Pratique du Shadowing: A Step-by-Step Guide to Perfect British Intonation - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
207 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
You're in a hurry and you need to have perfect British intonation now.
2
You could spend a year in Britain listening in to people's conversations.
3
Or you, are you spying on us?
4
Why don't you mind your own business?
5
Get lost!
6
Or watching endless British dramas.
7
Are you a student of architecture?
8
Absolutely.
9
Then I do hope you'll come and inspect my little cottage.
10
The attics?
11
Yes.
12
Yes, married to the Duke up to the Attic.
13
Or you could watch this 15 minute video.
14
Having good pronunciation is not enough.
15
I'm sure you do have good pronunciation already.
16
You should have if you've watched this video.
17
You've got to get the pitch, the tone, the rhythm correct to convey your meaning and emotion
18
and there are rules and today you're going to learn 10 rules of perfect British intonation.
19
By the end of this video you'll sound more British than the love child of David Attingborough and Judi Dench.
20
Are you ready for that?
21
Then let's go.
22
Hello and welcome to Let Them Talk.
23
Let's start with some open questions.
24
These are the wh questions maybe the how questions which have open-ended answers and these have a falling tone.
25
For example what are you doing?
26
What are you doing?
27
Where are you going?
28
Where are you going?
29
How was the show?
30
how are you?
31
Now of course you can break this rule for example to show surprise
32
if you haven't seen the person for many years you might
33
say how are you to show surprise we'll look at surprise
34
later in this video but yeah how are you rising tone
35
if it's supposed but normally normally it's a falling tone
36
and falling tone sounds a bit more serious a rising tone sometimes sounds a bit and a bit needy.
37
How are you?
38
No, it didn't sound better to say how are you?
39
Okay, so forwarding tone for those type of questions.
40
Now it's your turn.
41
Read what's on the screen using the correct intonation.
42
Where's the station?
43
Where's the station?
44
Who's that guy I saw you talking to?
45
questions with a yes no answer and with a rising tone
46
so for example was it difficult was it difficult do you
47
want some coffee a rising tone why are you bleeding have you been in a fight
48
so there are two questions together there the open-ended question
49
which has a falling tone
50
and then the rising question for the yes no question why are you bleeding have you been in a fight
51
okay you got it now it's your turn try this
52
did you enjoy the show are you waiting for someone
53
if you use this tone correctly sometimes you don't need to use the auxiliary verb the verb to be
54
or or do in do you want questions because it's clear from the context, from the intonation that you're asking a question.
55
So for example, you're going out tonight.
56
I don't need to say, are you going out tonight.
57
You're going out tonight that's enough.
58
You also don't need a pronoun if it's clear from the context.
59
Want some tea?
60
I'm clearly speaking to you so the intonation can save you time.
61
You don't need to say do you want some tea?
62
Just want some tea?
63
Now it's your turn put the correct intonation here.
64
Want some more?
65
Are you hungry?
66
Well I could just say hungry.
67
Question tags.
68
Gosh it's very cold in here isn't it?
69
Air conditioning keeps these things cool.
70
Yes what are they?
71
I have no idea.
72
Now question tags have a rising tone if it's a real question and a falling tone if it's just said for confirmation.
73
So for example beautiful day isn't it?
74
Now that's not a question.
75
You can peek out the window and you can see it's a beautiful day.
76
The sun is shining.
77
No you wouldn't say beautiful day isn't it?
78
Unlikely.
79
What about this?
80
The meeting starts at 5 pm doesn't it?
81
Now I said that as if it's a real question and I'm waiting for a response.
82
If not I'd just say the meeting starts at 5 pm doesn't it?
83
Maybe I'm expecting a confirmation but maybe not.
84
Now you decide if it's a real question or just a confirmation here.
85
he missed the train didn't he okay confirmation he missed the train didn't he real question
86
she's got a new job hasn't she real question she's got a new job hasn't she okay just confirmation
87
only stress the content words not the helper words content words are the verbs
88
except possibly the verb to be and have adjectives nouns and adverbs helper words
89
are well sometimes the verb to be prepositions conjunctions articles sometimes
90
pronouns now these words are usually unstressed in a sentence and the content words are stressed so for example
91
I'm making scones for my friends at school.
92
In this sentence making scones,
93
friends, school are the content words and you notice I put an emphasis on those words whereas for my,
94
at, the are helper words.
95
I don't emphasize those words.
96
I'm making scones for my friends at school.
97
Look at this sentence I fell over on the street
98
because it was icy the content words or fell over okay over is a
99
preposition but here it's part of the verb part of the phrasal verb to fall over
100
so that's the content word and remember with a phrasal verb you usually stress the preposition street is a content word.
101
Icy is a content word.
102
On the because it was or just helper words.
103
So let's try it again stressing the content words.
104
I fell over on the street because it was icy.
105
I fell over on the street because it was icy.
106
You got it?
107
And now it's your turn.
108
Put the stress on the content words.
109
I'm going to the shop to buy a few things.
110
However sometimes in a sentence one word is more important than another and what do you do in that situation?
