Pratique du Shadowing: 30 Test Practice Track 05 - Apprendre l'anglais à l'oral avec la vidéo
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78 phrases
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Test practice track 5.
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You will hear a university lecturer and a student discussing genetically modified crops.
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First you will have some time to look at questions 1 to 7.
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Now listen carefully and answer questions 1 to 7.
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Hi, Dr Finn.
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Hi, John.
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Did you manage to read that article I sent you to help with your dissertation on genetically modified crops?
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Yes, thanks very much.
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I've just read it.
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Some of the research results were pretty incredible.
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They've made some amazing advances, haven't they?
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Like the research on the maize crop they mentioned.
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Yeah, that's the one that was described as being wildlife friendly, wasn't it?
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Yes, it's good to see a GM crop that won't have a detrimental effect on nearby livestock.
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And it's nice to see there's less focus generally on increasing profits above all else.
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True.
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I thought the research on the soya bean crop was really promising as well.
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Apparently it's designed to be resistant to weeds, so farmers don't need to rely on chemicals to remove them.
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And that'll lower the risks for growers too, then.
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And if they could manage to do something similar with a crop like wheat, that'd drive down the cost of food and improve the quality of the water supply as well.
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Yes, I like that it's not just pests and things that the new GM crops can guard against.
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I was interested to read about the plans for a new potato crop.
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Hmm.
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It's said they're aiming to introduce an antifreeze that's found naturally in fish into the potato crops, so they can withstand extreme temperatures.
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That would be a huge advantage for remote areas that struggle through harsh winter conditions.
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I agree.
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Another crop I've read about that could help people in poorer areas is a new variety of rice.
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It's such a staple food in many areas, and the plan is to create a crop that contains a richer supply of nutrients.
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Yes, I've read about that.
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They're trying to produce rice that'll supply high levels of vitamin A in particular, aren't they?
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Yes, but in my dissertation I'd also like to show that GM crops can have uses beyond just supplying food.
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Well, did you read about the planned use for tomato plants?
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Yes, that's amazing.
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They plan to use tomatoes to transport medicines, don't they?
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Yes, that's right.
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Transporting vaccines isn't easy because they're so fragile.
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So they're hoping to make an edible vaccine using tomatoes, one that'll be easier to ship, store and even administer.
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It's a really good example of the varied uses GM crops can have.
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Exactly.
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And I'm hoping to include a section on the work that's being done on trees, poplar trees in particular.
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The aim is to create a tree that can soak up contaminants, like heavy metals, right out of the soil.
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It's an incredible idea, isn't it?
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A tree like that could potentially eradicate many of our current environmental issues.
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Yes, the work they're doing should really persuade people just how good this type of biotechnology can be.
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Before you hear the rest of the conversation, you will have some time to look at questions 8 to 10.
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Now listen carefully and answer questions 8 to 10.
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I think articles like that can be very useful, don't you?
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I agree.
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It's important to reach out to the general public and show that biotechnology shouldn't be feared.
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Yes, and the writer certainly covered a lot of the new food crops under development.
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It's good to have the very latest information.
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Things have clearly changed a great deal over the last few years.
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That's right.
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It could have been a bit more balanced in its approach, though, don't you think?
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I suppose so.
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There was really only one side presented.
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People do need to have all of the facts, and this article didn't really do that, did it?
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No. I suppose the aim was to provide a convincing argument for GM crops.
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And what did you think about the proposed change to regulations?
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Well, the writer was certainly very enthusiastic about it, but I have to say what they're suggesting sounds pretty alarming to me.
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I'd have to agree with you there.
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The plan is to give farmers more control
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so they get to decide whether testing of any of their new GM crops is needed
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and I'm struggling to see why they would want to do that.
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I agree.
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It's bound to make the public feel even more uneasy than they are at present.
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It's certainly not going to win over anyone who already has their doubts about GM crops.
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And I do think the public has a right to know about potential problems.
