跟读练习: Teacher to Teacher: Is AI reshaping education for the better? - 通过视频学习英语口语

选择练习模式

每种模式都会打开全屏练习室。

109 句

如果句子过短或过长，请点击 Edit 进行调整。

You didn't have that like existential dread of oh no my job is going to be outsourced by automation.

It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.

My initial impression of AI was I am out of a job

because this device can write an essay better than I can.

So how can I sell students on the importance of writing topic sentences

and learning grammar rules when this thing can just do it for us?

But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning

and thinking about how my classroom teaching can be enhanced.

So my mindset went from how will my change in a

scary way to how can I be a better teacher now

because of this new emergent technology sure it's not about are you using these tools

or you're not using these tools it's are you using them in the right way

and students who are using them as answer generators were doing

poorer than the students who were not using the tools at all

so the the point

that we then had a conversation about was how do we use these tools to be that personal tutor

And like you get to a point where you keep balancing an equation incorrectly.

Take a screenshot of that equation and say, can you explain to me what my mistake is?

Not what's the answer to this math problem, right?

You're going to get different outcomes from those two prompts.

Have you seen some of the outcomes that you've been seeking in the classroom change?

Not just how the students are working towards those outcomes, but the outcomes themselves.

I think we're on our way because I'm becoming more capable at harnessing its potential for good.

Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.

And so I've trained them how to use it to coach them in the same way that I would coach them.

And I've taught them how to prompt to get the feedback that I would give to them.

That being said, I do worry that the over -reliance on the tool means

that we're not grappling with complex text in the way we did like pre -ChatGPT.

They read SparkNotes, but now they have this tool that can summarize for them.

And reading carefully has been on the decline for many years.

And so that's one fear that I have is how can we continue pushing kids to read complex,

challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.

And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental

that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.

We all have to learn how to use them.

I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.

And the two top skills they always put that companies are saying

that students need in school are critical and creative thinking skills.

So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?

And then you talked about your assessments and how you look at the process of how they're writing them.

Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence

And when I saw

that was starting to come out I had chat GPT write me an essay on a random topic

and I put it in it was a hundred percent generated

So I said well that that looks like it's a pretty reliable tool

And then I kept giving it the prompt right more like a human in

Different forms of that prompt and I got it down to about 20 percent confidence

that it was written by artificial intelligence and I didn't write a single word of that.

That reminds me of my early kind of experience interacting with AI.

I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.

And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.

We put a lot of time, effort, and energy into it.

And most of the other students did not.

So I assumed that he used AI, and I asked ChatGPT, was this generated by you?

ChatGPT said, yes, I generated this.

And I later learned that this is just the student that goes above and beyond for everything.

And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.

And so I quickly learned that, man, we can't over -rely on this technology.

We have to be vigilant and we have to be skeptical.

Do you have any like blunders that you want to share about how you've used it?

I mean...

I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.

And that's given me a really unique perspective on this.

And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.

So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions

and try to wrap my head

and then I would put them into a chat bot

and I would have it start trying to help me look for similarities and differences among research papers.

So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,

and it would tell me that that fact exists and it's on page six.

Now, as somebody who's been a student for quite a long time,

I know that I need to go check page six and I need to make sure that,

you know, what's written in my notes for my citations

and it's not it's not there yeah so this tool that was branding itself

as a way to help me with my research could actually lead my citations to be incorrect

so as a student it's actually like prevented me from using this tool at all

because i don't want to put something in my paper unethically

and i think

when i think back to like a 14 15 year old i don't think they're going to take

that step i think they're going to take it at its word so

So that skepticism is really important to build.

You say you're cautiously optimistic as well, either the optimistic side or the cautious side.

Yeah, I mean, you bring up a good point about the coming of age in a time

when there's so much uncertainty in it.

The conversations are generally quite scary for students.

And I think about the impact that has on their cognitive development

and their well -being and it must be

so scary to think about what is the world going to look like when I'm an adult,

when the world is changing so rapidly and there's so much unknown

and uncertainty and kids are already dealing with enough stress and anxiety about the future,

but we don't even know what the future looks like more than ever.

I remember when I was in school thinking about what is going to be my major and my career,

I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.

So I worry for the younger generations grappling with all of the complexity.

So would you say you're cautiously optimistic about what's to come with AI?

How are you thinking about the future?

I am.

I think the word cautious is correct there.

I am on the optimistic side.

100

Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,

101

especially in developing countries, So many people now have a smartphone in their pocket. And

102

when you're looking at how we can support students who don't

103

have the same access to education as students at our school might have, they might not be too far behind if we support developing countries

104

and schools and teachers to adopt these tools and to use them as personal tutors.

105

Because not everybody can afford to go out and pay somebody per hour for a tutor.

106

So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.

107

But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,

108

I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.

109

Thank you.

