Luyện nói tiếng Anh bằng Shadowing qua video: Education in America

The End

The schools of the late 19th century could not keep pace with changing America.

America had entered the industrial age.

Cities were becoming more important in American life.

The problems of industrialization and urbanization were being talked about by Americans.

And these problems were being met.

But in much of the country, children still walked miles each day to go to school.

The schools were small and facilities were anything but modern.

These were the schools that were to prepare children to handle the problems of the 20th century.

In a few up-to-date communities, children from a large area were called for and transported to consolidated schools.

This ancestor of the modern school bus provided the transportation,

and lucky the boy who got to ride with the driver.

The Industrial Revolution was changing life outside the school.

An educational revolution was changing life inside some of the schools.

The object lesson of Pestalozzi had been introduced in this country in the 19th century.

By direct contact with things, the child learned about real objects in the world around him.

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.

The kindergarten, originated by Friedrich Frubbel, was first introduced into the United States in the 19th century.

By the early 1900s, a number of metropolitan school systems had established them.

In progressive elementary schools, Johann Friedrich Herbart's theories of curriculum correlation were in evidence.

In these schools, individual subjects were not isolated, but art, language study, mathematics,

all the elementary subjects were correlated with the study of history and literature.

These new concepts of how children should be taught were fostered in teacher education institutions which established laboratory schools.

The laboratory school of the University of Chicago, founded by John Dewey in 1896, set unprecedented examples.

The imprisoning rows of desks were removed to give children space for work and play.

Sand tables were brought in so children could recreate history, both American and European.

John Dewey sought environments and situations so that children could learn by doing or experiencing.

New projects like astronomy, pottery making, and printing increased a child's interest in learning.

Lantern slides brought audio-visual materials to the classroom.

This new stress on the activity of children in a child-centered school contrasted with the traditional subject-centered school.

There were many teachers and parents who believed that the teaching of subject matter was the only real task of the school.

They saw lack of system and waste of time in the reformers' plans.

The National Education Association had formulated an elementary course of study back in 1893, which stated clearly that geography,

grammar, literature, arithmetic, and history were the five major subjects of the first eight grades.

And this curriculum was the charter for the subject-centered schools for more than a quarter of a century.

Too often the talents of the child were sacrificed to an unyielding curriculum or inflexible teacher.

There was a time for art in the crowded schedule, but it must not overlap the geography period.

Meanwhile, child study and school study movements were begun.

Children were measured and questioned and observed as efforts were made to establish norms for behavior and development.

Alfred Binet in France originated tests to determine the functions of memory, association, attention, and motor skills.

E.L.

Thorndike and others began to devise achievement tests to determine the efficiency of different kinds of instruction.

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.

The findings could guide teachers, parents and citizens.

In the high schools, an increasing number of youth sought specialized technical or vocational instruction.

The separate manual training or commercial high school helped to meet the needs of these students.

But in the majority of communities, the comprehensive high school expanded its curriculum to include these subjects.

Widespread instruction in agriculture was stimulated by the federal financial aid of the Smith-Lever Act of 1914

and the Smith-Hughes Act of 1917.

The 4-H Club was an outgrowth of this work.

Boys and girls learned animal husbandry and other principles of scientific farming.

The The Smith Hughes Act also included home economics and industrial subjects,

and more high schools offered these subjects every year.

The teaching of science in the public schools was accepted in more and more communities.

Physical education was added to the curriculum.

a part of efforts to make schools fit the growth patterns of children, junior high schools were begun in many states after 1909.

So by the 1920s and 1930s, we had evolved state-prescribed courses of study,

supervised on the local levels, and administered by professionally trained staffs,

taught by teachers who had learned to keep the needs of the individual child in mind.

Teachers were free to devise ways and means of molding subject matter to the needs of the child,

taking into consideration both the slow and brilliant student.

Higher education, too, was changing from its traditional forms.

Johns Hopkins University helped to set the pattern for graduate education in America.

