跟讀練習: Teaching groups: How to get them talking #9 - 通過影片學習英語口語
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The dog is walking so the dog's footsteps are going to be in the video.
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Hey guys, so recently I've been getting quite a lot of feedback from you
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which has been great because that means that you're watching my videos and that they actually mean something to you.
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So yeah, thanks.
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One question that I got that I thought was pretty interesting was
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how to get your students to interact with one another on your lessons.
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and I thought that this could be quite an important topic to talk about
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because it's a problem that I had in the beginning as well.
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I love teaching one -on -one.
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I think it's the best way to teach English just because
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you get so much more time to spend with one person and maybe that's for a different video.
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But sometimes you have to teach in groups.
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And with teaching in groups, there come different problems.
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One of which I experienced, and this was the fact that when you have a group of people, you have many different personalities,
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which means you get shy people, and you get very talkative people and what usually happens is that the talkative people,
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well, talk a lot and the shy people kind of disappear into the background.
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Another thing that I noticed is that in groups it's a lot more difficult for people to open up.
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So even if these are people who aren't shy, they might feel uncomfortable to speak when they're in a group just because they're
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not really confident about their language and about speaking in front of their peers or their colleagues in another language.
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So over the past couple of years, I have used a couple of different methods to get my students
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talking on my lessons
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and interacting with each other in my lessons some of these
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ideas are in mine i also have to google them up
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and find them on the internet but i'd love to share them with you guys
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So one of the first things I like to do on my lessons, on my group lessons, are warm -ups.
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One of the warm -ups, which is I guess the most basic and most obvious one, is I start by asking my students how they are.
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and asking a little bit about their lives, what they've been up to, and kind of seeing where the discussion goes on from there.
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Because sometimes it can, I don't know,
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somebody can do something or have done something over the weekend that will join with somebody else's story and
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you'll get a discussion going on.
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Sometimes, however, I got students who like to give me easy answers.
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Easy answers being, Oh, I don't know, nothing much.
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Or I just stayed at home.
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Or I'm fine and they wouldn't
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elaborate on that idea which made things very difficult for me
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because it's hard to have a discussion when somebody keeps on ending it. with you.
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So for the students that gave me very quick and easy answers, I found another way.
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What I would do is on the next lesson, I would get the students to talk not about themselves but about the person sitting next to them.
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So if it's an introductory lesson, what
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What is great is I would get them to introduce the person sitting next to them
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That usually ended in quite a laugh and it made the atmosphere like a More.
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easy going and if that didn't work then i had another i had this other thing that worked.
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I have an envelope with these random words and I would get my students to pick out a random word,
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and we would kind of go around in a circle
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where one person would start a story that had to contain this word, and then the next person would continue with their word.
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These could be short words like, I don't know, beard and bust and I don't know, cat too.
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If you want to be more ambitious, these could be words that you used in your previous lesson.
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So it could be like a vocabulary practice
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so another way to get your students talking
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but this is a bit of a brutal way is talking
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with a timer this is what my english teacher used to do to us in in primary school
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and although it was really stressful i do only have positive memories about it
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which is why i do it with my students otherwise i wouldn't put them through this turmoil
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but um the point of talking topic and they have to talk about this topic for um,
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you can decide if it's two minutes or three minutes or five minutes I would stick to like
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two minutes in the beginning, because it really can get quite difficult.
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And the topics can be really random.
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And also you don't have to think of the topics yourself.
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You can give your students the opportunity to give topics to one another.
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And the last thing that I'll share with you is my personal favorite that works every time.
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It's the most important thing because it's what makes my lessons work and this is a
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Topics of interest and when I say topics of interests, I mean getting to know your students well enough
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to be able to prepare topics for them that they are interested in and that's spark their enthusiasm on your lessons.
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This does take a bit of work because it means
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that you have to spend the first couple of lessons building a connection with your students and a relationship.
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But it really pays off because as a teacher it makes The next.
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series of lessons you have with this group really easy.
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because you don't have to motivate them to talk.
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They will talk on their own because it'll be topics that they are passionate about.
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So after speaking with my one group, I found out that they were quite upset with their management and the way the management was treating them as employees.
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And this sparked quite an interesting discussion that I saw that even those
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who usually don't participate in my lessons had this fire that they wanted to share how unfair they felt certain situations were.
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And what I did in the next couple of lessons is I
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pulled on these emotional strings and I found different videos on, for example, TED or articles about
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successful companies that really treat their employees well
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and this sparked up more discussions and we could learn new vocabulary from these articles and these talks.
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And together we kind of drew up ideas of the ideal
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working environment that we would like to have or what things we would change within the company.
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And this was pretty amazing because
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They had a lot to say and I was basically just there to listen
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and to either correct mistakes or add in the correct vocabulary and they were doing all the talking.
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So yeah, so if you find the topics that interest your group,
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what you can then do is find short videos on YouTube about this topic or TED Talks or
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articles that you can then either send to your students before the next lesson
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or you can use them to watch and discuss the next time that you meet with them.
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So those were my tips on how I get my students to interact with one another on my lessons.
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If you guys have any questions or maybe there are some problems that you guys encounter on your group lessons, maybe I can help out.
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Otherwise, thanks for watching.
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Don't forget to like and subscribe and I will see you soon.
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Bye!
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Bye.
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Bye.
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背景與上下文
在如今的英語教學中，師生互動顯得尤為重要，尤其是在小組課程中。教師往往面臨不同性格學生的挑戰：有些學生非常健談，而另一些學生可能顯得害羞，從而不願意在課堂上發言。為了提高課堂的互動性，教師需要採取有效的方法來激發學生的交流。在最近的一段影片中，講者分享了她如何促使學生之間進行有效互動的經驗和技巧，尤其是在小組授課中。
日常交流的五個常用短語
- How are you? (你好嗎？)
- I just stayed at home. (我只是待在家裡。)
- Nothing much. (沒什麼特別的。)
- Can you introduce yourself? (你能自我介紹一下嗎？)
- What have you been up to? (你這段時間在忙什麼？)
這些短語可以幫助學生在日常交流中更自然地表達自己，同時也為後續的深入交流奠定基礎。在進行雅思口語練習時，使用這些常見短語能夠增加學生的自信，同時也更好地適應考官的提問。
逐步跟讀指南
如果你希望通過英語影子跟讀來提高自己的口語能力，以下是一個簡單的分步驟跟讀指南：
- 選擇一段與你的英語水平相符的影片，開始進行影子跟讀練習。
- 在首次觀看時，專注於理解講者的意圖和內容，而不是每一個單詞的發音。
- 反覆觀看影片，注意音調、語速以及講話的節奏，嘗試模仿講者的語氣。
- 逐漸加入更多的短語和表達方式，比如上面列出的五個常用短語，增強你的表達能力。
- 最終，記錄你的發音，並與原影片進行比較，找出需要改進的地方。
通過這種方式，你可以提高自己的口語技巧，同時也能更好地準備雅思口語的相關考試。在shadowspeaks的學習中，通過影子跟讀，你將能夠更加自信地與他人交流，為未來的英語使用打下良好的基礎。
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 been · they've been · have done |
| 定語從句 who / which + 從句 — 補充說明人或事物 | people who aren · ups, which is · students who like |
| 最高階 the -est / the most … — 一組中最高或最低的 | the best · the most basic · the most important |
| 過去進行時 was/were + -ing — 過去某一時刻正在進行的動作 | was treating · were doing |
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。