• What Adults Can Learn from Kids?
  • 标签: 演讲TED Talks教育带教案今日推荐
  • 时长:8.2分钟       来源: 2017-07-14
  • 描述:成年人能从孩子身上学到什么?
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  •        随着年龄的增长,人们不再有儿时天马行空的想象,为了利益和目的不再单纯,变得越发现实和循规蹈矩,孩提时代的很多想法却让人无比怀念。成长之后的我们是否能再回到当初,向曾经的那个孩子学些什么呢?

    Adora Svitak: What adults can learn from kids
    成年人能从孩子身上学到什么?

    难度级别:★★★★★

    燕山大学 刘立军 宋葳 编写

    ◇INTRODUCTION


    Child
    prodigy Adora Svitak says the world needs "childish" thinking: bold
    ideas, wild creativity and especially optimism. Kids' big dreams deserve
    high expectations, she says, starting with grownups' willingness to
    learn from children as much as to teach.

    ◇BEFORE VIEWING

    TASK 1: VOCABULARY PREVIEW


    1. imperialism
    n. the fact of a powerful country increasing its influence over other
    countries through business, culture, etc.
    (商业、文化等向外国的)扩张;扩张主义。例如:cultural/economic imperialism 文化 / 经济扩张

    2. colonization n. 殖民

    3. segregation
    n. the act or policy of separating people of different races, religions
    or sexes and treating them in a different way
    (对不同种族、宗教或性别的人所采取的)隔离并区别对待,隔离政策。例如:
    ○ racial/religious segregation 种族 / 宗教隔离
    ○ segregation by age and sex 按照年龄和性别而实施的隔离

    4. trait n. a particular quality in your personality (人的个性的)特征,特性,特点。例如:personality traits 个性特点
     
    5. discriminatory n. unfair; treating sb. or one group of people worse than others 区别对待的;不公正的;歧视的。例如:
    ○ discriminatory practices/rules/measures 不公正的做法 / 规定 / 措施
    ○ sexually/racially discriminatory laws 性别 / 种族歧视性法律

    6. hamper v. to prevent sb. from easily doing or achieving sth. 妨碍;阻止;阻碍

    7. utopia n. an imaginary place or state in which everything is perfect 乌托邦;空想的完美境界

    8. deplete v. to reduce sth. by a large amount so that there is not enough left 大量减少;耗尽;使枯竭。例如:
    ○ Food supplies were severely depleted. 食物供应已严重不足。

    9. chaos n. a state of complete confusion and lack of order 混乱;杂乱;紊乱。例如:
    ○economic/political/domestic chaos 经济 / 政治 / 国内的混乱
    ○Heavy snow has caused total chaos on the roads. 大雪导致道路上交通一片混乱。
    ○The house was in chaos after the party. 聚会后,房子里一片狼藉。

    10. audacity n. brave but rude or shocking behaviour 鲁莽;大胆无礼

    11. go beyond sth.: to be more than sth. 超过(或超出)某事 exceed 例如:
    ○ This year's sales figures go beyond all our expectations (= are much better than we thought they would be). 今年的销售额大大超过我们的预期。

    12. realm n. an area of activity, interest, or knowledge 领域;场所。例如:
    ○ in the realm of literature在文学领域内
    ○ At the end of the speech he seemed to be moving into the realms of fantasy. 讲话的最后,他似乎进入了虚幻的境地。

    13. brokenhearted adj. 心碎的;伤心的 Someone who is broken-hearted is very sad and upset because they have had a serious disappointment.

    14. analogy
    n. the process of comparing one thing with another thing that
    has similar features in order to explain it 类推;比拟。例如:learning by analogy
    用类推法学习

    15. reciprocal adj. involving two people or groups who agree to help each other or behave in the same way to each other 互惠的;相应的。例如:
    ○The
    two colleges have a reciprocal arrangement whereby students from one
    college can attend classes at the other. 两所学院有一项互惠协定,允许学生在院际间选课。

    16. prevalent
    adj. prevalent (among sb.) | prevalent (in sb./sth.): that exists or is
    very common at a particular time or in a particular place 流行的;普遍存在的;盛行的
    common, widespread 例如:
    ○ a prevalent view普遍的观点
    ○ These prejudices are particularly prevalent among people living in the North. 这些偏见在北方人中尤为常见。

