Pratique du Shadowing: Cambridge 14 Test 1 - Apprendre l'anglais à l'oral avec la vidéo

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291 phrases

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that has been done for you.

On this occasion only, the conversation relating to this will be played first.

Good morning.

What can I do for you?

I want to report a theft.

I had some things stolen out of my bag yesterday.

I'm sorry to hear that.

Right, so I'll need to take a few details.

Can I start with your name?

Louise Taylor.

The woman's name is Louise Taylor, so Taylor has been written in the space.

Now we shall begin.

You should answer the questions as you listen, because you will not hear the recording a second time.

Listen carefully and answer questions 1 to 3.

Good morning.

What can I do for you?

I want to report a theft.

I had some things stolen out of my bag yesterday.

I'm sorry to hear that.

Right, so I'll need to take a few details.

Can I start with your name?

Louise Taylor.

Okay, thank you.

And are you resident in the UK?

No, I'm actually Canadian, though my mother was British.

And your date of birth?

December 14th, 1977.

So you're just visiting this country.

That's right.

I come over most summers on business.

I'm an interior designer, and I come over to buy old furniture.

Antiques, you know?

There are some really lovely things around here, but you need to get out to the small towns.

I've had a really good trip this year, until this happened.

Okay.

So you've been here quite a while?

Yes.

I'm here for two months.

I go back next week.

So, may I ask where you're staying now?

Well, at present, I've got a place at Park Apartments that's on King Street.

I was staying at the Riverside Apartments on the same street, but the apartment there was only available for six weeks, so I had to find another one.

Okay.

And the apartment number?

Fifteen.

Right.

Okay.

Before you hear the rest of the conversation, you have some time to look at questions 4 to 10.

Now listen and answer questions 4 to 10.

Now, I need to take some details of the theft.

So, you said you had some things stolen out of your bag?

That's right.

And were you actually carrying the bag when the theft took place?

Yes.

I really can't understand it.

I had my backpack on, and I went into a supermarket to buy a few things, and when I opened it up, my wallet wasn't there.

And what did your wallet have in it?

Well, fortunately, I don't keep my credit cards in that wallet.

I keep them with my passport in an inside compartment in my backpack, but there was quite a bit of cash there,

about 250 pounds sterling, I should think.

I withdrew 300 pounds from my account yesterday, but I did a bit of shopping, so I must have already spent about 50 pounds of that.

Okay.

At first I thought, oh, I must have left the wallet back in the apartment, but then I realized my phone had gone as well.

It was only a week old, and that's when I realized I'd been robbed.

Anyway, at least they didn't take the keys to my rental car.

Yes.

So you say the theft occurred yesterday?

Yes.

So that was September the 10th?

And do you have any idea at all of where or when the things might possibly have been stolen?

Well, at first I couldn't believe it

because the bag had been on my back ever since I left the apartment after lunch.

It's just a small backpack, but I generally use it when I'm traveling because it seems safer than a handbag.

Anyway, I met up with a friend, and we spent a couple of hours in the museum.

But I do remember that as we were leaving there, at about four o'clock, a group of young boys ran up to us,

and they were really crowding round us, and they were asking us what time it was, then all of a sudden, they ran off.

Can you remember anything about them?

The one who did most of the talking was wearing a t-shirt with a picture of something.

Uh, let's see.

A tiger.

Right.

Any idea of how old he might have been?

Around twelve years old.

And can you remember anything else about his appearance?

Not much.

He was quite thin.

Color of hair?

I do remember that.

He was blonde.

All the others were dark-haired.

And any details of the others?

Not really.

They came and went so quickly.

Right.

So, what I'm going to do now is give you a crime reference number so you can contact your insurance company.

So, this is ten digits.

8795482361. Thank you.

So, should I contact...

That is the end of section 1.

100

You now have half a minute to check your answers.

101

Now turn to section two.

102

Section two.

103

You will hear a manager giving a welcome talk to a group of apprentices who are starting their training at the company.

104

First, you have some time to look at questions 11 to 14.

105

Now listen carefully and answer questions 11 to 14.

106

Good morning, everyone.

107

My name's Janet Parker, and I'm the Human Resources Manager.

108

We're very happy to welcome you to your new apprenticeship.

109

I hope that the next six months will be a positive and enjoyable experience for you.

110

I'd like to start with some general advice about being an apprentice.

111

Most of you have very little or no experience of working for a big organisation, and the first week or so may be quite challenging.

112

There will be a lot of new information to take in, but don't worry too much about trying to remember everything.

113

The important thing is to check with someone if you're not sure what to do.

