Pratique du Shadowing: Apollo Program: Eagle Has Landed - Apprendre l'anglais à l'oral avec la vidéo
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113 phrases
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1961, at the height of the Cold War between the United States and the Soviet Union, cosmonaut Yuri Gagarin became the first man in space.
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Just weeks later, the United States launched its first astronaut, Alan Shepard.
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He was welcomed home as a hero, but President John F.
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Kennedy knew that if the United States was to overtake the Soviet space programme, it needed a bolder mission.
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I believe that this nation should commit itself to achieving the goal, before this decade is out of landing a man on the Moon and returning him safely to the Earth."
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As Kennedy addressed Congress, the United States had just 15 minutes of human spaceflight experience.
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No one knew if a Moon landing was even possible, let alone in just nine years.
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It would be an unprecedented engineering and scientific undertaking, marked by heroism and tragedy.
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The incredible task of landing an astronaut on the Moon would be known as the Apollo Programme.
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The Apollo Programme had been rocked by the tragic death of Apollo 1 astronauts Gus Grissom, Ed White and Roger Chaffee.
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But it had recovered with the brilliant success of Apollo 7, the first crude test of the Command and Service Module.
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And in 1968, after seven years of intense research and development, NASA had flown three astronauts 240,000 miles from home and into lunar orbit.
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Apollo 8 flew within 69 miles of the Moon's surface, but crossing that final gap would be the greatest challenge of the Apollo programme.
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It would require a completely new and untested type of spacecraft… the Lunar Module.
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In the wake of Apollo 8's daring journey to the Moon, Apollo 9 received much less public attention.
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The mission wasn't even going to leave Earth orbit.
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But within the astronaut corps, the first crewed flight of the lunar module was seen as an even more exciting challenge.
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The mission's commander, Jim McDivitt, had actually turned down the chance to fly to the Moon on Apollo 8, choosing Apollo 9 instead.
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Like many Apollo astronauts, he was a former test pilot, and this was a chance to test a brand new flying machine.
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Two, one, zero, liftoff, we have liftoff at 11am EST.
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Before the test flight of the Lunar Module could begin, the crew had a challenging docking manoeuvre to perform.
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The Lunar Module was folded inside the upper stage of the Saturn V rocket, and needed to be extracted using the Command and Service Module.
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Leaving Command Module pilot Dave Scott to fly the CSM, McDivitt and Lunar Module pilot Rusty Schweikert climbed aboard and undocked.
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The Lunar Module was the first true spaceship, designed only to fly in the vacuum of space.
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Its insect-like body was designed without the constraints of aerodynamics, but every panel, bolt and button had to be as light as possible, so the craft could lift itself off the Moon's surface.
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McDivitt said that it looked like cellophane and tin foil, put together with Scotch tape and staples.
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He gave his craft the callsign Spider.
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Unlike the command module, Spider did not have a heat shield, so it would burn up if it tried to re-enter Earth's atmosphere.
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So if the astronauts couldn't re-dock with the command module after their test flight, they would have no way of returning home.
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But Spider's test flight went perfectly.
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Divit and Schweikert flew the Lunar Module over 100 miles from the Command Module.
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They tested the ascent and descent engines, and returned for a safe rendezvous.
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The Lunar Module was ready to fly to the Moon.
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NASA had successfully tested both the Command Module and Lunar Module, and made a trip around the Moon.
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Many hoped the next mission would attempt the first Moon landing.
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But NASA needed more experience in communications and tracking two separate spacecraft in lunar orbit, plus the challenges of rendezvous and docking in the Moon's weaker gravity.
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And there was another critical unknown.
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In 1968, NASA scientists discovered that the Moon has a highly uneven gravitational field.
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This is caused by huge lumps of high-density material in its crust, known as mass concentrations, or mascons, which could exert an uneven pull on a spacecraft and throw it off course.
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Before it was safe to attempt a landing, NASA would need to learn more about the mascons by examining their effect on another Apollo flight.
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Apollo 10 would be a dress rehearsal for the first landing attempt, flying every part of the mission, except for the final descent to the surface.
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The Apollo 10 crew was Commander Tom Stafford, Command Module Pilot John Young, and Lunar Module Pilot Gene Cernan.
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All three men were veterans of the Gemini programme, and with five missions between them, they were the most experienced crew ever sent into space.
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Stafford and Cernan flew the Lunar Module to within nine miles of the Moon's surface.