    17. regime n. a method or system of government, especially one that has not been elected in a fair way(尤指未通过公正选举的)统治方式,统治制度,政权,政体。例如:
    ○ a fascist/totalitarian/military, etc. regime 法西斯、极权主义、军事等政权
    ○ an oppressive/brutal regime 压迫民众的 / 残暴的政权

    18. totalitarian
    adj. (disapproving) (of a country or system of government 国家或政府体制) in
    which there is only one political party that has complete power and
    control over the people 极权主义的

    19. heresy n. a belief or an opinion that disagrees strongly with what most people believe 离经叛道的信念(或观点)。例如:
    ○ The idea is heresy to most employees of the firm. 这种想法有悖于公司大多数员工的意见。

    20. alienate v. to make sb. less friendly or sympathetic towards you 使疏远;使不友好;离间。例如:
    ○ His comments have alienated a lot of young voters. 他的言论使许多年轻选民离他而去。

    21. rosy adj. likely to be good or successful 美好的;乐观的。 hopeful 例如:
    ○ The future is looking very rosy for our company. 我们公司的前景一片光明。

    She painted a rosy picture of their life together in Italy (= made it
    appear to be very good and perhaps better than it really was).
    她把他们在意大利的共同生活描绘得非常美好。

    22. credentials n. credentials (as/for sth.): the qualities, training or experience that make you suitable to do sth. 资格;资历。例如:
    ○ He has all the credentials for the job. 他做这项工作完全够格。
    ○ She will first have to establish her leadership credentials. 她得首先证明她有担任领导的资格。

    23. imperative adj.
    imperative (that …) | imperative (to do sth.): (formal) very
    important and needing immediate attention or action 重要紧急的;迫切的;急需处理的。例如:  
    ○ It is absolutely imperative that we finish by next week. 我们的当务之急是必须于下周完成。
    ○ It is imperative to continue the treatment for at least two months. 必须继续治疗至少两个月。

    24. senile adj. behaving in a confused or strange way, and unable to remember things, because you are old 衰老的;年老糊涂的。例如:
    ○ I think she's going senile. 我想她是衰老了。

    25. heirloom n. a valuable object that has belonged to the same family for many years 传家宝;世代相传之物。例如:a family heirloom 传家宝

    TASK 2: TOPIC PREVIEW
    Work in pairs and discuss the following question.

    How adults learn differently than children?

    ◇VIEWING

    TASK 3:

    Read the table. Then watch the video and complete the table with the words you hear.


    Topic

     

    What adults can learn from kids

    Introduction

    Opening

    For kids like me, being called childish can be (1) ______________.

     

     

    Example 1: Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens, we are called (2) __________________.

     

     

    Example 2: Take a look at these events: Imperialism and colonization, world wars, George W. Bush. Ask yourself, who’s responsible? (3) _________________.

     

     

    Example 1: Anne Frank touched millions with her powerful account of the Holocaust.

     

     

    Example 2: Ruby Bridges helped to end segregation in the United States.

     

     

    Example 3: Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.

     

    Statement

    So as you can see evidenced by such examples, age has absolutely nothing to do with it. The traits the word “childish” addresses are seen so often in adults, that we should (4) ___________ this age-discriminatory word, when it comes to criticizing behavior associated with (5) ______________ and (6) _________________.

    Body

    Main point 1: bold ideas

    The world needs certain types of irrational thinking.

     

     

    Sub-point 1: Kids can be full of (7) ________________________.

     

     

    Sub-point 2: We kids still dream about (8) __________________.

     

    Main point 2: wild creativity

    Our audacity to imagine helps push the boundaries of possibility.

     

     

    Example: The Museum of Glass in Tacoma, Washington

     

    Main point 3: optimism

    New generations and new eras grow and develop and become better than the previous ones.

     

     

    Sub-point 1: Our inherent (9) _________________ doesn’t have to be insider’s knowledge.

     

     

    Sub-point 2: If you don’t trust someone, you place (10) _________ on them.

     

     

    Supporting detail: Withhold my old sisters ability to get more money from me

     

     

    Sub-point 3: Adults seem to have a prevalently restrictive attitude towards kids.

     

     

    Supporting detail: Dont do that, dont do this in the school handbook; restrictions on school Internet use.

