跟讀練習: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - 通過影片學習英語口語

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88 句
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Today I'm going to talk about one theory in education that has had a big impact on the classroom.
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It's the theory of multiple intelligences.
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Multiple means many.
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Intelligence is difficult to define.
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During today's class as we discuss the theory of multiple intelligences, I'm going to use the term intelligence to mean strength.
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a strong ability.
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This is a broader way of thinking about intelligence than usual.
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So first, I'm going to go over the theory.
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Then I plan to present how the theory has affected what some teachers now do in the classroom.
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Before I do that, I want to say a few words about how intelligence is often determined.
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As we all know, Written IQ test is still the main tool used to measure intelligence.
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IQ, by the way, stands for intelligence quotient.
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Quotient means Number.
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A high school on an IQ test, say 130, is interpreted to mean A person is very intelligent.
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A skull of a hundred is average.
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However, many factors can affect someone's score, including cultural background, education, or even the fact that they aren't good at taking tests.
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For these reasons, some people say traditional IQ tests don't accurately measure intelligence.
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Another reason to question IQ tests is the theory of multiple intelligences.
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Harvard University's Dr. Howard Gardner and others have explored the notion that we each have many types of intelligence.
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What makes us different from one another is which intelligences are stronger.
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Now I'm going to present nine intelligences they have identified.
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Keep in mind that they say, We each have all of these intelligences.
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The first is verbal intelligence.
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people with strong verbal intelligence can speak and write well.
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This type of intelligence is valued in most schools and on written tests.
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The second is mathematical intelligence, the ability to work well with numbers and diagrams.
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Think of someone who uses logic to solve problems and make decisions.
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The third is musical intelligence.
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People with strong musical intelligence, they feel sound.
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They feel music.
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They connect to sounds around them.
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Are you with me so far?
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Okay.
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The fourth is artistic intelligence.
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People with strong artistic intelligence are sensitive to color, light and shapes.
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They are good at drawing, painting, fashion, lots of creative things.
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The fifth kind of intelligence is spatial.
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We use spatial intelligence to create mental images to remember information.
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Think of someone who understands charts and maps easily.
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Who has a good sense of direction and doesn't get lost on mountain hikes?
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The sixth is kinesthetic or body intelligence.
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It's related to moving, to learning, and remembering information by doing.
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The seventh is interpersonal intelligence.
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That's Enter.
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means between people.
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It's knowing how to work well with others in social situations like work or school.
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The eighth is intrapersonal intelligence.
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Inch remains within oneself.
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It's about being uniquely aware of our own emotions and needs.
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For example, My brother John doesn't like crowds.
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He doesn't go to clubs or to the mall.
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He's happier alone.
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or in a smaller group.
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The 9th kind of intelligence.
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is nature intelligence.
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Understanding one's connection with nature and the environment.
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Remember the theory says we each have all of these intelligences.
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We just vary as to which intelligence is stronger Think of your friends.
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and what each is good at.
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- Yeah.
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So now I wanna shift our discussion to the impact of the theory of multiple intelligences on teaching.
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If teachers accept the theory, how does this affect what they do in the classroom?
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There are two effects.
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One is on how they teach, the other is How do they test their students?
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To teach, they need to use a variety of teaching techniques in order to reach the most students.
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What works best for one student might not work best for another.
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to test or assess what students understand, teachers need to give students options besides taking a written test.
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Let's use an example.
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As I give the example, I want you to write down the intelligences you can identify, okay?
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So a teacher, Mrs. Sanchez, wants to teach her students about trees.
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Here's what she does: First, she talks about types of trees, She also draws a diagram on the board.
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Then they go outside, walk around, look at, and touch trees near their school.
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back in the classroom, She asked them to draw pictures of trees.
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Finally, she teaches them a song about trees.
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Did you get which intelligences she worked with when they went outside?
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How about when she had them draw pictures?
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All right, now she needs to test or assess what the students know.
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She gives them choices.
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For example, they can write about trees, draw a picture, make a chart, or create a song.
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anything is acceptable as long as it contains the tree material she taught them.
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This is a key point.
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I realize you might think drawing a picture or creating a song isn't a real test.
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but if we have multiple intelligences What's the logical conclusion?
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Isn't it that students will benefit from using a variety of ways to demonstrate what they understood?
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A written test may not be the best way to assess every student.
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- Yes.
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This brings up the whole issue of standardized tests, and whether they discriminate against students who don't have strong verbal and mathematical intelligences.
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For next time, think about this with regard to what you've heard today.

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背景與背景

在今天的課程中，講者探討了教育領域中的一個重要理論——多元智慧理論。該理論追溯至哈佛大學的霍華德·加德納博士，強調了每個人在不同型別的智慧上具有獨特的優勢。傳統的智力測評方法如IQ測試，雖然在衡量智力方面仍然被廣泛應用，但卻難以全面反映個人的智慧多樣性。通過了解這個理論，學習者可以找到適合自己的學習方式，增強他們的英語口語能力，尤其是在日常交流中。

日常交流中常用的五個短語

  • “I feel that…” - 表達個人感受，是開放討論的好方式。
  • “In my opinion…” - 用於提出自己看法，有助於增強語言表達的清晰度。
  • “Can you explain that?” - 詢問他人說明，有助於加深理解和互動。
  • “I would like to know more about…” - 顯示對主題的興趣，鼓勵對話深入。
  • “That’s a great point!” - 肯定他人觀點，促進積極的交流氛圍。

逐步跟讀指南

為有效利用本影片內容並提高英語發音，建議遵循以下步驟進行shadow speech（跟讀練習）：

  1. 收聽和理解：首先，觀看影片並專注聽講者的發音和語調。可以暫停影片，重複短句以加深記憶。
  2. 逐句模仿：選擇影片中的一小段進行跟讀，儘可能模仿講者的發音和語調。這一步將幫助你提高英語發音，特別是在有挑戰性的發音上。
  3. 錄音對比：使用錄音工具錄下自己的聲音，並與影片中的發音做比較，找出需要改進的地方。
  4. 反覆練習：每天抽出時間進行shadowing，反覆練習所選段落，幫助自己更自然地使用這些短語。
  5. 結合場景應用：試著在實際交流中運用這些短語，可以選擇在語言交換時使用或與朋友練習。

通過這些方法，不僅能提高英語口語練習的效果，還能增強日常音調和語速的流暢度，利用看YouTube學英語帶來的便利，獲取更多學習資源。

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構影片中的用法
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事has had · has affected · have explored
定語從句 who / which + 從句 — 補充說明人或事物someone who uses · someone who understands · students who don
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的is interpreted · is valued

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →