Pratique du Shadowing: A little princess chapter 4 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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A Little Princess.
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Chapter 4.
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Lottie's Mother.
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Miss Minchin disliked Sarah.
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But the headmistress didn't want to make Sarah unhappy.
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If that happened, Sarah's rich father might take Sarah out of the school.
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So the headmistress always praised Sarah for her good manners and kindness to the other girls.
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She always let Sarah do whatever she liked.
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And quiet Sarah never did anything to break the rules.
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Lots of things just happened by accident, Sarah said to Ermengarde one day.
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I'm just lucky that my father is kind and rich.
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I'm also lucky that I learn new things easily.
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Maybe, she went on thoughtfully, I'm really an awful child.
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But I'll never know because I don't have any problems.
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Lavinia doesn't have any problems and she's horrid, said Ermengarde.
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Sarah rubbed her nose as she considered this.
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Then she tried to be kind by repeating something she'd heard Miss Amelia say.
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Maybe Lavinia is horrid because she's growing so fast.
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But Sarah had to admit that Lavinia was indeed horrid.
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Lavinia was also jealous of Sarah.
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Before Sarah came, Lavinia had been the best dressed girl at school and Miss Minchin's favorite.
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She ruled over the older girls and scared the younger ones.
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All the girls followed her because they were afraid not to.
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But then Sarah arrived.
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Although Sarah was rich, she was friendly.
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And as time went on, the other girls began to follow her because they liked her.
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The youngest girls adored her because she was kind to them.
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She hosted tea parties in her room and introduced them to Emily.
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Unlike Sarah, Lavinia was rarely kind to the younger girls.
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One morning, Sarah heard Lottie crying and shouting in the main sitting room.
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Lottie was four years old, the youngest girl at school.
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Lottie's father had spoiled her after her mother died.
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If Lottie wanted something, she cried until she got it.
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If she didn't want to do something, she threw a tantrum.
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Miss Minchin and Miss Amelia were trying to calm Lottie down.
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Why is she upset now?
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Miss Minchin yelled over the noise.
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Sobbed Lottie.
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I don't have a mama!
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Don't cry, darling, said Miss Amelia.
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Haven't got a mama, howled Lottie.
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You only say that when you can't have your way, said Miss Minchin.
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You really should be whipped, you naughty child.
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Lottie wailed louder than ever.
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Miss Amelia began to cry.
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Miss Minchin got so angry, she stormed out of the room and left her sister to deal with the problem.
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Sarah was standing in the hallway.
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Oh, Sarah!
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Miss Minchin forced herself to give Sarah a nice smile.
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I stopped because I heard Lottie, said Sarah.
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Perhaps I could help her?
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Miss Minchin's expression changed slightly.
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You are a clever child, she said in a sharp tone.
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Then she softened her voice.
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Go ahead.
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You can't do any worse than my sister is doing.
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Sarah entered the room and found Lottie kicking and screaming on the floor.
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Miss Amelia was bending over her, looking hot and tired.
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Poor darling, murmured Miss Amelia a few times.
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Then she said in quite a different tone, Stop it, Lottie, you're a wicked child!
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Miss Amelia, Sarah said quietly, Miss Minchin says I may try to make her stop.
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Miss Amelia turned and looked at her.
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Oh, do you think you can?
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She gasped.
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Lottie is such a dreadful child.
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If you'll quietly leave the room, I'll see what I can do, promised Sarah.
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Miss Amelia slipped out, leaving the two girls alone.
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Sarah said nothing, and she did nothing.
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She simply sat quietly on the floor next to Lottie.
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Lottie didn't know what was going on.
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She looked up at Sarah.
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I.. haven't.. got a.. mama!
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She tried to wail.
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Neither do I, said Sarah.
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This was so surprising that Lottie sat up.
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Where is your mama?
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Both our mamas are angels in heaven, Sarah answered.
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Should I tell you about heaven?
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Lottie dried her tears.
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Yes, please.
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Sarah told her a story of a beautiful place filled with happy angels and fields of flowers.
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But I don't have a mama here at this school, said Lottie.
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Sarah reached for Lottie's hand.
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I'll be your mama, she said.
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And Emily will be your sister.
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Lottie smiled happily.
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Let's go tell Emily.
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Yes, and then I'll brush your hair for you, added Sarah.
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Lottie happily agreed and trotted upstairs after Sarah.
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By now, Lottie had completely forgotten what had first upset her.
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Miss Amelia had tried to brush her hair.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau A2 s’appuie sur la vidéo « A little princess chapter 4 ». Les mots qui reviennent le plus souvent : Sarah, Lottie, Miss, Amelia, Minchin. Cette vidéo contient 92 phrases et 756 mots à répéter en shadowing. La partie parlée dure 6:13. Le locuteur parle à un rythme régulier d’environ 122 mots par minute, confortable pour le shadowing. 74 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| quietly adverbe | /ˈkwaɪ.ɪt.li/ | paisablement, tranquillement |
| tone nom | /ˈtəʊn/ | ton |
| angel nom | /ˈeɪ̯n.d͡ʒəl/ | ange |
| brush nom | /bɹʌʃ/ | brosse |
| happily adverbe | /ˈhæp.ə.li/ | joyeusement, gaiement |
| darling nom | /ˈdɑɹlɪŋ/ | chéri, chérie |
| sharp adjectif | /ʃɑɹp/ | affilé, coupant |
| awful adjectif | /ˈɔːfʊl/ | affreux, horrible |
| flower nom | /ˈfloʊɚ/ | fleur |
| rarely adverbe | /ˈɹɛəɹli/ | rarement |
| arrive verbe | /əˈɹaɪv/ | arriver |
| introduce verbe | /ˌɪntɹəˈdus/ | présenter |
| tear verbe | /tɛɹ/ | déchirer |
| praise verbe | /pɹeɪz/ | louer, féliciter |
| slip verbe | /ˈslɪp/ | glisser |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| go ahead verbe | /ˌɡoʊ əˈhɛd/ | vas-y, allez-y |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I'm also lucky that I learn new things easily.
- I don't have a mama!
- Perhaps I could help her?
- Where is your mama?
- Should I tell you about heaven?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was indeed · should be whipped |
| Passé continu was/were + -ing — une action en cours à un moment du passé | were trying · was standing · was bending |
| Superlatifs the -est / the most … — le plus haut ou le plus bas d’un groupe | the best · The youngest |
| Conseil avec « should » should + verbe — dire ce qu’il vaut mieux faire | should be · Should I tell |
Prononciation à surveiller
Le locuteur utilise 22 contractions et formes réduites, comme don't, I'll, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: brush /bɹʌʃ/, sharp /ʃɑɹp/, shout /ʃaʊt/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: happily /ˈhæp.ə.li/, unhappy /ʌnˈhæpi/, hallway /ˈhɔlˌweɪ/, horrid /ˈhɔ.ɹɪd/, howl /ˈhaʊ̯l/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: angel /ˈeɪ̯n.d͡ʒəl/, jealous /ˈd͡ʒɛl.əs/
- /r/ anglais — langue recourbée, sans frotter la gorge: brush /bɹʌʃ/, darling /ˈdɑɹlɪŋ/, sharp /ʃɑɹp/, rarely /ˈɹɛəɹli/, arrive /əˈɹaɪv/
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 quietly, tone, angel.
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.