     

     

    Sub-point 4: Adults often (11) _________________ kids’ abilities.

     

     

    Supporting detail: the publishing experience of Flying Fingers

    Conclusion

     

    Adults and fellow TEDsters need to (12) _________________, and (13) ______________________________________.

     

     

    The world needs (14) ______________ for new leaders and new ideas. Kids need opportunities to (15) ______________________.



    ◇AFTER VIEWING

    TASK 4: Discussion
    Work in group and discuss the following question.

    What do you think of the speaker?

    SUGGESTED ANSWERS

    ◇BEFORE VIEWING

    TASK 2:

    As far as I can see, adults learn differently than children in the following ways.
    ○ Children are more open to adopting and accepting new ideas.
    ○ Children absorb new information quickly.
    ○ Adults tend to be more set in their ways, the older they are, the probably they are.
    ○ Many adults find it difficult to absorb or even to remember new information.

    ◇VIEWING

    TASK 3:


    1. a frequent occurrence
    2. childish
    3. Adults
    4. abolish
    5. irresponsibility
    6. irrational thinking
    7. inspiring aspirations and hopeful thinking
    8. perfection
    9. wisdom
    10. restrictions
    11. underestimate
    12. listen and learn from kids
    13. trust us and expect more from us
    14. opportunities
    15. lead and succeed

    ◇AFTER VIEWING

    TASK 4:


    I
    am proud of the speaker! As a girl of 12, she's bold, unencumbered,
    ambitious, insightful, articulate, humorous, and challenges the status
    quo. I'm thrilled that we have a world now that could birth her and that
    she exists to show us how far we've come and give us her vision for the
    future. However, I think Adora's story also shows us that encouraging
    our children to write and begin to synthesize their thoughts at an
    earlier age is also very powerful and will empower them. I didn't start
    keeping a regular journal until I was around 11 or 12. When I was a
    child, I didn't have access to a personal computer to capture my
    thoughts as fast as my fingers could type them. I wish that I had
    started writing regularly earlier in my life now and plan to encourage
    other young children to do so.

    附件:TRANSCRIPT


    Adora Svitak: What Adults Can Learn from Kids

    Now,
    I want to start with a question: When was the last time you were called
    childish? For kids like me, being called childish can be a frequent
    occurrence. Every time we make irrational demands, exhibit irresponsible
    behavior, or display any other signs of being normal American citizens,
    we are called childish, which really bothers me. After all, take a look
    at these events: imperialism and colonization, world wars, George W.
    Bush. Ask yourself: Who's responsible? Adults.

    Now, what have
    kids done? Well, Anne Frank touched millions with her powerful account
    of the Holocaust, Ruby Bridges helped end segregation in the United
    States, and, most recently, Charlie Simpson helped to raise 120,000
    pounds for Haiti on his little bike. So, as you can see evidenced by
    such examples, age has absolutely nothing to do with it. The traits the
    word childish addresses are seen so often in adults that we should
    abolish this age-discriminatory word when it comes to criticizing
    behavior associated with irresponsibility and irrational thinking.

    (Applause)

    Thank you.

    Then
    again, who's to say that certain types of irrational thinking aren't
    exactly what the world needs? Maybe you've had grand plans before, but
    stopped yourself, thinking: That's impossible or that costs too much or
    that won't benefit me. For better or worse, we kids aren't hampered as
    much when it comes to thinking about reasons why not to do things. Kids
    can be full of inspiring aspirations and hopeful thinking, like my wish
    that no one went hungry or that everything were free kind of utopia. How
    many of you still dream like that and believe in the possibilities?
    Sometimes, a knowledge of history and the past failures of utopian
    ideals can be a burden because you know that if everything were free,
    that the food stocks would become depleted, and scarce and lead to
    chaos. On the other hand, we kids still dream about perfection. And
    that's a good thing because in order to make anything a reality, you
    have to dream about it first.

