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In questa sezione trovi tante letture realizzate con il fantastico Metodo Casiraghi-Jones, l'unico che ti offre gli strumenti più utili per assimilare rapidamente un testo in lingua originale: la doppia traduzione italiana (ossia la traduzione parola per parola e quella in buon italiano) e la pronuncia guidata che ti dà un'indicazione semplice ma precisa su come pronunciare correttamente il testo inglese. Peraltro, in ogni risorsa è sempre disponibile la registrazione audio realizzata da uno speaker madrelingua e l'audio sintetico di ReadSpeaker mentre, a fondo pagina, trovi la straordinaria sezione di commenti Disqus che ti permette di dialogare con noi e con gli altri abbonati del nostro servizio eLingue. |
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LANGUAGE MASTER AUDIO TOTALE INTERVISTA A CURA DI Sarah Ferrara TRADUZIONE di Valeria Fucci COPYRIGHT di: Casiraghi Jones Publishing srl PUBBLICATO SU: English4Life n. 2 pag. 58-61 - AUDIO SU CD n. 2: TRACK 29 Language Master è uno strano registratore che incide fino a 8 secondi di audio su una scheda di carta munita di banda magnetica. È quanto basta per fare miracoli in una classe d'inglese. Parola di Mr. Drake, intervistato dalla nostra Sarah Ferrara.
1
Drake Educational Associates is recognised as one of
the
leading UK publishers in multimedia resources for Primary & Middle Schools
2
Mr. Geoffrey Drake, Managing Director, founded the company 30 years ago.
3
What is the Language
Master™ and how does
it
work? • LANGUAGE MASTER: al concetto di “master” si accompagna l’idea di padroneggiare completamente una data materia. Il Language Master è dunque uno strumento didattico per padroneggiare la lingua. 4 The Language Master system is a unique audio-visual learning aid. It has an audio recording and playback unit and comes with specially produced Language Masteraudio cards which have a strip of magnetic tape running along the bottom edge. Pictures or text, a word, phrase or sentence can be printed on the card. The teacher can record the word or phrase in the appropriate language on the Teacher Track. The student plays the card through the unit and can listen to the teacher's recording while reading the words. The student can then record the same words on the Pupil Track and compare these with the teacher's recording. The student can record his or her own voice as many times as is necessary, and the card can be used by several children in different classes. It works just like a traditional tape: a new track can be recorded on top of the old one. It is basically a talking flashcard.
Dhë
Læñgwij Maastë sistëm iz ë yuun'iik o·odiëu-vizhuël lëëniñ eid.
It
hæz
æn
o·odiëu rëk'o·odiñ ænd
pleibæk yuunit
ænd
kamz widh spesh·li prëdy'uust Læñgwij Maastë o·odiëu kaadz
wich
hæv ë strip ov mægn'etik teip
raniñ
ël'oñ dhë botëm ej.
Pikchëz
o·o tekst, ë wëëd, freiz o·o sentëns kæn
bi printid on dhë kaad.
Dhë
tiichë kæn
rëk'o·od dhë wëëd o·o freiz in dhi ëpr'ëupriët læñgwij on dhë Tiichë Træk.
Dhë
styuud·nt pleiz dhë kaad thruu dhë yuunit
ænd
kæn lis·n tu dhë
tiichëz rëk'o·odiñ
wail
riidiñ dhë wëëdz.
Dhë
styuud·nt kæn
rëk'o·od hiz o·o hëë ëun vois
æz
meni taimz æz
iz nesës·ri,
ænd
dhë kaad kæn
bi yuuzd bai sev·r·l childr·n in dif·r·nt klaasiz.
It
wëëx jast laik ë trëd'ish·n·l teip:
ë
nyuu træk kæn
bi rëk'o·odid on top
ov
dhi ëuld wan.
It
iz beisik·li ë to·okiñ flæshkaad.
