跟讀練習: Michael Swan: How to explain grammar (Part 3/6) - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
51 句
如果句子過短或過長，請點選 Edit 進行調整。
1
Talking about grammar, I find it useful to divide teaching into three parts.
2
And for me, there are the three Xs,
3
explanations and examples and exercises.
4
First thing I want to say is that these are by no means equal.
5
Two of those Xs, explanations and examples, are input.
6
One of them, exercises, is output.
7
what the students do.
8
And we all know perfectly well that students learn mostly from what they're doing,
9
much less from what we do.
10
So we need to give them explanations and examples.
11
But for me, the more economical we can make those,
12
the more time and space we can devote to exercises,
13
the third X, the better.
14
All right, first X.
15
What makes a good explanation?
16
As I said, I like it to be economical.
17
short and simple.
18
It's nice if explanations are clear,
19
but actually quite a lot of the terminology that's used in grammar teaching,
20
words like definite, for instance,
21
is much more fuzzy than we realize.
22
We need to be sure that words mean the same inside our heads,
23
students' heads, on the book page, that they're clear.
24
What else is good?
25
Well, we don't want stuff to be grey.
26
Colour and visual support are obvious things we want.
27
So, diagrams.
28
Colour used not just to be pretty,
29
but to highlight a structural contrast is something that I've tried to work with a lot.
30
We all do this from time to time.
31
Instead of teaching the students,
32
telling the students something, we give them some examples and they work out the rule.
33
I think this is useful up to a point.
34
It's hard for the students to do.
35
If you do it too much,
36
then they get tired and it takes a long time.
37
when it's done I think it needs quite careful support like that.
38
If you just give students the examples and no other help 25 students will come up with 25 different rules all wrong.
39
So they do need a certain amount of support
40
but that kind of work as we all know can be motivating and useful.
41
What else?
42
It's almost irrelevant in this particular setting but where possible explanations should be in the students mother tongue.
43
People teaching one lot of monolingual students in the country where their language is spoken
44
often believe that you should avoid the mother tongue at all costs.
45
There's an ancient dogma about this,
46
don't ever use the mother tongue, don't translate.
47
That has no theoretical support whatever, no research support.
48
It's very old and discredited dogma,
49
but lots of teachers still believe that.
50
Don't use the mother tongue.
51
That's my first explanation.
同頻道
FOR YOU
推薦影片
B1129 句
How did I learn Grammer? | Slow English
Daily ConversationWorking Adults
B21
51 句
Apprendre une langue, c’est s’y habituer
Daily ConversationWorking Adults
C131
114 句
The Best Professional Connectors to Explain Your Opinions in English
American AccentBusiness EnglishDaily ConversationWorking Adults
C13
197 句
How to go from B1 to C1 in English
British AccentDaily ConversationWorking Adults
B11
687 句
How to Use PUT, PUT ON, PUT OFF, PUT AWAY & PUT UP WITH in Real English Conversations
Daily ConversationWorking Adults
C18
99 句
How to build English Sentences
Daily ConversationUniversity StudentsWorking Adults
C11
220 句
I learned 3 languages to C1 with a 30-minute routine, so you can just copy me
Business EnglishDaily ConversationUniversity Students
B23
172 句
Don't learn grammar! Do THIS!
Daily ConversationWorking Adults
B246
26 句
The 7 Habits of Highly Successful Students (Part 4) 🚀
American AccentDaily ConversationWorking Adults
B14
293 句
Why You Understand English But Can't Speak It | English Speaking Practice (A2–B1)
Daily ConversationWorking Adults
B12
746 句
100 Verbs Every English Learner Needs (with examples)
Daily ConversationWorking Adults
B2167 句
How to Start Thinking in English (Stop Translating!)
Daily ConversationWorking Adults
關於本課
在這一課中，學習者將練習如何通過有效的語法解釋、例句和練習來提高英語水平。我們將討論如何找出良好的語法解釋，並學習如何使用例項來幫助學生自主發現語法規則。此外，強調了在教學中使用母語的必要性，為學生提供更完整的理解。通過本課程的學習，您將能夠更流利地運用英語，同時提升您在雅思口語練習中的表現。
關鍵詞彙與短語
- 經濟的解釋 - 指簡短、清晰且有效的語法說明。
- 示例 - 用於幫助學生理解並自我發現語法規則的例句。
- 練習 - 學生通過實際操作來鞏固所學知識的活動。
- 母語 - 學生使用的第一語言，此處強調其在教學中的重要性。
- 圖示 - 通過視覺支援增強理解的手段，如圖表或顏色對比。
- 動機 - 學習過程中的激勵因素，能夠提升學生的參與感和興趣。
- 模糊 - 形容某些術語的定義不夠明確，可能導致誤解。
- 規則 - 語法結構的條款或原則，學生需要掌握的內容。
練習建議
在進行英語影子跟讀時，建議您選擇本影片的片段進行模仿。在重複錄音時，請留意講者的語調和語速，以便儘量做到貼合。在學習的過程中，可以嘗試分段練習，集中注意力在每一個解釋和例子的邏輯結構上。可以在理解句子的意義後，再進行shadow speech練習，以確保不僅在發音上達到標準，同時也能夠把握語法的用法。
此外，建議在練習時使用母語幫助自己理解複雜的概念，尤其是在解析語法規則時。通過這樣的方式，您不僅能加強對更復雜句子的理解，還會提高自己的口語表達能力，為將來的雅思口語練習打下堅實的基礎。不斷重複練習，您會發現自己的流利度和自信心逐漸提高。無論是在班級中還是個人學習，shadow speak是提升英語口語的重要工具。
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。