Luyện nói tiếng Anh bằng Shadowing qua video: Vol 3 - test 1 - section 4

Now turn to Section 4 on page 8.

Section 4.

You will hear part of a lecture for teacher trainees on using drama activities in the classroom.

First, you have some time to look at questions 31 to 40 on page 8.

Thank you.

Now listen carefully and answer questions 31 to 40.

So now we're going to look at some of the reasons why it's beneficial to include drama activities,

such as role play, in your teaching practice in a range of subject areas.

There's a lot of evidence to show that drama helps a child's personal development.

Firstly, creating the space for children to express themselves freely in

a group situation helps to give them confidence in their own opinions and ideas.

And of course, drama activities can work especially well for shy

or introverted children who usually don't participate in other types of

classroom situations secondly unscripted improvisation activities where children work from their imagination

if done in a supportive way give children the opportunity to gain experience in taking risks

and encourage them to say things that they might normally be afraid to say Drama can also support the child's educational development.

For example, the emphasis placed on cooperative activities in drama means

that group members must learn the value of listening to one another.

Being involved in any sort of performance which relies on everyone working together

and playing their part also helps children to be responsible, not only for their learning, but for their general behavior.

These are just a couple of ways in which drama can benefit a child's learning.

Now I'd like to look at how role-play can be such a valuable learning tool in the classroom.

The value of role-play for children who are having difficulties as a means of therapy is now widely accepted.

The experience of doing a role play where children act out aspects of their own life without explicitly stating

that it is a direct representation of their own experiences can help children to judge their own behavior in an objective way.

One obvious example would be doing a role reversal with a bully role-playing a victim.

Because this approach doesn't involve direct confrontation, it may help the bully to see his or her behavior in a different light.

More generally, role-play also allows the teacher to explore potentially controversial

or taboo subjects in a safe setting in which children feel at ease.

It's obviously essential for children to feel they won't be criticized or judged for voicing certain views.

Getting children to examine their thoughts and opinions carefully can lead to a deeper self-knowledge and a stronger awareness of morality.

This is an important factor in developing social skills.

Let's look at a specific subject area now

and think about how drama can enrich the learning process for the study of history.

Bringing characters from the past to life in the classroom by

doing classroom drama activities is an easy way to improve the level of the children's participation in the lesson.

So, drama in the history classroom makes for a livelier atmosphere,

but getting children to reenact scenes from history can also be extremely useful,

as it helps them to remember what happened and why it was important, as well as helping to bring the past alive.

Another way of doing this is to ask children to find solutions to historical problems using roleplay.

This can help to focus attention on why certain decisions were taken.

For example, children can be asked to decide how best to defend their town from attack

or where to build a new settlement.

Okay, what I'd like to do now is to think about your next teaching practice session

and in groups discuss how you would incorporate an element of drama into your lesson plan.

That is the end of section 4.

You now have half a minute to check your answers.

That is the end of the listening test.

You now have 10 minutes to transfer your answers to the listening answer sheet.

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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.

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