• PHRASE: non è la nostra frase ma una proposizione (in senso grammaticale) o, anche, un modo di dire o espressione caratteristica. La frase nel senso italiano è invece “sentence”. • FLASHCARD:è una scheda o figurina contenente parole o immagini usate a scopi didattici. Alcuni tipi di flashcard riportano sulla facciata principale una parola inglese e sul retro la traduzione di quella parola in un’altra lingua
5
What is the system primarily used for? 6 In the two main English speaking markets of the UK and US it is mainly used to teach literacy skills to young children. Worldwide, the system is used to teach English as a second language (ESL) and to teach expatriates the country's own language. I have seen British children using the Language Master to learn German as a second language in Zurich, and Turkish children using it to learn Swedish as a second language in Sweden. So although English is the world's number one second language, it can be used in any second language situation.
In
dhë tuu mein Iñglish spiikiñ maakits
ov
dhë Yuu Kei ænd
Yuu Es,
it
iz meinli yuuzd
tu
tiich lit·rësi skilz tu yañ
childr·n.
W'ëëldw'aid,
dhë sistëm iz yuuzd tu
tiich Iñglish æz
ë sek·nd læñgwij (ii-Es-El)
ænd
tu tiich exp'ætrieits dhë kantriz ëun læñgwij.
Ai
hæv
siin British childr·n yuuziñ dhë Læñgwij Maastë
tu
lëën Jëëmën
æz
ë sek·nd læñgwij in Zyuërik,
ænd
Tëëkish childr·n yuuziñ it
tu
lëën Swiidish æz
ë sek·nd læñgwij in Swiid·n.
Sëu
o·oldh'ëu Iñglish iz dhë wëëldz nambë wan sek·nd læñgwij,
it
kæn
bi yuuzd in eni sek·nd læñgwij s'ityu'eish·n.
• EXPATRIATES: British Expatriates sono per esempio gli inglesi che, usciti dalla loro patria, vivono in Italia. 7 How much information can be stored on each card?
Hau
mach 'infëm'eish·n kæn
bi sto·od on iich kaad?
8 The maximum card length we produce is 8 seconds, yet no publisher has used an 8 second language unit, because it's simply too long. Most people prefer the 4 second card. That is more than sufficient for students trying to capture language patterns. Each card can focus on a word or sentence containing simple words or complex words. It can also be used to identify plurals, other parts of speech or grammatical forms or questions and answers: those two tracks are very flexible.
Dhë
mæksimëm kaad leñth wi prëdy'uus iz eit sek·ndz,
yet
nëu pablishë hæz
yuuzd æn
eit sek·nd læñgwij yuunit,
bëk'oz
its simpli tuu loñ.
Mëust
piip·l prif'ëë dhë fo·o sek·nd kaad.
Dhæt
iz mo·o dhæn
sëf'ish·nt fo·o styuud·nts
trai·iñ
tu kæpchë
læñgwij pætënz.
iich
kaad kæn
fëukës on ë wëëd o·o sentëns
kënt'einiñ
simp·l wëëdz o·o kompleks wëëdz.
It
kæn
o·olsëu bi yuuzd tu aid'entifai pluur·lz,
adhë
paats
ov
spiich o·o grëm'ætik·l fo·omz o·o kweschënz ænd
aansëz:
dhëuz
tuu træx
aa veri
fleksib·l.
9 Where did the idea for the Language Master come from?
Weë
did dhi aid'ië fo·o dhë
Læñgwij Maast kam from?
10 The original idea originated from a group of child psychologists who were trying to find a way of freeing children from total dependence on the teacher. Teachers do not have the time to go over the same language unit as often as is necessary for each student. I came across the machine as it was originally designed many years ago. I then adapted it and have been marketing it in its different forms for over thirty years, refining and developing it: we have enhanced the sound quality, made the unit smaller, lighter and more robust. We have also introduced a battery operated unit. However, the basic principle of the system - the card, tape, unit and 2 tracks - is the same as it was 30 years ago.
Dhi
ër'ijin·l aid'ië ër'ij·neitid from
ë gruup ov
chaild saik'olëjists
huu
wëë trai·iñ tu faind
ë wei
ov
friiiñ childr·n from
tëut·l dëp'endëns on dhë tiichë.
Tiichëz
du not hæv dhë taim
tu gëu
ëuvë dhë seim læñgwij yuunit
æz
of·n æz iz
nesës·ri fo·or
iich styuud·nt.