111
Well simply you stress it.
112
Normally a statement will have a falling intonation but you need to leave room for a spike to emphasize a key word.
113
So in a neutral sentence would be something like she promised to give me a cheese and tomato sandwich.
114
She promised to give me a cheese
115
and tomato sandwich okay with a sort of folding tone isn't it and in normal conversation that's how you'd say it.
116
However sometimes you want to stress to the listener
117
that one part of the sentence one word is more important than another
118
so each word in that sentence could be stressed to change its meaning
119
so for example she promised to give me a cheese and tomato sandwich?
120
Not him why has he given me it to me?
121
She promised to give me a cheese and tomato sandwich
122
but she didn't keep her promise she promised to give me cheese and tomato sandwich.
123
Give not sell.
124
She promised to give me a cheese and tomato sandwich not ham and tomato
125
she promised to give me a cheese and tomato sandwich not cheese and cucumber.
126
she promised to give me a cheese and tomato sandwich not a cheese and tomato
127
something else that I can't think of right now.
128
But yes you get what I want to say okay you
129
can always leave a spike for the important word in a sentence okay
130
so it's pretty simple in English if you want to emphasize something then you emphasize it.
131
You don't need to add extra words as sometimes you do in other languages.
132
So anyway try this at home with your own keyword spike.
133
I'll say in a flat way and you can try the different versions at home.
134
I promise to buy her a bunch of red roses.
135
I promise to buy her a bunch of red roses.
136
Next let's move on to lists.
137
There are two ways to give the items in a list.
138
You could go down, down, down, up for the final item or up, up, up, down.
139
The important thing is to change the tone at the end to indicate to the listener
140
that there are no more items on the list.
141
So for example I I went to town to buy a hat, some gloves, a dictionary and a toothbrush.
142
Okay, that one rising tone at the end.
143
It could equally work with a falling tone at the end.
144
I went to town to buy a hat, some gloves, a dictionary and a toothbrush.
145
Now it's your turn.
146
I went to town to buy a coat, some shoes, a pair of scissors and a bottle of wine.
147
I went to town to buy a coat, some shoes, a pair of scissors and a bottle of wine.
148
Now let's move on to a few ways that you can use intonation to express emotion.
149
And first of all surprise, shock or disbelief but in a good way
150
and for this you will need to increase the volume of
151
your speech speak with a steady raised tone until the last
152
content word where you will raise the tone even more
153
and elongate the syllable of the stressed part of that word and then drop it off.
154
Does that make any sense?
155
Probably not.
156
Probably not.
157
I'm even more confused than you I'm sure but
158
but you'll see it'll become perfectly clear if I give you some examples and here's the first one.
159
I don't believe it.
160
I don't believe it.
161
So I don't believe it.
162
I've just been accepted into Oxford University.
163
This is unbelievable.
164
Now it's your turn.
165
This is amazing!
166
I just won the lottery.
167
However sometimes you're surprised in a negative way and this is kind of the opposite.
168
Instead of rising tone you keep it flat and aggressive
169
then you lengthen the stressed syllable of the last content word but with negativity it goes down
170
rather than up once again it'll be much easy
171
if I just give you some examples this is unbelievable this
172
is unbelievable okay I don't believe it I don't believe it oh god oh god okay now it's your turn
173
This is ridiculous.
174
Anger.
175
Fast aggressive tone which drops on the last content word for example.
176
I wish to speak to the manager.
177
I wish to speak to the manager.
178
Da da da da da da da da da da.
179
Are you the manager?
180
I am the owner madam.
181
What?
182
I am the owner.
183
I want to speak to the manager.
184
Get me some coffee.
185
I told you not to do that.
186
Now it's your turn.
187
Why don't you leave me alone?
188
Just get lost.
189
Sarcasm.
190
Now this usually has an up down up down tone.
191
I won't go into this in great detail I'll just give you an example.
192
Oh look at your CV you know Microsoft Windows.
193
And you've got GCSE in German.
194
Aren't you clever? this is up and down tone
195
but we don't like being sarcastic so you know I won't give you any
196
exercises on that one but just be familiar with that tone
197
and we'll move on to the next one which is fury
198
if you're absolutely furious you could try this the slow but aggressive slow slow fast fast Okay,
199
for example, you'll like this.
200
I told you not to do that.
201
These people drive me crazy.
202
Now you try it.
203
Why don't you listen?
204
Why won't they answer?
205
Oh no, it's the end of the video.