Daniel Coit Gilman, the first president of Johns Hopkins, defined the difference between a college and a university.

The college is an institution which stands in the place of the parent, implying restriction instead of freedom,

tutorial rather than professorial teaching, and residence within college halls.

But a university is a place for advanced

and special instruction of youth who have been prepared for their freedom by the discipline of a lower school.

Seeking this ideal, many American universities developed and helped America achieve scientific leadership.

During the 1920s, state boards of education began to set higher standards of excellence for the public schools.

Schools were graded and accredited according to these standards.

Accrediting was determined by the number of students in attendance, the training of the teachers, and the scope of the curriculum.

Many interested parents began to campaign for consolidation as they saw poor results from the one-room schools.

As cars and roads made it possible to consolidate schools, parents wanted the benefits for their children.

The result was the gradual decline of the one-room school and the increase of consolidated schools.

As roads were improved, more and more school buses transported children to centralized schools.

In 1929, America entered the dark decade of its greatest depression.

These scenes from that period

Tell much of the depression years that brought the federal government's financial contributions to education in large measures.

Federal aid for school lunchroom programs.

To help keep young people in school, they were given work under the National Youth Administration.

The Works Project Administration, which included many educational arts.

The Public Works Administration loaned the state's money to improve roads and build new schools.

And the Civilian Conservation Corps established camps for unemployed youth.

With the approach of World War II, the federal government poured millions of dollars into education at all levels.

Colleges and universities made their laboratories available for urgent technical research.

The first successful nuclear fission experiment accomplished here at the University of Chicago was only one of many technical advancements

that federal aid to education made possible in the war years.

As World War II drew to a close, the federal government made its biggest contribution to education to date.

The Servicemen's Readjustment Act of 1944, commonly called the GI Bill of Rights.

Through this tremendous educational undertaking, eight million veterans received tuition,

subsistence, books, and counseling services to enable them to continue their education in school and college.

In 1952, the GI Bill was extended to include veterans of the Korean War.

Supreme Court decisions in mid-century materially affected our educational system.

Deep awareness of the influence of the teacher in a democracy had led many people to demand special loyalty oaths for teachers.

Slowly across the nation the demand for state laws spread

and finally a total of 30 states had enacted legislation requiring teachers to sign loyalty oaths if they were to continue teaching.

But on December 15, 1952,

the United States Supreme Court declared Oklahoma's special oath law for teachers to be unconstitutional.

100

A second Supreme Court decision had to do with racial segregation in the public schools.

101

By custom and legal enactment, separate educational facilities for Negroes and whites had been provided in many parts of the country.

102

Chief Justice Warren, reading the Supreme Court's unanimous decision on May 17,

103

1954 said, we conclude that in the field of public education the doctrine of separate but equal has no place.

104

Separate educational facilities are inherently unequal.

105

At mid-century we find even greater demands than ever before being made on our schools.

106

To meet these demands, we need more classrooms taught by well-prepared teachers trained in the use of modern teaching tools.

107

We need schools supported by informed, responsible, and active citizenry.

108

For only with community support have our schools been able to meet the needs of their times since colonial days.

109

It was the community support and supervision which gave our New England ancestors schools to drive out of the young, the old deluder Satan.

110

It was community supervised schools in frontier America that stimulated education for citizenship.

111

And it will be schools shaped by our communities, states, and nation that will educate for the future.

112

Truly, in our American educational system, we can see the meaning of Horace Mann's words.

113

The common school is the greatest discovery ever made by man.

114

Thank you.

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Từ vựng và ghi chú luyện nói cho bài học này

Bài luyện nói trình độ C1 này dựa trên video “Education in America”. Những từ được nhắc lại nhiều nhất trong bài: teacher, subject, educational, century, curriculum. Video này có 114 câu và 1589 từ để luyện shadowing. Phần lời nói dài 15:28. Người nói nói chậm, khoảng 103 từ mỗi phút, đủ thời gian để bạn bắt chước từng âm. 83% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất; phần còn lại nên xem trước khi luyện.