Ai
keim ëkr'os dhë mësh'iin
æz
it woz ër'ijin·li diz'aind meni yiëz ëg'ëu.
Ai
dhen ëd'æptid it
ænd
hæv biin maakitiñ
it in its dif·r·nt fo·omz fo·or
ëuvë thëëti yiëz,
rif'ainiñ
ænd
dëv'elëpiñ it:
wi
hæv
enh'aanst dhë saund kwoliti,
meid
dhë yuunit smo·olë, laitë
ænd mo·o rëb'ast.
Wi
hæv
o·olsëu 'intrëdy'uust ë bæt·ri op·reitid yuunit.
Hau'evë,
dhë beisik prinsip·l ov
dhë sistëm -
dhë
kaad, teip, yuunit ænd
tuu træks -
iz
dhë seim
æz
it woz thëëti yiëz ëg'ëu.
11 A case of "if it isn't broken, don't fix it"?
Ë
keis
ov
"if it iz·nt brëuk·n, dëunt fix it"?
12 Yes, that's right. However, over the ten-year period from the early seventies to the early eighties many people wondered, including myself, whether the advent of computers and new technology would overtake and make this relatively low technology system obsolete. But by the middle of the eighties, schools began to appreciate that this little device is incredibly accessible to children and students with no knowledge of computers. The student can take the card, move to the machine, find the information and process it within about fifteen seconds - a far cry from sitting a child down in front of a computer. So it's not just a question of not trying to fix something that isn't broken: we have faced up to the challenge of new technology over the years and still have a growing market.
Yes,
dhæts rait.
Hau'evë,
ëuvë dhë ten-yië piëriëd from
dhi ëëli sev·ntiz tu dhi
ëëli eitiz
meni
piip·l wandëd, inkl'uudiñ mais'elf,
wedhë
dhi ædvent
ov
këmpy'uutëz ænd
nyuu tekn'olëji wud
ëuvët'eik
ænd
meik dhis relëtivli lëu tekn'olëji sistëm obs·liit.
Bat
bai dhë mid·l ov
dhi eitiz, skuulz bëg'æn tu ëpr'iishieit
dhæt
dhis lit·l div'ais iz inkr'edibli ëx'esib·l
tu
childr·n ænd
styuud·nts widh nëu nolij ov
këmpy'uutëz.
Dhë
styuud·nt kæn
teik dhë kaad,
muuv
tu dhë
mësh'iin, faind dhi 'infëm'eish·n
ænd
prës'es it widh'in ëb'aut fift'iin sek·ndz -
ë
faa krai from
sitiñ ë chaild daun in frant ov
ë këmpy'uutë.
Sëu
its not jast ë kweschën
ov
not trai·iñ tu fix
samthiñ dhæt
iz·nt brëuk·n:
wi
hæv
feist ap tu dhë
chælinj ov nyuu
tekn'olëji ëuvë dhë yiëz
ænd
stil hæv ë grëuiñ maakit.
13 What do you think the future holds for language learning and what part do you think the Language Master will play in that?
Wot
du
yu thiñk dhë fyuchë hëuldz fo·o læñgwij
lëëniñ
ænd
wot paat du yu
thiñk dhë Læñgwij Maastë wil plei in dhæt?
14 The system is perfect for teaching foreign languages. We also produce cards that are completely blank. That means that teachers of minority languages like Dutch or Portuguese can actually type or print the word or phrase onto the card in the language and then record it, either using a target language speaker or doing it themselves. The system can be used regardless of the language being taught.
Dhë
sistëm iz pëëfikt fo·o tiichiñ
forën læñgwijiz.
Wi
o·olsëu prëdy'uus kaadz dhæt
aa këmpl'iitli
blæñk.
Dhæt
miinz dhæt
tiichëz ov
main'oriti læñgwijiz laik Dach o·o Po·ochëg'iiz
kæn
ækchuëli taip o·o print dhë wëëd o·o freiz ontu dhë
kaad in dhë læñgwij
ænd
dhen rëk'o·od it, aidhë yuuziñ ë taagit læñgwij spiikër o·o duuiñ it
dhems'elvz.
