Pratique du Shadowing: American English Connected Reading | A Painting - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
175 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Hey, what's up?
2
It's Alex.
3
Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
4
Let's take a look.
5
I remember I was in Boston a couple of years ago.
6
I remember.
7
When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
8
I remember.
9
I remember.
10
I remember.
11
I I remember, I remember, I remember I was in Boston.
12
I was in, I was in Boston.
13
We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
14
I was in Boston.
15
I remember I was in Boston.
16
At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
17
I was in Boston.
18
I remember I was in Boston.
19
I was in Boston.
20
I remember I was in Boston a couple of years ago.
21
A couple, a couple of years ago.
22
Couple, so we take out the the in of.
23
A couple of years ago.
24
And I went to, and I went to.
25
Almost every time you see and, you're gonna take out the D in connected speech.
26
And I, and I went to.
27
We're gonna connect the n, t, t here, went to.
28
You can see that the NTT turns into just NT.
29
Went to.
30
Went to.
31
I remember I was in Boston a couple of years ago and I went to one of the art museums there.
32
One of the art museums.
33
So here, the.
34
We have the Y sound at the end of the in order to get ready for the AH in art.
35
Then we have art museums.
36
I'm not saying a T there at the end of the word art.
37
I'm saying a glottal stop.
38
Art.
39
Art.
40
museums.
41
It's cutting off in my throat instead of finishing the T sound.
42
Art museums.
43
One of the art museums there.
44
And don't forget to take the the out of the word of there.
45
One of the art museums there.
46
Huge place.
47
Tons of paintings.
48
We're going to take out the the in of.
49
Tons of paintings.
50
Tons of.
51
And remember we're going to connect these sounds as much as we can.
52
Ton zuh, zuh, zuh.
53
I'm not adding anything between the z and uh sounds.
54
Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
55
one nigh, nigh, we're going to connect one and I.
56
One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
57
that N turns into an M.
58
In particular, in particular.
59
One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
60
From the 18, the 18, we have that sound connecting the 18,
61
the 1880s, of four young girls, of four.
62
So here we have the in of, but it's connected to in four, so of four, of four.
63
A painting from the 1880s of four young girls.
64
Connect that ng sound at the end of young with g in girls.
65
Four young girls.
66
A painting from the 1880s of four young girls playing in a huge house.
67
In a huge house.
68
Connect in a into one little chunk.
69
playing in a huge house.
70
It's a little hard to describe.
71
It's a little hard to connect the d
72
and the t there hard to
73
and we're going to reduce the vowel in two hard to
74
hard to describe describe why describe why you can see
75
that at the end of describe gets weakened before a sound hard to describe why it.. why?
76
Why?
77
Hard to describe why it was so memorable.
78
It's kind of a funny sound when I slow down and say it in its connected form.
79
Describe why?
80
Why?
81
Describe why it was so memorable.
82
Why it was so.
83
Why it?
84
So here we have a glottal stop for the t in it.
85
Why it was?
86
So was, that vowel in the word was gets reduced, why it was so.
87
Then we're going to connect the s in so with the z in the word before it was.
88
Why it was so.
89
Hard to describe why it was so memorable.
90
The light was really impressive.
91
Again we have a glottal stop for the t in light.
92
The light was really impressive.
93
Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
94
foreground was naturally lit foreground was naturally lit and the background slowly faded
95
so here lit we have a glottal stop there in lit lit lit
96
and the background drop the D in and
97
and connect the end of the th lit
98
and the background slowly faded again we kind of drop
99
that D or weaken
100
that D at the end of background background slowly faded into darkness kind of showing how large the house was.
101
Kinda showing.
102
So here, kind of.
103
We could connect that to kinda.
104
You could also connect it even further to kinda.
105
Kinda showing, kinda showing how large the house was.
106
And the color was great too.
107
And the, and the color.
108
Drop the D, connect the end of the TH.
109
And the color was great too.
110
Great too.
111
Connect the two T sounds there, the end of great and the beginning of too.
112
and the color was great too.
113
It looked very realistic.
114
It looked.
115
We have a glottal stop there for the T.
116
It looked.
117
It looked very realistic.
118
Now if I say it looked a little faster, that L can kind of even delete the T entirely.
119
No glottal stop.
120
If I speak it at a regular pace, it looked.
121
That's fine.
122
But if I say it even faster, it looked.
123
It looked.
124
This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
125
ELUKED.
126
ELUKED.
127
No T.
