跟读练习: 3 rules to spark learning | Ramsey Musallam - 通过YouTube学习英语口语
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Translator: Joseph Geni Reviewer: Morton Bast I teach chemistry.
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Translator: Joseph Geni Reviewer: Morton Bast I teach chemistry.
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(Explosion) All right, all right.
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So more than just explosions, chemistry is everywhere.
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Have you ever found yourself at a restaurant spacing out just doing this over and over?
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Some people nodding yes.
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Recently, I showed this to my students, and I just asked them to try and explain why it happened.
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The questions and conversations that followed were fascinating.
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Check out this video that Maddie from my period three class sent me that evening.
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(Clang) (Laughs) Now obviously, as Maddie's chemistry teacher, I love that she went home and continued to geek out about this kind of ridiculous demonstration that we did in class.
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But what fascinated me more is that Maddie's curiosity took her to a new level.
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If you look inside that beaker, you might see a candle.
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Maddie's using temperature to extend this phenomenon to a new scenario.
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You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education.
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But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions.
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For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy clothing.
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But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.
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So, 21st-century lingo jargon mumbo jumbo aside, the truth is, I've been teaching for 13 years now, and it took a life-threatening situation to snap me out of 10 years of pseudo-teaching and help me realize that student questions are the seeds of real learning, not some scripted curriculum that gave them tidbits of random information.
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In May of 2010, at 35 years old, with a two-year-old at home and my second child on the way, I was diagnosed with a large aneurysm at the base of my thoracic aorta.
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This led to open-heart surgery. This is the actual real email from my doctor right there.
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Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay?
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But I found surprising moments of comfort in the confidence that my surgeon embodied.
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Where did this guy get this confidence, the audacity of it?
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So when I asked him, he told me three things.
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He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didn't work.
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Second, he embraced, and didn't fear, the messy process of trial and error, the inevitable process of trial and error.
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And third, through intense reflection, he gathered the information that he needed to design and revise the procedure, and then, with a steady hand, he saved my life.
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Now I absorbed a lot from these words of wisdom, and before I went back into the classroom that fall, I wrote down three rules of my own that I bring to my lesson planning still today.
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Rule number one: Curiosity comes first.
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Questions can be windows to great instruction, but not the other way around.
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Rule number two: Embrace the mess.
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We're all teachers. We know learning is ugly.
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And just because the scientific method is allocated to page five of section 1.2 of chapter one of the one that we all skip, okay, trial and error can still be an informal part of what we do every single day at Sacred Heart Cathedral in room 206.
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And rule number three: Practice reflection.
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What we do is important. It deserves our care, but it also deserves our revision.
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Can we be the surgeons of our classrooms?
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As if what we are doing one day will save lives.
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Our students our worth it.
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And each case is different.
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(Explosion) All right. Sorry.
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The chemistry teacher in me just needed to get that out of my system before we move on.
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So these are my daughters.
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On the right we have little Emmalou -- Southern family.
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And, on the left, Riley.
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Now Riley's going to be a big girl in a couple weeks here.
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She's going to be four years old, and anyone who knows a four-year-old knows that they love to ask, "Why?" Yeah. Why.
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I could teach this kid anything because she is curious about everything.
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We all were at that age.
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But the challenge is really for Riley's future teachers, the ones she has yet to meet.
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How will they grow this curiosity?
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You see, I would argue that Riley is a metaphor for all kids, and I think dropping out of school comes in many different forms -- to the senior who's checked out before the year's even begun or that empty desk in the back of an urban middle school's classroom.
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But if we as educators leave behind this simple role as disseminators of content and embrace a new paradigm as cultivators of curiosity and inquiry, we just might bring a little bit more meaning to their school day, and spark their imagination.
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Thank you very much.
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(Applause)
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为什么要通过这个视频练习口语？
在学习英语的过程中，口语练习是至关重要的。通过观看和听取这个视频，您不仅能感受到化学的奇妙，还能体会到提问与好奇心在学习中的重要性。这个视频中的演讲者，Ramsey Musallam，强调了好奇心和提问的力量，帮助学生深入理解学习材料。这样的教学方法能够激发英语学习者的兴趣，促进真实的交流和互动，使学习不再枯燥乏味。这对于准备
雅思口语练习的学生尤为重要，因为它培养了学生提问和表达的能力，从而在实际对话中自然运用。
语法与表达在上下文中
在Ramsey的演讲中，有几个重要的语法结构和表达方式值得注意：
- Questions are windows to great instruction. - 这个句子强调了提问的价值，适合用来鼓励学生多提问，成为课堂中的积极参与者。
- Embrace the mess. - 这句话提醒学习者们，学习本身是一个复杂的过程，需要接受失败和错误，才能取得进步。
- Practice reflection. - 反思学习过程对于提升自我认知和理解至关重要，建议学生在学习后进行总结与反思。
常见发音陷阱
在这个视频中，Ramsey的演讲风格和语调中有很多可以学习的地方，尤其是在以下几个词的发音上：
- curiosity - 常见的发音错误是将重音放错位置，正确发音应为/ˌkjʊr.iˈɑː.sɪ.ti/。
- embrace - 注意元音的发音，正确发音为/ɪmˈbreɪs/。
- reflection - 这个词的发音有时候会被简化，真正的发音是/rɪˈflɛkʃən/。
通过不断地进行英语影子跟读练习，学习者可以在模仿中提高他们的发音，增强语感。
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。