Pratique du Shadowing: Cambridge 13 Test 2 Section 3 Listening - Apprendre l'anglais à l'oral avec la vidéo

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82 phrases
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Section 3.
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You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,
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a study of materials on an extremely small scale.
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First, you have some time to look at questions 21 to 25.
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Thank you.
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Ah, come in, Russ.
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Thank you.
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Now, you wanted to consult me about your class presentation on nanotechnology.
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You're due to give it next week, aren't you?
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That's right, and I'm really struggling.
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I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,
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in a way there's too much to say.
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I could talk for much longer than the 20 minutes I've been allocated.
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Should I assume the other students don't know much and give them a kind of general introduction?
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Or should I try and make them share my fascination with a particular aspect?
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You could do either, but you'll need to have it clear in your own mind.
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Then I think I'll give an overview.
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OK.
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Now, one way of approaching this is to work through developments in chronological order.
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On the other hand, you could talk about the numerous ways that nanotechnology is being applied.
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You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?
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Exactly.
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Or another way would be to focus on its impact in one particular area, say medicine or space exploration.
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That would make it easier to focus.
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Perhaps I should do that.
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I think that would be a good idea.
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Right.
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How important is it to include slides in the presentation?
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They aren't essential by any means and there's a danger of tailoring what you say to fit whatever slides you can find.
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While it can be good to include slides, you could end up spending too long looking for suitable ones.
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You might find it better to leave them out.
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I see.
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Another thing I was wondering about was how to start.
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I know presentations often begin with first I'm going to talk about this and then I'll talk about that.
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But I thought about asking the audience what they know about nanotechnology.
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That would be fine if you had an hour or two for the presentation,
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but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.
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So maybe I should mention a particular way that nanotechnology is used to focus people's attention?
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That sounds sensible.
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What do you think I should do next?
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I really have to plan the presentation today and tomorrow.
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Well, initially, I think you should ignore all the notes you've made,
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take a small piece of paper and write a single short sentence that ties together the whole presentation.
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It can be something as simple as, nanotechnology is already improving our lives.
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Then start planning the content around that.
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You can always modify that sentence later if you need to.
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OK.
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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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Now listen and answer questions 26 to 30.
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OK, now let's think about actually giving the presentation.
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You've only given one before, if I remember correctly, about an experiment you'd been involved in.
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That's right.
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It was pretty rubbish.
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Let's say it was better in some respects than in others.
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With regard to the structure, I felt that you ended rather abruptly, without rounding it off.
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Be careful not to do that in next week's presentation.
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OK.
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And you made very little eye contact with the audience because you were looking down at your notes most of the time.
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You need to be looking at the audience and only occasionally glancing at your notes.
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Your body language was a little odd.
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Every time you showed a slide, you turned your back on the audience so you could look at it.
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You should have been looking at your laptop.
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And you kept scratching your head, so I found myself wondering when you were next going to do that,
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instead of listening to what you were saying.
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Oh dear.
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What did you think of the language?
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I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.
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Yes, that came across.
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You used a few words that are specific to the field,
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but you always explained what they meant so the audience wouldn't have had any difficulty understanding.
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Uh -huh.
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I must say, the handouts you prepared were well thought out.
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They were a good summary of your presentation, which people would have been able to refer to later on.
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So well done on that.
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Thank you.
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Well, I hope that helps you with next week's presentation.
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Yes, it will.
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Thanks a lot.
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I'll look forward to seeing a big improvement then.
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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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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 13 Test 2 Section 3 Listening ». Les mots qui reviennent le plus souvent : presentation, nanotechnology, audience, slide, notes. Cette vidéo contient 82 phrases et 840 mots à répéter en shadowing. La partie parlée dure 7:04. Le locuteur parle à un rythme régulier d’environ 119 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
slide nom/ˈslaɪ̯d/toboggan, glissoire
consult verbe/ˈkɑnsʌlt/se concerter
topic nom/ˈtɑpɪk/sujet, thème
ignore verbe/ɪɡˈnɔː/ignorer, ne pas prêter attention à
thin adjectif/ˈθɪn/mince
refer verbe/ɹɪˈfɜː/référer
aspect nom/ˈæspɛkt/aspect
occasionally adverbe/əˈkeɪʒənəli/occasionnellement
experiment nom/ɪkˈspɛɹ.ə.mənt/expérience
suitable adjectif[ˈsjuː.tə.bɫ̩]approprié, convenable
summary nom/ˈsʌm.ə.ɹi/résumé, sommaire
difficulty nom/ˈdɪfɪkəlti/difficulté
laptop nom/ˈlæp.tɑp/ordinateur portable, portable
correctly adverbe/kəˈɹɛk(t).li/correctement
exploration nom/ˌɛkspləˈɹeɪʃən/exploration

Les verbes à particule que vous entendrez

MotSens
come across verbeavoir l'air de
end up verbese terminer, se finir
look forward to verbeavoir hâte de, attendre avec impatience

Des phrases à répéter

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

  • You're due to give it next week, aren't you?
  • That's right, and I'm really struggling.
  • Then I think I'll give an overview.
  • What do you think I should do next?
  • What did you think of the language?

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 maintenantI've read · I've been allocated · you've made
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitI've been allocated · being applied · been involved

Prononciation à surveiller

Le locuteur utilise 18 contractions et formes réduites, comme I'll, aren't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, occasionally /əˈkeɪʒənəli/, exploration /ˌɛkspləˈɹeɪʃən/, rubbish /ˈɹʌbɪʃ/, fascination /fæsɪˈneɪʃən/
  • Mots longs — placez bien l’accent: occasionally /əˈkeɪʒənəli/, experiment /ɪkˈspɛɹ.ə.mənt/, difficulty /ˈdɪfɪkəlti/, exploration /ˌɛkspləˈɹeɪʃən/, motorcycle /ˈmoʊtɚˌsaɪkəl/

Les sons difficiles pour les francophones :

  • /h/ — il se souffle, il n’est pas muet: helmet /ˈhɛlmɪt/, handout /ˈhændˌaʊt/
  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: scratch /skɹæt͡ʃ/, nanotechnology /ˌnænoʊtɛkˈnɑləd͡ʒi/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/
  • /r/ anglais — langue recourbée, sans frotter la gorge: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, refer /ɹɪˈfɜː/, experiment /ɪkˈspɛɹ.ə.mənt/, summary /ˈsʌm.ə.ɹi/, regard /ɹɪˈɡɑːd/

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 slide, consult, topic.

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 →