This new stress on the activity of children in a child-centered school contrasted with the traditional subject-centered school.
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There were many teachers and parents who believed that the teaching of subject matter was the only real task of the school.
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They saw lack of system and waste of time in the reformers' plans.
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The National Education Association had formulated an elementary course of study back in 1893, which stated clearly that geography,
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grammar, literature, arithmetic, and history were the five major subjects of the first eight grades.
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And this curriculum was the charter for the subject-centered schools for more than a quarter of a century.
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Too often the talents of the child were sacrificed to an unyielding curriculum or inflexible teacher.
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There was a time for art in the crowded schedule, but it must not overlap the geography period.
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Meanwhile, child study and school study movements were begun.
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Children were measured and questioned and observed as efforts were made to establish norms for behavior and development.
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Alfred Binet in France originated tests to determine the functions of memory, association, attention, and motor skills.
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E.L.
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Thorndike and others began to devise achievement tests to determine the efficiency of different kinds of instruction.
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On the basis of these and other tests that were developed later, schools in different places could be studied and compared and their accomplishments rated.
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The findings could guide teachers, parents and citizens.
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In the high schools, an increasing number of youth sought specialized technical or vocational instruction.
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The separate manual training or commercial high school helped to meet the needs of these students.
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But in the majority of communities, the comprehensive high school expanded its curriculum to include these subjects.
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Widespread instruction in agriculture was stimulated by the federal financial aid of the Smith-Lever Act of 1914
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and the Smith-Hughes Act of 1917.
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The 4-H Club was an outgrowth of this work.
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Boys and girls learned animal husbandry and other principles of scientific farming.
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The The Smith Hughes Act also included home economics and industrial subjects,
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and more high schools offered these subjects every year.
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The teaching of science in the public schools was accepted in more and more communities.
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Physical education was added to the curriculum.
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a part of efforts to make schools fit the growth patterns of children, junior high schools were begun in many states after 1909.
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So by the 1920s and 1930s, we had evolved state-prescribed courses of study,
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supervised on the local levels, and administered by professionally trained staffs,
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taught by teachers who had learned to keep the needs of the individual child in mind.
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Teachers were free to devise ways and means of molding subject matter to the needs of the child,
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taking into consideration both the slow and brilliant student.
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Higher education, too, was changing from its traditional forms.
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Johns Hopkins University helped to set the pattern for graduate education in America.
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Daniel Coit Gilman, the first president of Johns Hopkins, defined the difference between a college and a university.
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The college is an institution which stands in the place of the parent, implying restriction instead of freedom,
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tutorial rather than professorial teaching, and residence within college halls.
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But a university is a place for advanced
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and special instruction of youth who have been prepared for their freedom by the discipline of a lower school.
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Seeking this ideal, many American universities developed and helped America achieve scientific leadership.
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During the 1920s, state boards of education began to set higher standards of excellence for the public schools.
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Schools were graded and accredited according to these standards.
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Accrediting was determined by the number of students in attendance, the training of the teachers, and the scope of the curriculum.
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Many interested parents began to campaign for consolidation as they saw poor results from the one-room schools.
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As cars and roads made it possible to consolidate schools, parents wanted the benefits for their children.
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The result was the gradual decline of the one-room school and the increase of consolidated schools.
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As roads were improved, more and more school buses transported children to centralized schools.
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In 1929, America entered the dark decade of its greatest depression.
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These scenes from that period
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Tell much of the depression years that brought the federal government's financial contributions to education in large measures.
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Federal aid for school lunchroom programs.
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To help keep young people in school, they were given work under the National Youth Administration.
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The Works Project Administration, which included many educational arts.
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The Public Works Administration loaned the state's money to improve roads and build new schools.
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And the Civilian Conservation Corps established camps for unemployed youth.
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With the approach of World War II, the federal government poured millions of dollars into education at all levels.
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Colleges and universities made their laboratories available for urgent technical research.
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The first successful nuclear fission experiment accomplished here at the University of Chicago was only one of many technical advancements
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that federal aid to education made possible in the war years.
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As World War II drew to a close, the federal government made its biggest contribution to education to date.
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The Servicemen's Readjustment Act of 1944, commonly called the GI Bill of Rights.
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Through this tremendous educational undertaking, eight million veterans received tuition,
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subsistence, books, and counseling services to enable them to continue their education in school and college.
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In 1952, the GI Bill was extended to include veterans of the Korean War.