    In many ways, our audacity to
    imagine helps push the boundaries of possibility. For instance, the
    Museum of Glass in Tacoma, Washington, my home state - yoohoo Washington
    - (Applause) has a program called Kids Design Glass, and kids draw
    their own ideas for glass art. Now, the resident artist said they got
    some of their best ideas through the program because kids don't think
    about the limitations of how hard it can be to blow glass into certain
    shapes. They just think of good ideas. Now, when you think of glass, you
    might think of colorful Chihuly designs or maybe Italian vases, but
    kids challenge glass artists to go beyond that into the realm of
    broken-hearted snakes and bacon boys, who you can see has meat vision.
    (Laughter)

    Now, our inherent wisdom doesn't have to be insiders'
    knowledge. Kids already do a lot of learning from adults, and we have a
    lot to share. I think that adults should start learning from kids. Now,
    I do most of my speaking in front of an education crowd, teachers and
    students, and I like this analogy. It shouldn't just be a teacher at the
    head of the classroom telling students do this, do that. The students
    should teach their teachers. Learning between grown-ups and kids should
    be reciprocal. The reality, unfortunately, is a little different, and it
    has a lot to do with trust, or a lack of it.

    Now, if you don't
    trust someone, you place restrictions on them, right. If I doubt my
    older sister's ability to pay back the 10 percent interest I established
    on her last loan, I'm going to withhold her ability to get more money
    from me until she pays it back. (Laughter) True story, by the way. Now,
    adults seem to have a prevalently restrictive attitude towards kids from
    every "don't do that," "don't do this" in the school handbook, to
    restrictions on school internet use. As history points out, regimes
    become oppressive when they're fearful about keeping control. And,
    although adults may not be quite at the level of totalitarian regimes,
    kids have no, or very little, say in making the rules, when really the
    attitude should be reciprocal, meaning that the adult population should
    learn and take into account the wishes of the younger population.

    Now,
    what's even worse than restriction is that adults often underestimate
    kids' abilities. We love challenges, but when expectations are low,
    trust me, we will sink to them. My own parents had anything but low
    expectations for me and my sister. Okay, so they didn't tell us to
    become doctors or lawyers or anything like that, but my dad did read to
    us about Aristotle and pioneer germ fighters when lots of other kids
    were hearing "The Wheels on the Bus Go Round and Round." Well, we heard
    that one too, but "Pioneer Germ Fighters" totally rules. (Laughter)

    I
    loved to write from the age of four, and when I was six my mom bought
    me my own laptop equipped with Microsoft Word. Thank you Bill Gates, and
    thank you Ma. I wrote over 300 short stories on that little laptop, and
    I wanted to get published. Instead of just scoffing at this heresy that
    a kid wanted to get published, or saying wait until you're older, my
    parents were really supportive. Many publishers were not quite so
    encouraging. One large children's publisher ironically saying that they
    didn't work with children. Children's publisher not working with
    children? I don't know, you're kind of alienating a large client there.
    (Laughter) Now, one publisher, Action Publishing, was willing to take
    that leap and trust me, and to listen to what I had to say. They
    published my first book, "Flying Fingers," - you see it here - and from
    there on, it's gone to speaking at hundreds of schools, keynoting to
    thousands of educators, and finally, today, speaking to you.

    I
    appreciate your attention today, because to show that you truly care,
    you listen. But there's a problem with this rosy picture of kids being
    so much better than adults. Kids grow up and become adults just like
    you. (Laughter) Or just like you, really? The goal is not to turn kids
    into your kind of adult, but rather better adults than you have been,
    which may be a little challenging considering your guys credentials, but
    the way progress happens is because new generations and new eras grow
    and develop and become better than the previous ones. It's the reason
    we're not in the Dark Ages anymore. No matter your position of place in
    life, it is imperative to create opportunities for children so that we
    can grow up to blow you away. (Laughter)

    Adults and fellow
    TEDsters, you need to listen and learn from kids and trust us and expect
    more from us. You must lend an ear today, because we are the leaders of
    tomorrow, which means we're going to be taking care of you when you're
    old and senile. No, just kidding. No, really, we are going to be the
    next generation, the ones who will bring this world forward. And, in
    case you don't think that this really has meaning for you, remember that
    cloning is possible, and that involves going through childhood again,
    in which case, you'll want to be heard just like my generation. Now, the
    world needs opportunities for new leaders and new ideas. Kids need
    opportunities to lead and succeed. Are you ready to make the match?
    Because the world's problems shouldn't be the human family's heirloom.

    Thank you. (Applause) Thank you. Thank you.