下载应用

流利口语所需的一切

AI 发音评分逐句打分

音标练习掌握每个音

词汇学习建立你的词库

词汇游戏边玩边学

扫码

Download on theApp Store Get it onGoogle Play

同频道

Why safeguard ICH? Answers from Chile

IELTS PrepTOEFL PrepUniversity Students

FOR YOU

本课的词汇与口语要点

这节口语课以视频“Teacher to Teacher: Is AI reshaping education for the better?”为素材。视频中反复出现的词有：student, tool, optimistic。这段视频共有 109 个句子、1564 个单词可供跟读。讲话部分时长为 8:29。说话人语速较快，每分钟约 184 个词，会出现较多连读和弱读。 84% 的单词属于英语最常用的 3,000 词，其余的词建议在练习前先学一下。

视频中的重点词汇

视频中 15 个值得学习的单词，附发音和释义：

单词	发音	释义
optimistic 形容词	/ˌɒptɪˈmɪstɪk/	樂觀的 /乐观的
skill 名词	/skɪl/	技巧, 技能
tutor 名词	/ˈtjuːtəː/	私人教師 /私人教师, 家庭教師 /家庭教师
scary 形容词	/ˈskɛə.ɹi/	恐怖
essay 名词	/ˈɛs.eɪ/	雜文 /杂文, 論文 /论文
topic 名词	/ˈtɑpɪk/	主題 /主题, 話題 /话题
remind 动词	/ɹəˈmaɪnd/	提醒
artificial 形容词	/ˌɑː.tɪˈfɪʃ.əl/	人造的
classroom 名词	/ˈklɑːsɹʊm/	教室, 課堂 /课堂
uncertainty 名词	/ʌnˈsɜːtənti/	不确定性
equation 名词	/ɪˈkweɪ.ʒən/	方程式, 方程
mindset 名词	/ˈmaɪn(d)ˌsɛt/	心態 /心态, 思維模式 /思维模式
cautious 形容词	/ˈkɔːʃəs/	謹慎 /谨慎, 慎重
pocket 名词	/ˈpɑ.kɪt/	口袋, 荷包
lesson 名词	/ˈlɛs.ən/	課業 /课业, -課 /-课

视频中出现的短语动词

单词	发音	释义
bring up 动词		撫養 /抚养, 養大 /养大
come out 动词	/ˌkʌm ˈaʊt/	出, 出來 /出来
go out 动词		出, 出口

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	Have you seen · I've trained · I've taught
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的	be outsourced · can be enhanced · being said
定语从句 who / which + 从句 — 补充说明人或事物	students who are · students who were · students who don

需要注意的发音

说话人用了 30 次缩略和弱读形式，例如 I'm, don't, you're。请按听到的简短形式来说。

“th” 音: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
“sh” 和 “zh” 音: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
长单词——注意重音位置: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/

中文母语者容易读错的音：

/v/ — 不要读成 /w/，上齿轻触下唇: collective /kəˈlɛktɪv/, cognitive /ˈkɑɡ.nɪ.tɪv/, vigilant /ˈvɪd͡ʒɪlənt/
词尾辅音 — 要读清楚，后面不要加元音: optimistic /ˌɒptɪˈmɪstɪk/, generate /ˈd͡ʒɛn.ə.ɹeɪt/, prompt /pɹɑmpt/, harness /ˈhɑɹ.nəs/, topic /ˈtɑpɪk/
/r/ 和 /l/ 的区别: classroom /ˈklɑːsɹʊm/, carefully /ˈkɛɹf(ə)li/, replacement /ɹɪˈpleɪsmənt/, rapidly /ˈɹæpɪdli/, reliable /ɹɪˈlaɪəbl̩/

如何用这段视频练习

先完整听一遍视频，不要开口，记下不认识的单词。
先用 0.75 倍速逐句跟读，熟练之后再回到正常速度。
录下自己的声音并与原声对比，特别注意 optimistic, skill, tutor 这类单词。

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 →

跟读练习: Teacher to Teacher: Is AI reshaping education for the better? - 通过视频学习英语口语

选择练习模式

下载应用

同频道

Why safeguard ICH? Answers from Chile

推荐视频

🎤 Should we let students use ChatGPT? | Natasha Berg | TEDxSio | TED English Daily

How to Be More Articulate - Basics of Real Intelligence by Ansh Mehra

Why the Arab World never united

AI & Inequality | Daron Acemoglu: Big Tech poses risks as AI reshapes society

Is AI Killing Human Fashion Design? Who Will Shape the Future of Design? Fashion Tea #6

When AIs act emotional

What Does an AI Engineer Do Now? - Aparna Dhinakaran, Arize AI

Do Elite Degrees Still Matter In The AI Era? | Jamie Beaton from Crimson Education | EP 410

What is the purpose of education? | Future Learning | Nobel Prize Dialogue Seoul 2023

You Will Only Like Half of This Video

Sydney University staff strike over AI concerns

Are we heading to an era of stagnation or innovation?