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Their successful flight proved every phase of the mission, except for the final descent.
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Now, everything was in place.
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It was time to attempt the landing.
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Apollo 11 would be commanded by Neil Armstrong, a brilliant engineer and test pilot.
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Early in his NASA career he'd flown the experimental X-15 rocket plane, up to an altitude of 207,000 feet at speeds of almost 4,000 miles per hour.
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When he joined the space programme as part of NASA's second astronaut group, he was one of the few astronauts to be offered a command on his first mission, Gemini 8.
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Gemini 8 achieved the first docking of two spacecraft in orbit.
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But the mission almost ended in disaster, when a faulty manoeuvring thruster caused the Gemini capsule to spin wildly.
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Armstrong's calm and swift piloting brought the spacecraft under control, and although the mission was cut short, he'd proved his almost superhuman ability to remain calm under pressure.
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Joining him as Lunar Module Pilot was Buzz Aldrin.
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A graduate of MIT, Aldrin wrote his doctoral thesis on piloting techniques for orbital rendezvous, and had an extraordinary understanding of orbital mechanics.
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He'd proven his expertise on Gemini 12.
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When the spacecraft's rendezvous radar malfunctioned, he was able to compute the orbital manoeuvres himself and guide the capsule to a successful docking with an unmanned target rocket.
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The Command Module pilot was Michael Collins.
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He would remain aboard the Command Module, whilst Armstrong and Aldrin descended to the Moon.
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He had no regrets about his assignment, telling reporters that he was going 99.9% of the way there, and that was fine with him.
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But years later, he would recount his greatest fear – that Armstrong and Aldrin would be stranded on the surface, leaving him to travel back to Earth alone.
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The 15th of July, 1969.
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Almost a million people were gathering at Cape Kennedy to watch the three astronauts fly to the Moon.
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But not everyone was there to celebrate.
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As launch preparations were made, around 150 people – mostly African-American mothers and their children – arrived at Cape Kennedy to protest the launch.
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They were led by the Reverend Ralph Abernathy, who had succeeded Dr Martin Luther King as leader of the Southern Christian Leadership Conference, after King's assassination the previous year.
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Their message was simple.
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It was inhuman to spend billions of dollars sending men to the moon, while one in five Americans lacked proper food, shelter and healthcare.
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NASA Administrator Thomas Paine met with the protesters the evening before the launch.
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He told Abernathy that, if we could solve the problems of poverty by not pushing the button to launch men to the Moon tomorrow, then we would not push that button.'
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Their terse meeting resolved nothing, but it ended with a handshake, and a promise by Abernathy that he would pray for the safe flight of the astronauts.
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The following day, ten of the protesters were invited into the VIP stands to watch the launch of Apollo 11.
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10, 9, ignition sequence starts, 6, 5, 4, 3, 2, 1, 0, all engines running.
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Liftoff, we have a liftoff, 32 minutes past the hour, liftoff on Apollo 11."
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Four days later, on the 20th of July, Armstrong and Aldrin climbed into their lunar module, callsign EGLE, and began their descent to the lunar surface.
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Years of hard work and training had led to this moment.
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The descent to the lunar surface would test their skills to the very limit.
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Back on Earth, in Houston, Texas, the staff of Mission Control watched as EGLE passed behind the Moon for a final time.
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They monitored every system in both spacecraft, and guided the astronauts through the complex flight plan.
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And the success of the mission was about to rest on the shoulders of 26-year-old guidance officer Steve Bales.
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The master alarm sounded in the Lunar Module cockpit.
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The sales guidance computer was trying to tell the astronauts that something was wrong.
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Its simple display showed the numbers 1202, but neither Armstrong or Aldrin knew what this meant.
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Flight director Gene Krantz was seconds away from calling an abort.
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He turned to Bales for answers.
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1202 meant the guidance computer was overloaded.
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It had too many tasks to complete in its computing cycle, and was dropping some in order to continue functioning.
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Without a working guidance computer, the astronauts would have to abort.
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But the alarm wasn't sounding continuously.
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This meant that most computational cycles were being completed properly.
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Bales decided that as long as the problem was only intermittent, the landing could continue.
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But then another problem.
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The Lunar Module was approaching the surface too fast, and had overshot its intended landing site.
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Now the computer was guiding them towards a massive, football stadium-sized crater, surrounded by a field of car-sized boulders.
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With the Lunar Module almost out of fuel, Armstrong took manual control.
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Mission control could only watch.
