Pratique du Shadowing: Cambridge 12 Test 2 Section 4 Listening - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Section 4.
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You will hear part of a lecture about conflict at work, given by a business studies lecturer.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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Over the years, attitudes towards workers have changed considerably.
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After all, there was a time when workers had no rights at all and laboured in appalling conditions.
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Conditions have improved a lot, but conflict in the workplace is still common,
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and human resources managers nowadays need to be able to deal with it when necessary.
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What is conflict in the workplace?
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Definitions vary, but I'm taking it to refer to a whole range of behaviours that the victim finds unacceptable.
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from minor, harmless arguments to, at the opposite extreme, physical violence.
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Much of this is covered by the term bullying,
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by which I mean one or more people behaving abusively or aggressively against another who is in a weaker position.
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Although all behaviour like this is a form of conflict, not all conflict can be described in these terms.
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As with all human behaviour, there are numerous reasons for it,
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but often it's caused by someone who feels the need to show their superiority over someone else,
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in order to feel that they aren't at the lowest level in a hierarchy or a group of people.
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In some cases, one person simply dislikes the other,
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on the basis that the personality of one is in some way incompatible with that of the other person.
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A general habit of optimism in one person could make them intolerant of a colleague who's constantly pessimistic.
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Not that that justifies treating them badly, of course.
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Some conflicts arise when people are more interested in promoting themselves and their team than in the company as a whole.
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These conflicts are called structural and could come about, for example,
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when a sales team believe they are the only people in the business who do any useful work
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and look down on behind-the-scenes administrators.
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Conflict obviously affects the individuals concerned.
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The situation is likely to be very stressful for victims,
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resulting in their absence from work, possibly for months.
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For the company, if no effort is made to deal with conflict,
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it can spiral out of control and even lead to the breakdown of the business.
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Some interesting work with chief executives,
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CEOs, has uncovered some of the reasons why they may treat colleagues badly.
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Many CEOs combine two opposing characteristics.
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Confidence, that is, the belief that they're capable of great achievements, with a high level of anxiety,
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a fear of missing targets, whether set by themselves or by the directors of the company.
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This combination can make them respond badly to anyone who questions their decisions.
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In a high-pressure work environment,
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such characteristics become problematic, and it's particularly difficult to tackle the situation where colleagues,
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managers and board members are all trying to achieve their own visions.
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When they can't agree on strategic issues and on where they see the business going, there are real problems.
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For managers at lower levels within the organisation, it might seem that an autocratic form of management,
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where the chief executive gives orders and everyone else has to obey, would see more conflict than others.
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Interestingly, though, a company with a more democratic business model can suffer more
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when uncertainty about who to report to leads to conflicting demands.
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Now I'll say a little about dealing with the type of conflict that has harmful effects.
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Of course, the ideal is to prevent it arising in the first place.
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A good manager at any level will make efforts to earn the respect of the people they work with,
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particularly those who report to them.
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That will involve politeness in all communications and treating them as equals who happen to have a different role within the organisation.
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Sometimes, of course, conflict does occur and can get out of hand.
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In such cases, the Human Resources Department often gets involved.
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However, if one of the parties in a conflict sees human resources as simply a mouthpiece for the chief executive,
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then an external mediator might be able to help.
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By talking to both sides and trying to find the truth of what's been happening,
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they can build a clear picture of the situation and give feedback that both sides will accept,
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precisely because they're independent.
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That is the end of section four.
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You now have half a minute to check your answers.
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That is the end of the listening test.
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In the IELTS test, you would now have 10 minutes to transfer your answers to the answer sheet.
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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 « Cambridge 12 Test 2 Section 4 Listening ». Les mots qui reviennent le plus souvent : conflict, manager, answer, colleague, behaviour. Cette vidéo contient 61 phrases et 774 mots à répéter en shadowing. La partie parlée dure 8:34. Le locuteur parle lentement, environ 90 mots par minute, ce qui laisse le temps d’imiter chaque son. 84 % 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
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| colleague nom | /ˈkɒliːɡ/ | collègue, confrère |
| arise verbe | /əˈɹaɪz/ | surgir, apparaitre |
| characteristic nom | /ˌkæɹ(ə)ktəˈɹɪstɪk/ | caractéristique |
| workplace nom | /ˈwɝkˌpleɪs/ | lieu de travail, travail |
| appalling adjectif | /əˈpɔːlɪŋ/ | épouvantable, effroyable |
| incompatible adjectif | /ˌɪŋkəmˈpætɪbəl/ | incompatible |
| intolerant adjectif | /ɪnˈtɑləɹənt/ | intolérant |
| mediator nom | /ˈmidieɪtɚ/ | médiateur, médiatrice |
| mouthpiece nom | /ˈmaʊθˌpiːs/ | microphone, micro |
| pessimistic adjectif | /ˌpɛ.səˈmɪs.tɪk/ | pessimiste |
| politeness nom | /pəˈlaɪtnəs/ | politesse |
| uncover verbe | /ʌnˈkʌvɚ/ | découvrir |
| superiority nom | /sʊˌpɪə(ɹ).iˈɒ.ɹɪ.ti/ | supériorité |
| interestingly adverbe | de façon intéressante | |
| optimism nom | /ˈɑptɪmɪzəm/ | optimisme |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| look down on verbe | mépriser, regarder de haut |
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 | is covered · can be described · are called |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have changed · have improved · has uncovered |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | someone who feels · anyone who questions · those who report |
Prononciation à surveiller
Le locuteur utilise 6 contractions et formes réduites, comme they're, aren't, can't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, abusively /əˈbju.sɪv.li/, incompatible /ˌɪŋkəmˈpætɪbəl/, intolerant /ɪnˈtɑləɹənt/, pessimistic /ˌpɛ.səˈmɪs.tɪk/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hierarchy /ˈhaɪ.ə.ɹɑː(ɹ).ki/, harmless /ˈhɑɹmləs/, harmful /ˈhɑɹmfl̩/, behave /bɪˈheɪv/
- /r/ anglais — langue recourbée, sans frotter la gorge: arise /əˈɹaɪz/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, intolerant /ɪnˈtɑləɹənt/, superiority /sʊˌpɪə(ɹ).iˈɒ.ɹɪ.ti/, lecturer /ˈlɛkt͡ʃəɹə/
- /ŋ/ final — sans prononcer de /g/ après: appalling /əˈpɔːlɪŋ/, bullying /ˈbʊ.li.ɪŋ/
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 colleague, arise, characteristic.
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.