Pratique du Shadowing: Cambridge 13 Test 1 Section 4 Listening - Apprendre l'anglais à l'oral avec la vidéo

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66 phrases
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Section 4.
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You will hear part of a lecture about noise in cities.
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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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This lecture will be about the science of acoustics, the study of sound, in relation to urban environments such as cities.
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As an acoustic engineer myself, I think this is an area where we're likely to see great changes.
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In the past, researching urban soundscapes was simple.
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We measured levels of sound in decibels.
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So I used to take my sound meter and I measured the noise somewhere.
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And then I might ask a sample of people to say at what level the sound became annoying.
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With data like this, acoustic engineers have been able to build up what we call noise maps, maps of the sound environment.
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But actually, these aren't a lot of use.
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What they do show is that the highest noise levels are generally on roads.
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Well, that's not really very surprising.
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But there's quite a lot going on that these maps don't show, because they can't capture the complex way that sound varies over time.
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So they ignore important issues such as the noise someone might hear from the open windows or gardens of their neighbours.
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And this sort of noise can be quite significant in summer.
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We don't have any databases on this sort of information.
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As well as that, these records of sound levels take no account of the fact
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that people vary in their perceptions of noise.
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So someone like me with years of working in acoustics might be very different from you in that regard.
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But anyway, even though these noise maps are fairly crude, they've been useful in providing information and raising awareness that noise matters.
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We need to deal with it, and so it's a political matter.
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And that's important.
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We need rules and regulations because noise can cause all sorts of problems.
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Those of you who are city dwellers know that things go on 24 hours a day, so city dwellers often suffer from interrupted sleep.
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It's also known
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that noise can lead to a rise in levels of stress
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due to physical changes in the body affecting the composition of the blood.
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And there are other problems as well.
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For instance, if schoolchildren don't have a quiet place to study, their work will suffer.
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Now one problem with decibel measurement is that it doesn't differentiate between different types of noise.
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Some types of sounds that most people would probably think of as nice
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and relaxing might well score quite highly in decibel levels.
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Think of the sound made by a fountain in a town square, for example.
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That's not necessarily something that we'd want to control or reduce.
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So maybe researchers should consider these sorts of sounds in urban design.
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This is going to be tricky, because just measuring decibel levels isn't going to help us here.
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Instead, many researchers are using social science techniques, studying people's emotional response to sound by using questionnaires and so on.
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So what exactly do people want to hear in an urban environment?
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Some recent interdisciplinary research has come out with results that at first sight seem contradictory.
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A city needs to have a sense of activity, so it needs to be lively,
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with sounds like the clack of high heels on a pavement or the hiss of a coffee machine.
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But these mustn't be too intrusive because at the same time we need to be able to relax.
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One of the major problems in achieving this will be getting architects and town planners to use the research.
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Apart from studying the basics of acoustics, these people receive very little training in this area.
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But in fact, they should be regarding sound as an opportunity to add to the experience of urban living,
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whereas at present they tend to see it as something to be avoided or reduced as far as possible,
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or something that's just a job for engineers, like the street drainage system.
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What's needed is for noise in cities to be regarded as an aesthetic quality, as something that has the qualities of an art form.
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If we acknowledge this, then we urgently need to know what governs it and how designers can work with it.
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We need to develop a complex understanding of many factors.
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What is the relationship between sound and culture?
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What can we learn from disciplines such as psychology about the way that sound interacts with human development and social relationships,
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and the way that sound affects our thoughts and feelings?
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Can we learn anything from physics about the nature of sound itself?
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Today's powerful technologies can also help us.
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To show us their ideas and help us to imagine the effect their buildings will have, architects and town planners already use virtual reality.
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But these programmes are silent.
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In the future, such programmes could use realistic sounds, meaning that soundscapes could be explored before being built.
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So hopefully, using the best technology we can lay our hands on,
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The city of the future will be a pleasure to the ears as well as the eyes.
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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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Thank you.

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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale s’appuie sur la vidéo « Cambridge 13 Test 1 Section 4 Listening ». Les mots qui reviennent le plus souvent : sound, noise, acoustic, urban, decibel. Cette vidéo contient 66 phrases et 889 mots à répéter en shadowing. La partie parlée dure 7:54. Le locuteur parle à un rythme régulier d’environ 113 mots par minute, confortable pour le shadowing. 86 % 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
acoustic adjectif/əˈkuː.stɪk/acoustique
suffer verbe/ˈsʌfɚ/souffrir
relax verbe/ɹɪˈlæks/relâcher
vary verbe/ˈvɛəɹi/varier
lecture nom/ˈlɛk.t͡ʃə/conférence, cours magistral
architect nom/ˈɑɹ.kɪˌtɛkt/architecte
researcher nom/ˈɹiˌsɝ.t͡ʃɚ/chercheur, chercheuse
planner nom/ˈplænɚ/agenda
ignore verbe/ɪɡˈnɔː/ignorer, ne pas prêter attention à
necessarily adverbe/ˌnɛs.əˈsɛɹ.ə.li/absolument, nécessairement
technique nom/tɛkˈniːk/technique
carefully adverbe/ˈkɛɹf(ə)li/soigneusement
silent adjectif/ˈsaɪ̯lənt/silencieux, se taire
awareness nom/əˈwɛɹ.nəs/conscience
ear nom/ˈɪə̯/oreille

Les verbes à particule que vous entendrez

MotSens
build up verbes'accumuler, s'entasser

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 been · they've been · has come
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitbe avoided · be regarded · could be explored

Prononciation à surveiller

Le locuteur utilise 11 contractions et formes réduites, comme don't, aren't, can't. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « sh » et « zh »: capture /ˈkæp.(t)ʃɚ/, sheet /ʃit/, regulation /ˌɹɛɡjʊˈleɪʃən/, composition /ˌkɑm.pəˈzɪʃ.ən/, relation /ɹɪˈleɪʃ(ə)n/
  • Mots longs — placez bien l’accent: necessarily /ˌnɛs.əˈsɛɹ.ə.li/, regulation /ˌɹɛɡjʊˈleɪʃən/, composition /ˌkɑm.pəˈzɪʃ.ən/, psychology /saɪˈkɑ.lə.d͡ʒi/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/

Les sons difficiles pour les francophones :

  • /h/ — il se souffle, il n’est pas muet: whereas /(h)wɛɹˈæz/, heel /hil/, hiss /hɪs/
  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: lecture /ˈlɛk.t͡ʃə/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, virtual /ˈvɜɹt͡ʃuəl/, psychology /saɪˈkɑ.lə.d͡ʒi/, acknowledge /əkˈnɑ.lɪd͡ʒ/
  • /r/ anglais — langue recourbée, sans frotter la gorge: regard /ɹɪˈɡɑːd/, relax /ɹɪˈlæks/, vary /ˈvɛəɹi/, architect /ˈɑɹ.kɪˌtɛkt/, researcher /ˈɹiˌsɝ.t͡ʃɚ/

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 acoustic, suffer, relax.

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 →