Pratique du Shadowing: Battery-powered motorbikes: IELTS LISTENING Vol 3 Test 7 Section 3 - Apprendre l'anglais à l'oral avec la vidéo
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92 phrases
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Now turn to Section 3.
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Section 3.
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You will hear two engineering students discussing a presentation they are preparing about a battery-powered motorbike.
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First, you have some time to look at questions 21 to 26.
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Thank you.
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Now listen carefully and answer questions 21 to 26.
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Hi, Sarah.
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Shall we make a start on that presentation about our battery-powered motorbike project?
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Yes, let's.
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It'd be nice to do a good job for the university open day.
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I hope the lecturers write that it'll interest people thinking about coming here to study.
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Well, they certainly should.
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And at least it won't be assessed.
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Yes, and I guess we should be proud our project was chosen rather than anything done by others in our class.
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And our project's unusual because people usually think of environmentally friendly vehicles as being relatively slow.
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But our battery-powered motorbike can get up to 165 kilometers an hour, the same as lots of petrol-driven bikes.
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And it has an efficiency of 90 percent, whereas ordinary bikes are far less.
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They waste a huge amount of energy.
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And our bike doesn't need a petrol tank or an exhaust system either.
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So, markedly, the design is more straightforward and it's also lighter.
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Anyway, it's going to be quite a challenge to prepare something interesting and appropriate for all the people who might come.
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Well, time is certainly going to be an issue.
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You mean in terms of how much we have to deal with in only 15 minutes?
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Well, I was thinking more about the fact that the talk's next week, and we have a lot of other stuff on just now.
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Absolutely.
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So, how shall we organize things?
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We could just do a short talk and allow most of the time for questions.
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Well, it'd be good to allow plenty of time for those, but I think we need to present quite a lot, too.
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We could start by showing a couple of minutes from the film of the race it took part in.
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Brilliant!
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I'm sure they'd love that.
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Then we can talk about how we built and tested the motorbike and so on.
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For example, one of us could talk through the project from the initial brief to prototype stage,
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and then the other take it on to testing and development.
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Well, let's deal with that later.
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It might be better to have just you or me doing the talking, but we don't need to decide just yet.
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Okay, so what about the slides for our presentation?
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Shall we work on the text for those now?
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Well, we could just use keywords.
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That'll help structure our talk.
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How about using mainly visuals?
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I took lots of photos as we went along, so it'd be easy to illustrate the progress of the project that way.
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More interesting than diagrams, and slides with lots of text can be boring.
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Okay, right you are.
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So, do you think we should discuss things with the lecturer before going much further?
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We could do that this afternoon.
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Wouldn't it be better to get a first draft done?
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Then we've got something more concrete to discuss with him.
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Sure, but I'd quite like a bit more input before we spend a lot of time preparing something
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that might not be what's needed.
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Okay.
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When did we have a work with Amish in the fourth year?
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His tutor had him doing something similar last summer, so I'm sure he'd give us some useful pointers.
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Great.
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Let's do that after lunch.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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Let's think a bit more about how the project went.
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That might give us some ideas.
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Okay.
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Well, first, I'd say that writing the report was hard.
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Yes, I was dreading having to write 80 pages in just a month.
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But actually, it was harder making sure we didn't go over length.
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Anyway, I never imagined we'd deal with it with a day to spare.
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No, it was lucky your sister had time to proofread it.
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She picked up on several careless mistakes, especially in the bibliography.
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Yes, well, she works in publishing, so she's used to checking things.
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I suppose it helped that we kept detailed notebooks throughout the year.
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That was a chore, but worth it.
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Yes, I didn't enjoy keeping mine up to date.
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I actually found it really time-consuming, noting down all the adaptations we made to the design as we went along.
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I hadn't anticipated that.
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Me too.
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And I thought the tutor could have given us a bit more advice at the beginning of the process.
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That's right.
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I like doing the concept sketches.
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For me, that was one of the best bits.
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I've always enjoyed those initial stages of the design process.
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I was relieved that the tutor picked up on that mistake we made in our aerodynamic sketches.
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It would have been disastrous if that hadn't been picked up at an early stage.
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Exactly.
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Finding sponsors took quite some time, of course.
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Yes, but we knew that'd be an issue, and I never expected it to be enjoyable.
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Not like the actual hands-on project work.
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The tutor certainly came into his own at that stage.
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Yes.
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I never expected him to have such useful contacts in industry.
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Good thing for us he did, though.
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Right.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 92 phrases et 917 mots à répéter en shadowing. La partie parlée dure 7:28. Le locuteur parle à un rythme régulier d’environ 123 mots par minute, confortable pour le shadowing. 87 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| tutor nom | /ˈtjuːtəː/ | tuteur |
| slide nom | /ˈslaɪ̯d/ | toboggan, glissoire |
| sketch nom | /ˈskɛt͡ʃ/ | esquisse |
| lecturer nom | /ˈlɛkt͡ʃəɹə/ | conférencier, lecteur |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| unusual adjectif | /ʌnˈjuːʒ(u)əl/ | inhabituel, insolite |
| concrete adjectif | /ˌkɑnˈkɹit/ | concret |
| ordinary adjectif | /ˈɔɹdɪnɛɹi/ | ordinaire |
| whereas | /(h)wɛɹˈæz/ | tandis que, alors que |
| efficiency nom | /ɪˈfɪʃ.ən.si/ | rendement |
| spare adjectif | /spɛɚ/ | rechange |
| publish verbe | /ˈpʌblɪʃ/ | éditer, publier |
| assess verbe | /əˈsɛs/ | estimer, évaluer |
| sponsor nom | /ˈspɒn.səː/ | commanditaire, sponsor |
| adaptation nom | /ˌæd.æpˈteɪ.ʃən/ | adaptation |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| get up to verbe | commettre |
Prononciation à surveiller
Le locuteur utilise 23 contractions et formes réduites, comme it'd, didn't, hadn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, unusual /ʌnˈjuːʒ(u)əl/, efficiency /ɪˈfɪʃ.ən.si/, publish /ˈpʌblɪʃ/, adaptation /ˌæd.æpˈteɪ.ʃən/
- Mots longs — placez bien l’accent: unusual /ʌnˈjuːʒ(u)əl/, ordinary /ˈɔɹdɪnɛɹi/, efficiency /ɪˈfɪʃ.ən.si/, adaptation /ˌæd.æpˈteɪ.ʃən/, bibliography /bɪbliˈɒɡɹəfi/
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 tutor, slide, sketch.
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.