128
No glottal stop.
129
ELUKED.
130
Now we can't do that in regular speed speech.
131
It sounds a little weird if we don't have the glottal stops.
132
Don't have the glottal stops.
133
We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
134
It looked, it looked very realistic, like a color photo even, color photo even.
135
We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
136
I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
137
Connect these two S sounds here.
138
Its size.
139
I think the main thing was its size.
140
It was like seven feet tall.
141
Here, it was, is another example.
142
At the beginning of a sentence, we can take out that T and not even have a glottal stop.
143
It was, it was like seven feet tall, seven feet tall.
144
So here that N and F blend together, and it's almost more of an M sound.
145
Seven feet tall, seven feet tall.
146
We connect these two T sounds at the end too.
147
Feet tall.
148
It was like seven feet tall.
149
It was like seven feet tall.
150
It completely dominated the room.
151
It completely.
152
Glottal stop T before the K incompletely.
153
It completely dominated the room.
154
Connect the D and the TH here.
155
It completely dominated the.
156
Dominated the.
157
Dominated the room.
158
I wish I could remember its name.
159
I wish I could remember.
160
So that D before the R gets a little bit weaker.
161
Could remember, could remember.
162
You can say the full D there if you like too.
163
It's totally fine.
164
I wish I could remember, could remember, but you can also drop it.
165
I wish I could remember its name.
166
I remember I was in Boston a couple of years ago and I went to one of the art museums there.
167
Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
168
It's a little hard to describe why it was so memorable.
169
The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
170
And the color was great too.
171
It looked very realistic, like a color photo even.
172
I think the main thing was its size.
173
It was like 7 feet tall.
174
It completely dominated the room.
175
I wish I could remember its name.
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
B22
English Connected Reading Training | 美音连读教程 | 雅思口语Part2：Describe a vacation that you have been on
IELTS PrepDaily ConversationUniversity Students
B29
American English Connected Reading | TOEFL Topic: Why we may remember something better than others
TOEFL PrepUniversity StudentsWorking Adults
B1American English Connected Reading | IELTS Topic: Describe a crowded place you have visited (part 1)
IELTS PrepUniversity StudentsWorking Adults
A257
雅思口语 IELTS Speaking with IPA | What's your major?
IELTS PrepUniversity StudentsWorking Adults
B11
American English Intonation | Daily Life English: Food Order (part two)
Travel EnglishTeensDaily Conversation
B21
美音连读练习 American English Connected Reading | A trip to a forest
Daily ConversationUniversity StudentsWorking Adults
B21
英语美音连读教程 | 雅思口语Part2: Famous people difference（上）
IELTS PrepInterview EnglishUniversity Students
B1American English Connected Reading 美式英语连读（上）｜Healthy activity （part one)
IELTS PrepDaily ConversationUniversity Students
B13
American English Connected Reading | IELTS: Why do some people prefer phone calls over texting (one）
IELTS PrepUniversity StudentsWorking Adults
B21
美音连读&语音语调练习American English Connected Reading|Describe the first paid work that you ever did (part2)
IELTS PrepInterview EnglishUniversity Students
B12
American English Connected Reading | Food You Tried For The First Time
Travel EnglishDaily ConversationUniversity Students
B11
American English Connected Reading | Complaining About the Road
Daily ConversationUniversity StudentsWorking Adults
B1Everyday English Intonation: Sorry for Being Late
Daily ConversationUniversity StudentsWorking Adults
B12
American English Connected Reading | Positive Customer Feedback
Business EnglishDaily ConversationWorking Adults
B22
American English Connected Reading | Business Metrics Report
Business EnglishWorking Adults
B12
American English Connected Reading ｜Shopping
Travel EnglishTeensDaily Conversation
B14
美音语音语调练习 | 雅思口语：Describe a new public facility in your hometown
IELTS PrepUniversity StudentsWorking Adults
B26
American English Intonation Practice | IELTS Topic: Describe an Important Crop in Your Country
IELTS PrepUniversity StudentsWorking Adults
B21
英语语音语调教程 | 雅思口语Part2: Famous people differences（下）
IELTS PrepCambridge Exam PrepUniversity Students
B11
American English Connected Reading 美式英语连读&语音语调（下）｜Healthy activity （part two)
Daily ConversationUniversity StudentsWorking Adults
FOR YOU
Vidéo recommandée
B15
100 phrases
American English Connected Reading | Moving to a new place
Daily ConversationHigh School StudentsUniversity Students
B24
145 phrases
Talking About Art in English | B1–B2 Conversation Practice
Daily ConversationHigh School StudentsUniversity Students
![10 MIN Daily Pronunciation Practice for English Learners [Challenge mode🔥]](https://img.youtube.com/vi/A1R6fw2_FaE/mqdefault.jpg)
B136
196 phrases
10 MIN Daily Pronunciation Practice for English Learners [Challenge mode🔥]
Daily ConversationHigh School StudentsUniversity Students
B15
73 phrases
Luyện nghe Tiếng Anh giao tiếp - Chủ đề VIỆN BẢO TÀNG (A Museum)
Travel EnglishDaily ConversationHigh School Students
B19
201 phrases
English Reading with Connected Speech 📖 Vocabulary and Native Pronunciation Practice
American AccentDaily ConversationHigh School StudentsUniversity Students
B117
36 phrases
English Listening Quiz - But, Bought, Boat?