Dhë
sistëm kæn
bi yuuzd rëg'aadlës ov
dhë læñgwij bii·iñ to·ot.
• TARGET LANGUAGE SPEAKER: letteralmente, un “parlante del linguaggio oggetto dell’insegnamento”. Target significa “bersaglio” in senso militare e il “target language” è la lingua “bersaglio” ovvero quella che ci si propone di studiare. 15 Furthermore, there is a whole range of special uses for the system: speech therapy, for example. People with speech difficulties can record and listen to themselves and detect problems by comparing their speech with the model that has been recorded for them by the speech therapist. Stroke patients also use the Language Master to help them regain their speech skills. Dyslexia sufferers often have great difficulty learning modern languages if the learning material is mostly printed. The Language Master can accompany their language course and help them overcome these difficulties.
F'ëëdhëm'o·o,
dheë iz ë hëul reinj
ov
spesh·l yuusiz fo·o
dhë sistëm: spiich therëpi, fo·or
egz'aamp·l.
Piip·l
widh spiich difik·ltiz kæn
rëk'o·od ænd
lis·n tu dhems'elvz
ænd
dët'ekt problëmz bai këmp'eëriñ dheë spiich widh dhë mod·l
dhæt
hæz biin
rëk'o·odid fo·o dhem
bai dhë spiich therëpist.
Strëuk
peish·nts o·olsëu yuuz dhë Læñgwij Maastë
tu help
dhem rig'ein dheë spiich skilz.
Disl'exië
saf·rëz of·n hæv greit difik·lti lëëniñ mod·n læñgwijiz
if
dhë lëëniñ mët'iëriël iz mëustli printid.
Dhë
Læñgwij Maastë kæn
ëk'ampëni dheë læñgwij ko·os
ænd
help dhem 'ëuvëk'am dhiiz difik·ltiz. 16 It's really amazing how such a simple concept has proved so valuable. My own daughter, who graduated from Oxford University and now has three children of her own, learned to read using the Language Master. That was in the late sixties. The new National Curriculum in the UK now places a great deal of emphasis on phonics. This is especially helpful for a language like English, which is so phonetically irregular it can drive you to despair. With the Language Master, students can see the problem words and hear the pronunciation at the same time.
Its
riëli ëm'eiziñ
hau
sach ë simp·l konsept hæz
pruuvd sëu vælyuëb·l.
Mai
ëun do·otë, huu græjueitid from
Oxfëd Y'univ'ëësiti
ænd
nau hæz thrii childr·n ov
hëër ëun,
lëënd
tu riid
yuuziñ dhë Læñgwij Maastë.
Dhæt
woz in dhë leit sixtiz.
Dhë
nyuu Næsh·n·l Kër'ikyëlëm in dhë Yuu Kei nau pleisiz ë greit diil
ov
emfësis on fonix.
Dhis
iz ësp'esh·li helpf·l fo·or
ë læñgwij laik Iñglish,
wich
iz sëu fëun'etik·li ir'egyëlë
it
kæn
draiv yu tu
dësp'eë.
Widh
dhë Læñgwij Maastë, styuud·nts kæn
sii dhë problëm wëëdz
ænd
hië dhë prën'ansi'eish·n æt
dhë seim taim.
