跟读练习: Contemporary Topics 2 Unit 5 Lecture with Powerpoint - 通过视频学习英语口语

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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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背景与背景

在今天的课程中，讲者探讨了教育领域中的一个重要理论——多元智能理论。该理论追溯至哈佛大学的霍华德·加德纳博士，强调了每个人在不同类型的智能上具有独特的优势。传统的智力测评方法如IQ测试，虽然在衡量智力方面仍然被广泛应用，但却难以全面反映个人的智能多样性。通过了解这个理论，学习者可以找到适合自己的学习方式，增强他们的英语口语能力，尤其是在日常交流中。

日常交流中常用的五个短语

  • “I feel that…” - 表达个人感受，是开放讨论的好方式。
  • “In my opinion…” - 用于提出自己看法，有助于增强语言表达的清晰度。
  • “Can you explain that?” - 询问他人说明，有助于加深理解和互动。
  • “I would like to know more about…” - 显示对主题的兴趣，鼓励对话深入。
  • “That’s a great point!” - 肯定他人观点，促进积极的交流氛围。

逐步跟读指南

为有效利用本视频内容并提高英语发音，建议遵循以下步骤进行shadow speech（跟读练习）：

  1. 收听和理解：首先，观看视频并专注听讲者的发音和语调。可以暂停视频，重复短句以加深记忆。
  2. 逐句模仿：选择视频中的一小段进行跟读，尽可能模仿讲者的发音和语调。这一步将帮助你提高英语发音，特别是在有挑战性的发音上。
  3. 录音对比：使用录音工具录下自己的声音，并与视频中的发音做比较，找出需要改进的地方。
  4. 反复练习：每天抽出时间进行shadowing，反复练习所选段落，帮助自己更自然地使用这些短语。
  5. 结合场景应用：试着在实际交流中运用这些短语，可以选择在语言交换时使用或与朋友练习。

通过这些方法，不仅能提高英语口语练习的效果，还能增强日常音调和语速的流畅度，利用看YouTube学英语带来的便利，获取更多学习资源。

视频中的语法

说话人最常用的结构，并附上视频中的原话：

结构视频中的用法
现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事has affected · have explored · have identified
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的is often determined · is interpreted · is valued
定语从句 who / which + 从句 — 补充说明人或事物someone who uses · someone who understands · students who don

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。

影子跟读法: 阅读完整分步指南 →