Từ vựng quan trọng trong video

15 từ khó nhất trong video, kèm phiên âm và nghĩa:

Từ	Phiên âm	Nghĩa
consolidate động từ	/kənˈsɒl.ɪ.deɪt/	củng cố
oath danh từ	/ˈoʊθ/	lời tuyên thệ, lời thề
ancestor danh từ	/ˈæn.sɛs.tɚ/	tổ tiên
devise động từ	/dɪˈvaɪz/	đề ra, vạch ra
originate động từ	/əˈɹɪd͡ʒɪneɪt/	hình thành, bắt nguồn
supervise động từ	/ˈsuː.pə.vaɪz/	cai quản
geography danh từ	/d͡ʒiˈɑɡɹəfi/	địa lý học
arithmetic danh từ	/æɹɪθˈmɛtɪk/	số học
imprison động từ	/ɪmˈpɹɪzən/	bỏ tù
industrialization danh từ	/ɪnˌdʌstɹɪəlɪˈzeɪʃən/	sự công nghiệp hoá
urbanization danh từ		sự thành thị hoá, đô thị hóa
lantern danh từ	/ˈlæ̝ntɚn/	đèn lồng, lồng đèn
astronomy danh từ	/əˈstɹɑ.nə.mi/	thiên văn học
unconstitutional tính từ		vi hiến
unanimous tính từ	/juˈnænəməs/	nhất trí

Phát âm cần chú ý

Âm “th”: oath /ˈoʊθ/, arithmetic /æɹɪθˈmɛtɪk/, outgrowth /ˈaʊtˌɡroʊθ/
Âm “sh” và “zh”: bookish /ˈbʊkɪʃ/, fission /ˈfɪʃən/, industrialization /ɪnˌdʌstɹɪəlɪˈzeɪʃən/, specialize /ˈspɛʃəˌlaɪz/, segregation /sɛɡɹəˈɡeɪ̯ʃən/
Từ dài — đặt trọng âm cho đúng: consolidate /kənˈsɒl.ɪ.deɪt/, originate /əˈɹɪd͡ʒɪneɪt/, geography /d͡ʒiˈɑɡɹəfi/, arithmetic /æɹɪθˈmɛtɪk/, industrialization /ɪnˌdʌstɹɪəlɪˈzeɪʃən/

Cách luyện với video này

Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
Nói đuổi từng câu ở tốc độ bình thường, lặp lại mỗi câu đến khi nhịp của bạn khớp với người nói.
Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như consolidate, oath, ancestor.

Phương Pháp Shadowing Là Gì?

Shadowing là kỹ thuật học ngôn ngữ có cơ sở khoa học, ban đầu được phát triển cho chương trình đào tạo phiên dịch viên chuyên nghiệp và được phổ biến rộng rãi bởi nhà đa ngôn ngữ học Dr. Alexander Arguelles. Nguyên lý cốt lõi đơn giản nhưng cực kỳ hiệu quả: bạn nghe tiếng Anh của người bản xứ và lặp lại to ngay lập tức — như một "cái bóng" (shadow) đuổi theo người nói với độ trễ chỉ 1–2 giây. Khác với luyện ngữ pháp hay học từ vựng bị động, Shadowing buộc não bộ và cơ miệng phải đồng thời xử lý và tái tạo ngôn ngữ thực tế. Các nghiên cứu khoa học xác nhận phương pháp này cải thiện đáng kể phát âm, ngữ điệu, nhịp điệu, nối âm, kỹ năng nghe và độ lưu loát khi nói — đặc biệt hiệu quả cho người luyện IELTS Speaking và muốn giao tiếp tiếng Anh tự nhiên như người bản ngữ.

Phương pháp shadowing: đọc hướng dẫn từng bước đầy đủ →

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