• PHONICS: metodo che insegna a leggere l’inglese basandosi soprattutto sulla fonetica.Vedi per esempio il sito www.hookedonphonics.com • NATIONAL CURRICULUM: l’insieme dei programmi di studio delle scuole inglesi (per maggiori informazioni, vedi il sito governativo www.nc.uk.net) 17 Read more about Drake Educational and the LanguageMaster at www.language-master.co.uk and www.drakegroup.co.uk
Riid
mo·or ëb'aut Dreik 'Edjuk'eish·n·l
ænd
dhë Læñgwij Maastë
æt
dablyu dablyu dablyu dot læñgwij maastë dot këu dot yuu kei
ænd
dablyu dablyu dablyu dot dreik gruup dot këu dot yuu kei
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LANGUAGE MASTER
Drake Educational Associates is recognised as one of the leading
UK publishers in multimedia resources for Primary & Middle Schools Mr. Geoffrey Drake, Managing Director, founded the company 30
years ago. What is the Language Master™ and how does it work? The Language Master system is a unique audio-visual learning
aid. It has an audio recording and playback unit and comes with specially
produced Language Masteraudio cards which have a strip of magnetic tape running
along the bottom edge. Pictures or text, a word, phrase or sentence can be
printed on the card. The teacher can record the word or phrase in the
appropriate language on the Teacher Track. The student plays the card through
the unit and can listen to the teacher's recording while reading the words. The
student can then record the same words on the Pupil Track and compare these with
the teacher's recording. The student can record his or her own voice as many
times as is necessary, and the card can be used by several children in different
classes. It works just like a traditional tape: a new track can be recorded on
top of the old one. It is basically a talking flashcard. What is the system primarily used for? In the two main English speaking markets of the UK and US it
is mainly used to teach literacy skills to young children. Worldwide, the system
is used to teach English as a second language (ESL) and to teach expatriates the
country's own language. I have seen British children using the Language Master
to learn German as a second language in Zurich, and Turkish children using it to
learn Swedish as a second language in Sweden. So although English is the world's
number one second language, it can be used in any second language situation.
How much information can be stored on each card? The maximum card length we produce is 8 seconds, yet no
publisher has used an 8 second language unit, because it's simply too long. Most
people prefer the 4 second card. That is more than sufficient for students
trying to capture language patterns. Each card can focus on a word or sentence
containing simple words or complex words. It can also be used to identify
plurals, other parts of speech or grammatical forms or questions and answers:
those two tracks are very flexible. Where did the idea for the Language Master come from? The original idea originated from a group of child
psychologists who were trying to find a way of freeing children from total
dependence on the teacher. Teachers do not have the time to go over the same
language unit as often as is necessary for each student. I came across the
machine as it was originally designed many years ago. I then adapted it and have
been marketing it in its different forms for over thirty years, refining and
developing it: we have enhanced the sound quality, made the unit smaller,
lighter and more robust. We have also introduced a battery operated unit.
However, the basic principle of the system - the card, tape, unit and 2 tracks -
is the same as it was 30 years ago. A case of "if it isn't broken, don't fix it"? Yes, that's right. However, over the ten-year period from the
early seventies to the early eighties many people wondered, including myself,
whether the advent of computers and new technology would overtake and make this
relatively low technology system obsolete. But by the middle of the eighties,
schools began to appreciate that this little device is incredibly accessible to
children and students with no knowledge of computers. The student can take the
card, move to the machine, find the information and process it within about
fifteen seconds - a far cry from sitting a child down in front of a computer. So
it's not just a question of not trying to fix something that isn't broken: we
have faced up to the challenge of new technology over the years and still have a
growing market. What do you think the future holds for language learning and
what part do you think the Language Master will play in that? The system is perfect for teaching foreign languages. We also
produce cards that are completely blank. That means that teachers of minority
languages like Dutch or Portuguese can actually type or print the word or phrase
onto the card in the language and then record it, either using a target language
speaker or doing it themselves. The system can be used regardless of the
language being taught. Furthermore, there is a whole range of special uses for the
system: speech therapy, for example. People with speech difficulties can record
and listen to themselves and detect problems by comparing their speech with the
model that has been recorded for them by the speech therapist. Stroke patients
also use the Language Master to help them regain their speech skills. Dyslexia
sufferers often have great difficulty learning modern languages if the learning
material is mostly printed. The Language Master can accompany their language
course and help them overcome these difficulties. It's really amazing how such a simple concept has proved so
valuable. My own daughter, who graduated from Oxford University and now has
three children of her own, learned to read using the Language Master. That was
in the late sixties. The new National Curriculum in the UK now places a great
deal of emphasis on phonics. This is especially helpful for a language like
English, which is so phonetically irregular it can drive you to despair. With
the Language Master, students can see the problem words and hear the
pronunciation at the same time. Read more about Drake Educational and the LanguageMaster at
www.language-master.co.uk and www.drakegroup.co.uk
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