American AccentDaily ConversationHigh School StudentsUniversity Students
B14
101 phrases
American English Connected Reading 美式英语连读（下）｜Describe a Journey（part two)
IELTS PrepDaily ConversationHigh School Students
B112
52 phrases
Learn/Practice English with MOVIES (Lesson #64) Title: Night at the Museum: Secret of the Tomb
Daily ConversationHigh School StudentsUniversity Students
B114
12 phrases
Unvoiced vs. Voiced: American English Pronunciation
American AccentDaily ConversationHigh School StudentsUniversity Students
B190
52 phrases
B1 English Listening Practice with Test - Leisure Time
TeensDaily ConversationHigh School Students
B12
198 phrases
SLOW ENGLISH: Answering Questions in English - Listening Comprehension
Daily ConversationHigh School StudentsUniversity Students
B125
284 phrases
Airport English Conversation | Check-In, Extra Luggage & Passport Control | Listening Practice A2-B1
Travel EnglishTeensDaily Conversation
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « American English Connected Reading ». Les mots qui reviennent le plus souvent : sound, connect, Boston, describe, glottal. Cette vidéo contient 175 phrases et 1443 mots à répéter en shadowing. La partie parlée dure 8:54. Le locuteur parle à un rythme naturel d’environ 162 mots par minute, proche d’une conversation courante. Seuls 80 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| glottal adjectif | /ˈɡlɑ.təl/ | glottique, glottal |
| foreground nom | /ˈfɔː(ɹ)ˌɡɹaʊnd/ | premier plan, avant-plan |
| dominate verbe | /ˈdɑ.məˌneɪt/ | dominer |
| ton nom | /tʌn/ | tonne |
| fade verbe | /feɪd/ | s'affadir, faner |
| memorable adjectif | /ˈmɛm.(ə)ɹə.bl̩/ | mémorable |
| realistic adjectif | /ˌɹɪəˈlɪs.tɪk/ | réaliste |
| vowel nom | /ˈvaʊ.əl/ | voyelle |
| nigh adjectif | /naɪ/ | proche, près |
| weaken verbe | /ˈwikən/ | affaiblir |
| phrase nom | /ˈfɹeɪ̯z/ | expression |
| darkness nom | /ˈdɑɹk.nɪs/ | obscurité, ténèbres |
| incompletely adverbe | /ˌɪn.kəmˈpliːt.li/ | incomplètement |
| unstressed adjectif | /ʌnˈstɹɛst/ | non accentué, inaccentué |
| chunk nom | /t͡ʃʌŋk/ | pièce, morceau |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| take out verbe | supprimer, sortir |
| slow down verbe | ralentir, décélérer |
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 naturally lit |
| Futur avec « going to » be going to + verbe — un projet ou ce que l’on voit venir | gonna connect · gonna take · We're going to take |
| Présent continu am/is/are + -ing — ce qui se passe en ce moment | I'm not saying · I'm saying · I'm not adding |
Prononciation à surveiller
Le locuteur utilise 27 contractions et formes réduites, comme we're, kinda, gonna. Prononcez-les sous leur forme courte, telles que vous les entendez.
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: foreground /ˈfɔː(ɹ)ˌɡɹaʊnd/, memorable /ˈmɛm.(ə)ɹə.bl̩/, realistic /ˌɹɪəˈlɪs.tɪk/, phrase /ˈfɹeɪ̯z/, darkness /ˈdɑɹk.nɪs/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme glottal, foreground, dominate.
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.