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The landing rested on Armstrong's piloting skills.
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As around 600 million people watched from Earth, Armstrong took his first steps on the lunar surface.
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That's one small step for man, one giant leap for mankind.
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The precisely choreographed Moonwalk had taken two years to plan.
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For two hours and 40 minutes, Armstrong and Aldrin gathered rock samples, set up scientific experiments and took photographs.
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The Apollo 11 crew returned home as heroes, their names now amongst those of the greatest explorers in history.
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Now that President Kennedy's goal had been accomplished, was there any point in returning to the Moon?
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What was left for the Apollo programme to achieve?
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The new mission would be science.
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The Moon's origins remained a mystery.
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Where did it come from?
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Could its scarred surface tell the story of the early solar system, and in turn help us understand the origins of our own world?
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But although NASA now possessed the knowledge and technology to land on the Moon, it would soon receive a powerful reminder of the dangers of spaceflight.
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Thank you to Curiosity Stream for sponsoring this video,
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and to our Patreon supporters for making Epic History TV possible.
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Visit our Patreon page to find out how you can support the channel, get ad-free early access and help to choose future topics.
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You can also follow us on Facebook, Instagram or Twitter for extra Epic History content and regular updates.
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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 « Apollo Program: Eagle Has Landed ». Les mots qui reviennent le plus souvent : module, lunar, Apollo, moon, astronaut. Cette vidéo contient 113 phrases et 1831 mots à répéter en shadowing. La partie parlée dure 16:28. Le locuteur parle à un rythme régulier d’environ 111 mots par minute, confortable pour le shadowing. Seuls 75 % 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 |
|---|---|---|
| module nom | /ˈmɑd͡ʒul/ | module |
| lunar adjectif | /ˈlunɚ/ | lunaire, sélénite |
| astronaut nom | /ˈæstɹəˌnɔt/ | astronaute |
| spacecraft nom | /ˈspeɪsˌkɹæft/ | astronef, spationef |
| liftoff nom | décollage | |
| descent nom | /dəˈsɛnt/ | descente |
| dock nom | /dɑk/ | darse |
| rendezvous nom | /ˈɹɑndəˌvu/ | rendez-vous |
| orbit nom | /ˈɔɹ.bɪt/ | orbite |
| orbital adjectif | /ɔɹ.bət.l̩/ | orbital |
| abort verbe | /əˈbɔɹt/ | faire une fausse couche |
| compute verbe | /kəmˈpjuːt/ | computer, calculer |
| protester nom | /pɹəˈtɛstəɹ/ | manifestant, manifestante |
| uneven adjectif | /ʌnˈivən/ | inégal, scabreux |
| capsule nom | /ˈkæps(ə)l/ | capsule |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| find out verbe | découvrir, savoir | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
| turn down verbe | refuser, décliner |
Prononciation à surveiller
Le locuteur utilise 6 contractions et formes réduites, comme he'd, wasn't, couldn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thruster /ˈθɹʌ.stɚ/, thesis /ˈθisɪs/
- Les sons « sh » et « zh »: gravitational /ˌɡɹævɪˈteɪʃənəl/, handshake /ˈhæn(d)ˌʃeɪk/, malfunction /ˌmælˈfʌŋk.ʃən/, overshoot /ˌoʊ.vɚˈʃut/, computational /ˌkɑmpjʊˈteɪʃənəl/
- Mots longs — placez bien l’accent: gravitational /ˌɡɹævɪˈteɪʃənəl/, computational /ˌkɑmpjʊˈteɪʃənəl/, undertaking /ˈʌndə(ɹ)ˌteɪkɪŋ/, unprecedented /ʌnˈpɹɛsɪdɛntɪd/, assassination /əˌsæs.ɪˈneɪ.ʃən/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: handshake /ˈhæn(d)ˌʃeɪk/, heroism /ˈhɛɹoʊɪzəm/, inhuman /ɪnˈhjuːmən/, rehearsal /ɹɪˈhɝsl̩/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: module /ˈmɑd͡ʒul/, tragic /ˈtɹæd͡ʒɪk/
- /r/ anglais — langue recourbée, sans frotter la gorge: astronaut /ˈæstɹəˌnɔt/, spacecraft /ˈspeɪsˌkɹæft/, rendezvous /ˈɹɑndəˌvu/, orbit /ˈɔɹ.bɪt/, orbital /ɔɹ.bət.l̩/
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 module, lunar, astronaut.
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.