跟读练习: Christopher Emdin: Teach teachers how to create magic - 通过YouTube学习英语口语
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Right now there is an aspiring teacher who is working on a 60-page paper based on some age-old education theory developed by some dead education professor wondering to herself what this task that she's engaging in has to do with what she wants to do with her life, which is be an educator, change lives, and spark magic.
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Right now there is an aspiring teacher who is working on a 60-page paper based on some age-old education theory developed by some dead education professor wondering to herself what this task that she's engaging in has to do with what she wants to do with her life, which is be an educator, change lives, and spark magic.
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Right now there is an aspiring teacher in a graduate school of education who is watching a professor babble on and on about engagement in the most disengaging way possible.
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Right now there's a first-year teacher at home who is pouring through lesson plans trying to make sense of standards, who is trying to make sense of how to grade students appropriately, while at the same time saying to herself over and over again, "Don't smile till November," because that's what she was taught in her teacher education program.
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Right now there's a student who is coming up with a way to convince his mom or dad that he's very, very sick and can't make it to school tomorrow.
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On the other hand, right now there are amazing educators that are sharing information, information that is shared in such a beautiful way that the students are sitting at the edge of their seats just waiting for a bead of sweat to drop off the face of this person so they can soak up all that knowledge.
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Right now there is also a person who has an entire audience rapt with attention, a person that is weaving a powerful narrative about a world that the people who are listening have never imagined or seen before, but if they close their eyes tightly enough, they can envision that world because the storytelling is so compelling.
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Right now there's a person who can tell an audience to put their hands up in the air and they will stay there till he says, "Put them down." Right now.
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So people will then say, "Well, Chris, you describe the guy who is going through some awful training but you're also describing these powerful educators.
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If you're thinking about the world of education or urban education in particular, these guys will probably cancel each other out, and then we'll be okay." The reality is, the folks I described as the master teachers, the master narrative builders, the master storytellers are far removed from classrooms.
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The folks who know the skills about how to teach and engage an audience don't even know what teacher certification means.
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They may not even have the degrees to be able to have anything to call an education.
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And that to me is sad.
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It's sad because the people who I described, they were very disinterested in the learning process, want to be effective teachers, but they have no models.
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I'm going to paraphrase Mark Twain.
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Mark Twain says that proper preparation, or teaching, is so powerful that it can turn bad morals to good, it can turn awful practices into powerful ones, it can change men and transform them into angels.
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The folks who I described earlier got proper preparation in teaching, not in any college or university, but by virtue of just being in the same spaces of those who engage.
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Guess where those places are?
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Barber shops, rap concerts, and most importantly, in the black church.
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And I've been framing this idea called Pentecostal pedagogy.
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Who here has been to a black church?
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We got a couple of hands.
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You go to a black church, their preacher starts off and he realizes that he has to engage the audience, so he starts off with this sort of wordplay in the beginning oftentimes, and then he takes a pause, and he says, "Oh my gosh, they're not quite paying attention." So he says, "Can I get an amen?" Audience: Amen.
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Chris Emdin: So I can I get an amen? Audience: Amen.
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CE: And all of a sudden, everybody's reawoken.
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That preacher bangs on the pulpit for attention.
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He drops his voice at a very, very low volume when he wants people to key into him, and those things are the skills that we need for the most engaging teachers.
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So why does teacher education only give you theory and theory and tell you about standards and tell you about all of these things that have nothing to do with the basic skills, that magic that you need to engage an audience, to engage a student?
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So I make the argument that we reframe teacher education, that we could focus on content, and that's fine, and we could focus on theories, and that's fine, but content and theories with the absence of the magic of teaching and learning means nothing.
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Now people oftentimes say, "Well, magic is just magic." There are teachers who, despite all their challenges, who have those skills, get into those schools and are able to engage an audience, and the administrator walks by and says, "Wow, he's so good, I wish all my teachers could be that good." And when they try to describe what that is, they just say, "He has that magic." But I'm here to tell you that magic can be taught.
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Magic can be taught.
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Magic can be taught.
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Now, how do you teach it?
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You teach it by allowing people to go into those spaces where the magic is happening.
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If you want to be an aspiring teacher in urban education, you've got to leave the confines of that university and go into the hood.
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You've got to go in there and hang out at the barbershop, you've got to attend that black church, and you've got to view those folks that have the power to engage and just take notes on what they do.
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At our teacher education classes at my university, I've started a project where every single student that comes in there sits and watches rap concerts.
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They watch the way that the rappers move and talk with their hands.
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They study the way that he walks proudly across that stage.
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They listen to his metaphors and analogies, and they start learning these little things that if they practice enough becomes the key to magic.
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They learn that if you just stare at a student and raise your eyebrow about a quarter of an inch, you don't have to say a word because they know that that means that you want more.
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And if we could transform teacher education to focus on teaching teachers how to create that magic then poof! we could make dead classes come alive, we could reignite imaginations, and we can change education.
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Thank you. (Applause)
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关于本课
在本课中，您将学习如何通过模仿和观察优秀教师的演讲技巧来提高自己的英语发音和表达能力。我们将探讨在教育中如何引入“魔法”的概念，让您的英语口语更具吸引力和感染力。这一过程将帮助您在雅思口语练习中表现得更加自信，并能够更有效地与他人进行交流。
关键词汇与短语
- 魔法 (magic) - 指在教学过程中创造的一种吸引力和感染力。
- 参与 (engagement) - 学生在学习中的兴趣和参与程度。
- 说故事 (storytelling) - 通过叙述故事吸引听众注意力的技巧。
- 教学理论 (educational theory) - 教育工作者用以指导教学的理论框架。
- 课堂技巧 (classroom skills) - 授课过程中教师需要掌握的具体技能。
- 学生互动 (student engagement) - 在课堂上与学生的互动程度。
- 黑教堂 (black church) - 一种非裔美国人教堂，常通过激情演讲吸引听众。
- 模仿 (shadowing) - 通过跟随别人的发音和表达方式来提高自己的语言技能。
练习建议
为了最大化您的学习效果，建议您在进行发音练习时，尝试模仿视频中教育者的说话方式。以下是一些具体的shadow speak技巧：
- 倾听模仿：观看相关的视频，专注于讲话者的语调、节奏和肢体语言。在真实的课堂环境中，看看他们如何吸引学生的注意力。
- 逐句跟读：分段播放视频，并在每个段落后暂停模仿讲话者的发音和语气。这一技巧有助于提高您的英语发音及流利度。
- 观察互动：注意教师如何通过提问和互动使课堂充满生机，您可以在自己的发言中尝试类似的方法。
- 注重节奏：教师在演讲时常会调整语速，可以试着在快慢之间找到平衡，以适应不同的交流场合。
- 参加讨论：尝试在小组中讨论所学的内容，应用您通过看YouTube学英语所获得的技巧，与他人进行英语对话。
通过这些练习，您将能够显著提高在雅思口语练习中的表现，增强自信，不断提升自己的英语口语能力。
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。