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Supreme Court decisions in mid-century materially affected our educational system.
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Deep awareness of the influence of the teacher in a democracy had led many people to demand special loyalty oaths for teachers.
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Slowly across the nation the demand for state laws spread
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and finally a total of 30 states had enacted legislation requiring teachers to sign loyalty oaths if they were to continue teaching.
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But on December 15, 1952,
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the United States Supreme Court declared Oklahoma's special oath law for teachers to be unconstitutional.
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A second Supreme Court decision had to do with racial segregation in the public schools.
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By custom and legal enactment, separate educational facilities for Negroes and whites had been provided in many parts of the country.
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Chief Justice Warren, reading the Supreme Court's unanimous decision on May 17,
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1954 said, we conclude that in the field of public education the doctrine of separate but equal has no place.
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Separate educational facilities are inherently unequal.
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At mid-century we find even greater demands than ever before being made on our schools.
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To meet these demands, we need more classrooms taught by well-prepared teachers trained in the use of modern teaching tools.
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We need schools supported by informed, responsible, and active citizenry.
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For only with community support have our schools been able to meet the needs of their times since colonial days.
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It was the community support and supervision which gave our New England ancestors schools to drive out of the young, the old deluder Satan.
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It was community supervised schools in frontier America that stimulated education for citizenship.
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And it will be schools shaped by our communities, states, and nation that will educate for the future.
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Truly, in our American educational system, we can see the meaning of Horace Mann's words.
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The common school is the greatest discovery ever made by man.
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Thank you.
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Bu dersin kelimeleri ve konuşma notları
Bu C1 seviyesindeki konuşma dersi “Education in America” videosuna dayanıyor. En çok tekrarlanan kelimeler: teacher, subject, educational, century, curriculum. Bu videoda gölgeleme çalışması için 114 cümle ve 1589 kelime var. Konuşma bölümü 15:28 sürüyor. Konuşmacı yavaş konuşuyor, dakikada yaklaşık 103 kelime; her sesi taklit etmek için zamanınız var. Kelimelerin %83’i İngilizcede en sık kullanılan 3.000 kelime arasında; geri kalanına başlamadan önce bakmakta fayda var.
Bu videodaki önemli kelimeler
Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| oath isim | /ˈoʊθ/ | ant, kasem |
| ancestor isim | /ˈæn.sɛs.tɚ/ | ata |
| devise fiil | /dɪˈvaɪz/ | tasarlamak |
| geography isim | /d͡ʒiˈɑɡɹəfi/ | coğrafya |
| formulate fiil | /ˈfɔː(ɹ)mjʊleɪt/ | formüle etmek |
| industrialization isim | /ɪnˌdʌstɹɪəlɪˈzeɪʃən/ | sanayileşme, endüstrileşme |
| prescribe fiil | /pɹɪˈskɹaɪb/ | reçete yazmak |
| urbanization isim | şehirleşme, kentleşme | |
| segregation isim | /sɛɡɹəˈɡeɪ̯ʃən/ | ayırma |
| lantern isim | /ˈlæ̝ntɚn/ | fener, fanus |
| astronomy isim | /əˈstɹɑ.nə.mi/ | gök bilimi, astronomi |
| vocational sıfat | mesleki | |
| pottery isim | /ˈpɑtəɹi/ | çömlek |
| rigid sıfat | /ˈɹɪd͡ʒ.ɪd/ | katı, sert |
| restriction isim | /ɹɪˈstɹɪkʃən/ | kısıtlama, sınırlama |
Dikkat edilecek telaffuzlar
- “th” sesleri: oath /ˈoʊθ/, arithmetic /æɹɪθˈmɛtɪk/, outgrowth /ˈaʊtˌɡroʊθ/
- “sh” ve “zh” sesleri: bookish /ˈbʊkɪʃ/, fission /ˈfɪʃən/, industrialization /ɪnˌdʌstɹɪəlɪˈzeɪʃən/, specialize /ˈspɛʃəˌlaɪz/, segregation /sɛɡɹəˈɡeɪ̯ʃən/
- Uzun kelimeler — vurguyu doğru yere koyun: consolidate /kənˈsɒl.ɪ.deɪt/, originate /əˈɹɪd͡ʒɪneɪt/, geography /d͡ʒiˈɑɡɹəfi/, arithmetic /æɹɪθˈmɛtɪk/, industrialization /ɪnˌdʌstɹɪəlɪˈzeɪʃən/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; oath, ancestor, devise gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.