Pratique du Shadowing: Cambridge 12 Test 2 Section 3 Listening - Apprendre l'anglais à l'oral avec la vidéo

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85 phrases
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Section 3 You will hear James, who is in the Scandinavian Studies Department at his university,
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talking to his tutor, Beth.
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First, you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
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Oh, good morning.
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You must be James.
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I'm Beth Cartwright.
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Please call me Beth.
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Thank you.
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Now, as this is your first tutorial since you started on the Scandinavian Studies course, I'd like to find out something about you.
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Why did you decide to take this course?
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Well, my mother is Danish, and although we always lived in England, she used to talk about her home a lot,
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and that made me want to visit Denmark.
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We hardly ever did, though.
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My mother usually went on her own.
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But whenever her relations or friends were in England, they always came to see us.
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I see.
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So I assume you already speak
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Danish, one of the languages you'll be studying?
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I can get by when I talk to people, though I'm not terribly accurate.
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Now, you probably know that you'll spend the third year of the course abroad.
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Have you had any thoughts about that?
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I'm really looking forward to it.
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And although Denmark seems the obvious place to go because of my family connections, I'd love to spend the time in Iceland.
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Oh, I'm sure it can be arranged.
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Do you have any plans for when you graduate?
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A lot of students go on to take a master's degree.
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I think the four years of the undergraduate course will be enough for me.
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I'm interested in journalism, and I quite like the idea of moving to Scandinavia and writing for magazines.
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I'd find that more creative than translating, which I suppose most graduates do.
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OK.
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Now, how are you finding the courses you're taking this term, James?
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Well, I'm really enjoying the one on Swedish cinema.
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That'll continue next term, but the one on Scandinavian literature that's running at the moment will be replaced by more specialised courses.
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Oh, and by the way, if you're interested in watching
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Danish television programmes, there's going to be a course on that the term after next.
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That sounds good.
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Have you started thinking about the literature paper that you have to write in the next few weeks?
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Yes.
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My first choice would be to do something on the Icelandic sagas.
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Hmm.
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The trouble with that is that a lot of people choose
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that topic and it can be difficult to get hold of the books you'll need.
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Why not leave that for another time?
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Right.
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You might find modern novels or nineteenth -century playwrights interesting.
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I've read or seen several plays in translation, so that would be a good idea.
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Fine.
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I'll put you down for that topic.
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Right.
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So what would you advise me to aim at in the paper?
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First, I suggest you avoid taking one writer and going into a great deal of detail.
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That approach certainly has its place, but I think you first need to get an understanding of the literature in the context of the society in
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which it was produced, who it was written for, how it was published, and so on.
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I also think that's more fruitful than placing it within the history of the genre.
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Okay, that sounds reasonable.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Could I ask for some advice about writing the paper I'm working on about the Vikings?
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I have to do that this week, and I'm a bit stuck. Of course.
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Have you decided yet what to write about?
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No, I haven't.
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There's so much that seems interesting.
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Viking settlement in other countries, trade, mythology.
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Well, what I suggest is that you read an assignment a student wrote last year, which is kept in the library.
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It's short and well -focused, and I'm sure you'll find it helpful.
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I'll give you the details in a moment.
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Textbooks usually cover so many topics, It can be very difficult to choose just one.
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OK.
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I've got a DVD of the film about the Vikings that came out earlier this year.
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Should I watch that again?
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If it's the one I am thinking of, I'd ignore it.
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It's more fantasy than reality.
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But I've got a recording of a documentary that you should watch.
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It makes some interesting and provocative points, which I think will help you to focus your topic.
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Right.
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So then should I work out an outline?
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Yes, just headings for different sections at this stage.
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And then you should start looking for suitable articles and books to draw on, and take notes which you organise according to those headings.
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I see.
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Then put short phrases and sentences as bullet points under each heading.
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Make sure that this skeleton makes sense and flows properly before writing up the paper in full.
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Okay.
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Thanks.
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That's very helpful.
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Now turn to Section 4.

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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale s’appuie sur la vidéo « Cambridge 12 Test 2 Section 3 Listening ». Les mots qui reviennent le plus souvent : topic, paper, Scandinavian, viking, Beth. Cette vidéo contient 85 phrases et 828 mots à répéter en shadowing. La partie parlée dure 7:06. Le locuteur parle à un rythme régulier d’environ 117 mots par minute, confortable pour le shadowing. 85 % 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 :

MotPrononciationSens
topic nom/ˈtɑpɪk/sujet, thème
heading nom/ˈhɛdɪŋ/titre
helpful adjectif/ˈhɛlp.fl̩/utile, serviable
ignore verbe/ɪɡˈnɔː/ignorer, ne pas prêter attention à
carefully adverbe/ˈkɛɹf(ə)li/soigneusement
abroad adverbe/əˈbɹɔːd/à l'étranger
translation nom/tɹænzˈleɪʃən/traduction, transmission
suitable adjectif[ˈsjuː.tə.bɫ̩]approprié, convenable
documentary nom/ˌdɒk.jʊˈmɛn.tɹi/documentaire, film documentaire
relation nom/ɹɪˈleɪʃ(ə)n/relation
phrase nom/ˈfɹeɪ̯z/expression
bullet nom/ˈbʊlɪt/balle, projectile
assignment nom/əˈsaɪn.mənt/affectation
cinema nom/ˈsɪn.ə.mə/cinéma
genre nom/ˈ(d)ʒɑnɹə/genre

Les verbes à particule que vous entendrez

MotPrononciationSens
come out verbe/ˌkʌm ˈaʊt/sortir
find out verbedécouvrir, savoir
look forward to verbeavoir hâte de, attendre avec impatience
work out verbe/ˌwɝk ˈaʊt/calculer

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

  • Why did you decide to take this course?
  • Danish, one of the languages you'll be studying?
  • Have you had any thoughts about that?
  • Do you have any plans for when you graduate?
  • Have you decided yet what to write about?

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

StructureDans la vidéo
Present perfect have/has + participe passé — une action passée qui compte encore maintenantHave you had · Have you started · I've read
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitcan be arranged · will be replaced · was produced

Prononciation à surveiller

Le locuteur utilise 26 contractions et formes réduites, comme I'm, I'd, you'll. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « th »: nineteenth /ˌnaɪnˈtiːnθ/, mythology /mɪˈθɑ.lə.d͡ʒi/
  • Les sons « sh » et « zh »: translation /tɹænzˈleɪʃən/, relation /ɹɪˈleɪʃ(ə)n/, genre /ˈ(d)ʒɑnɹə/
  • Mots longs — placez bien l’accent: documentary /ˌdɒk.jʊˈmɛn.tɹi/, mythology /mɪˈθɑ.lə.d͡ʒi/, provocative /pɹəˈvɒk.ə.tɪv/

Les sons difficiles pour les francophones :

  • /h/ — il se souffle, il n’est pas muet: heading /ˈhɛdɪŋ/, helpful /ˈhɛlp.fl̩/
  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: journalism /ˈd͡ʒɝnl̩ˌɪzəm/, arrange /əˈɹeɪnd͡ʒ/, mythology /mɪˈθɑ.lə.d͡ʒi/
  • /r/ anglais — langue recourbée, sans frotter la gorge: carefully /ˈkɛɹf(ə)li/, abroad /əˈbɹɔːd/, translation /tɹænzˈleɪʃən/, documentary /ˌdɒk.jʊˈmɛn.tɹi/, relation /ɹɪˈleɪʃ(ə)n/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme topic, heading, helpful.

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.

Technique du shadowing : lire le guide complet étape par étape →