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Even many scientists still have concerns.
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Yes.
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I used to think the only real concern was that these crops could spread uncontrollably and affect natural crops.
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But that's not the case, is it?
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That's certainly one issue.
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But when it comes to getting consumer support, it's far more worrying that we still can't completely rule out possible allergic reactions to these foods.
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I guess that's something that definitely needs to be researched thoroughly, and the public would need to feel reassured about.
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Yes.
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Tests they've done so far on chickens and pigs have shown that, at the moment, we can't really predict what impact these foods will have in the long term.
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It seems like there's a long way to go yet.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « 30 Test Practice Track 05 ». Les mots qui reviennent le plus souvent : crop, tree, agree, certainly, questions. Cette vidéo contient 78 phrases et 901 mots à répéter en shadowing. La partie parlée dure 6:28. Le locuteur parle à un rythme régulier d’environ 139 mots par minute, confortable pour le shadowing. 82 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 12 de ses 78 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| tomato nom | /təˈmeɪ.toʊ/ | tomate |
| biotechnology nom | /ˌbaɪ.oʊˌtɛkˈnɑ.lə.d͡ʒi/ | biotechnologie |
| genetically adverbe | /d͡ʒəˈneɾɪkli/ | génétiquement |
| dissertation nom | /ˌdɪsəˈteɪʃən/ | dissertation |
| modify verbe | /ˈmɑ.dɪˌfaɪ/ | modifier |
| vaccine nom | /vækˈsin/ | vaccin |
| antifreeze nom | antigel | |
| eradicate verbe | /əˈræd.əˌkeɪt/ | éradiquer |
| grower nom | /ˈɡɹoʊɚ/ | maraîcher |
| poplar nom | /ˈpɑ.plɚ/ | peuplier |
| reassure verbe | /ˌɹi.əˈʃʊɹ/ | tranquilliser, rassurer |
| nutrient nom | /ˈnuː.tɹi.ənt/ | nutriment |
| administer verbe | /ədˈmɪn.ɪ.stə/ | administrer, gérer |
| detrimental adjectif | /ˌdɛtɹɪˈmɛntəl/ | nuisible, néfaste |
| soak verbe | /soʊk/ | tremper |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| rule out verbe | barrer, biffer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- They've made some amazing advances, haven't they?
- Yes, I've read about that.
- It's an incredible idea, isn't it?
- I think articles like that can be very useful, don't you?
- I'd have to agree with you there.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've just read · They've made · I've read |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was described · being done · be feared |
Prononciation à surveiller
Le locuteur utilise 33 contractions et formes réduites, comme they're, don't, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: withstand /wɪðˈstænd/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/, thoroughly /ˈθʌɹ.ə.li/
- Les sons « sh » et « zh »: dissertation /ˌdɪsəˈteɪʃən/, reassure /ˌɹi.əˈʃʊɹ/
- Mots longs — placez bien l’accent: biotechnology /ˌbaɪ.oʊˌtɛkˈnɑ.lə.d͡ʒi/, genetically /d͡ʒəˈneɾɪkli/, dissertation /ˌdɪsəˈteɪʃən/, contaminant /kənˈtamɪnənt/, eradicate /əˈræd.əˌkeɪt/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: biotechnology /ˌbaɪ.oʊˌtɛkˈnɑ.lə.d͡ʒi/, genetically /d͡ʒəˈneɾɪkli/, lecturer /ˈlɛkt͡ʃəɹə/, allergic /əˈlɝ.d͡ʒɪk/, fragile /ˈfɹæd͡ʒəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: eradicate /əˈræd.əˌkeɪt/, grower /ˈɡɹoʊɚ/, reassure /ˌɹi.əˈʃʊɹ/, nutrient /ˈnuː.tɹi.ənt/, detrimental /ˌdɛtɹɪˈmɛntəl/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme tomato, biotechnology, genetically.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.