206
Now go out, take a red, double-decker bus, your favorite pub drink some warm beer enjoy a marmite sandwich while listening to the
207
beetles to celebrate your newly acquired Britishness it's unbelievable goodbye
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
FOR YOU
Vidéo recommandée
B2121
30 phrases
SEtalk: Your Accent Is Not a Mistake
British AccentDaily ConversationUniversity StudentsWorking Adults
B21
402 phrases
Listening B2 | FCE Practice Test with Answers - English Listening B2 Cambridge FULL Ingles B2 exam º
Cambridge Exam PrepHigh School StudentsUniversity Students
B21
85 phrases
英语语音语调教程 | 雅思口语Part2: Famous people differences（下）
IELTS PrepCambridge Exam PrepUniversity Students
B14
251 phrases
The British R Pronunciation | Technique, Linking, Intrusion
British AccentCambridge Exam PrepUniversity StudentsWorking Adults
B212
635 phrases
9 Conversations That Will Make You Sound 100% British · Intermediate level
British AccentCambridge Exam PrepDaily ConversationHigh School Students
B211
175 phrases
Improve your IELTS Speaking Part 1 Answers
British AccentIELTS PrepCambridge Exam PrepUniversity Students
B13
23 phrases
Improve your British accent in 6 minutes + it's FUN
Cambridge Exam PrepDaily ConversationHigh School Students
B110
3 phrases
Do Americans understand British pronunciation? With @emlanguages #englishpronunciation
IELTS PrepCambridge Exam PrepUniversity Students
C11
299 phrases
American Intonation Patterns and 10 Common Uses | English Pronunciation Training
Daily ConversationUniversity StudentsWorking Adults
B24
71 phrases
British Accent Shadowing | The Wind in the Willows | Learn RP Pronunciation with Classic Literature
British AccentCambridge Exam PrepBusiness EnglishUniversity Students
B235
6 phrases
How to Improve Spoken American English - Sound like a Native Speaker
American AccentBusiness EnglishDaily ConversationUniversity Students
C12
148 phrases
How to Sound Like a British Person 🇬🇧 (British RP Accent Lesson)
Cambridge Exam PrepUniversity StudentsWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « A Step-by-Step Guide to Perfect British Intonation ». Les mots qui reviennent le plus souvent : word, tone, content, example, tomato. Cette vidéo contient 207 phrases et 1956 mots à répéter en shadowing. La partie parlée dure 14:58. Le locuteur parle à un rythme régulier d’environ 131 mots par minute, confortable pour le shadowing. 83 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 39 de ses 207 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 |
| intonation nom | /ɪntəˈneɪʃən/ | intonation |
| verb nom | /vɝb/ | verbe |
| distress nom | /dɪˈstɹɛs/ | détresse |
| confirmation nom | /ˌkɑn.fəɹˈmeɪ.ʃən/ | confirmation |
| helper nom | /ˈhɛlpɚ/ | assistant, assistante |
| emphasize verbe | /ˈɛm.fə.saɪz/ | souligner, accentuer |
| unbelievable adjectif | /ˌʌnbɪˈliːvəbl̩/ | incroyable |
| preposition nom | /ˌpɹɛpəˈzɪʃən/ | préposition |
| scone nom | /skoʊ̯n/ | scone |
| spike nom | /spaɪk/ | clou, pointe |
| pronoun nom | /ˈpɹoʊ.naʊn/ | pronom |
| syllable nom | /ˈsɪl.ə.bəl/ | syllabe |
| toothbrush nom | /ˈtuːθ.bɹʌʃ/ | brosse à dents |
| pronunciation nom | /pɹəˌnʌn.siˈeɪ.ʃən/ | prononciation |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go out verbe | sortir |
| go down verbe | descendre |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Why don't you mind your own business?
- Are you a student of architecture?
- Who's that guy I saw you talking to?
- No you wouldn't say beautiful day isn't it?
- Why don't you leave me alone?
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 | you've watched · haven't seen · has he given |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are usually unstressed · been accepted |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | questions which have · one which is |
Prononciation à surveiller
Le locuteur utilise 66 contractions et formes réduites, comme don't, I'm, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: toothbrush /ˈtuːθ.bɹʌʃ/, lengthen /ˈlɛŋθən/, rhythm /ˈɹɪð.əm/
- Les sons « sh » et « zh »: intonation /ɪntəˈneɪʃən/, confirmation /ˌkɑn.fəɹˈmeɪ.ʃən/, preposition /ˌpɹɛpəˈzɪʃən/, toothbrush /ˈtuːθ.bɹʌʃ/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/
- Mots longs — placez bien l’accent: intonation /ɪntəˈneɪʃən/, confirmation /ˌkɑn.fəɹˈmeɪ.ʃən/, unbelievable /ˌʌnbɪˈliːvəbl̩/, preposition /ˌpɹɛpəˈzɪʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: helper /ˈhɛlpɚ/, hurry /ˈhʌ.ɹi/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: sandwich /ˈsæn(d).wɪd͡ʒ/, adjective /ˈæd͡ʒ.ɪk.tɪv/, conjunction /kənˈd͡ʒʌŋk.ʃn̩/, cottage /ˈkɒt.ɪd͡ʒ/
- /r/ anglais — langue recourbée, sans frotter la gorge: distress /dɪˈstɹɛs/, confirmation /ˌkɑn.fəɹˈmeɪ.ʃən/, preposition /ˌpɹɛpəˈzɪʃən/, phrasal /ˈfɹeɪzəl/, pronoun /ˈpɹoʊ.naʊn/
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, intonation, verb.
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.