114

You'll find your supervisor is very approachable and won't mind explaining things or helping you out You're here to learn,

115

so make the most of

116

that opportunity You'll be spending time in different departments during your first week

117

So make an effort to talk to as many people as possible about their work You'll make some new friends

118

and find out lots of useful information As well as having a supervisor, you'll each be assigned a mentor.

119

This person will be someone who's recently completed an apprenticeship, and you'll meet with them on a weekly basis.

120

Their role is to provide help and support throughout your apprenticeship.

121

Of course, this doesn't mean they'll actually do any of your work for you.

122

Instead, they'll be asking you about what goals you've achieved so far, as well as helping you to identify any areas for improvement.

123

You can also discuss your more long-term ambitions with them as well.

124

Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

125

Thank you.

126

Now, I just want to run through a few company policies for our apprenticeship scheme with you.

127

Most importantly, the internet.

128

As part of your job, you'll be doing some research online, so obviously you'll have unlimited access for that.

129

But please don't use it for personal use.

130

You'll have your own phones for that.

131

Some of you have already asked me about flexible working.

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After your probationary three-month period, some of you will be eligible for this,

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but it will depend on which department you're in and what your personal circumstances are,

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so please don't assume you'll automatically be permitted to do this.

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I want to make sure there's no confusion about our holiday policy.

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Apart from any statutory public holidays, we ask that you don't book any holidays until after your six-month apprenticeship has finished.

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Time off should only be taken if you are unwell.

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Please speak to your supervisor if this is going to be a problem.

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You'll be expected to work a 40-hour week, but there may be opportunities to do overtime during busy periods.

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Although you're not required to do this, it can be a valuable experience, so we advise you to take it up if possible.

141

Obviously, we understand that people do have commitments outside work, so don't worry if there are times when you are unavailable.

142

As you know, we don't have a formal dress code here.

143

You may wear casual clothes as long as they are practical,

144

and the only restriction for shoes we have is on high heels for health and safety reasons.

145

Comfortable shoes like trainers are preferable.

146

There's a heavily subsidised canteen on site where you can get hot meals or salads cheaply.

147

Snacks and drinks are also provided, so we've decided to introduce a no-packed lunch policy.

148

This is partly to encourage healthy eating at work and partly to stop people from eating at their workstation,

149

which is unhygienic.

150

OK, moving on to...

151

That is the end of section 2.

152

You now have half a minute to check your answers.

153

Now turn to section 3.

154

Section 3.

155

You will hear two urban planning students, called Carla and Rob, discussing their presentation on cities built by the sea,

156

following instructions from their tutor.

157

First, you have some time to look at questions 21 to 25.

158

Thank you.

159

Now listen carefully and answer questions 21 to 25.

160

Okay, so what I'd like you to do now is to talk to your partner about your presentations on urban planning.

161

You should have done most of the reading now, so I'd like you to share your ideas

162

and talk about the structure of your presentation and what you need to do next.

163

OK, Rob, I'm glad we chose quite a specific topic, cities built next to the sea.

164

It made it much easier to find relevant information.

165

Yeah, and cities are growing so quickly.

166

I mean, we know that more than half the world's population lives in cities now.

167

Yeah, though that's all cities, not just ones on the coast.

168

But most of the biggest cities are actually built by the sea.

169

I'd not realised that before. Nor me.

170

And what's more, a lot of them are built at places where rivers come out into the sea.

171

But apparently this can be a problem.

172

Why?

173

Well, as the city expands, agriculture and industry tend to spread further inland along the rivers.

174

And so agriculture moves even further inland up the river.

175

That's not necessarily a problem, except it means more and more pollutants are discharged into the rivers.

176

So, these are brought downstream to the cities?

177

Right.

178

Did you read that article about Miami on the east coast of the USA?

179

No. Well, apparently back in the 1950s, they built channels to drain away the water in case of flooding.

180

Sounds sensible?

181

Yeah, they spent quite a lot of money on them, but what they didn't take into account was global warming.

182

So they built the drainage channels too close to sea level, and now sea levels are rising, they're more or less useless.

183

If there's a lot of rain, the water can't run away, there's nowhere for it to go.

184

The whole design was faulty.

185

So what are the authorities doing about it now?

186

I don't know.

187

I did read that they're aiming to stop disposing of waste water into the ocean over the next ten years.

188

But that won't help with flood prevention now, will it?

189

No, really, they just need to find the money for something to replace the drainage channels in order to protect against flooding now.

190

But in the long term, they need to consider the whole ecosystem.

191

Right.

192

Really, though, coastal cities can't deal with their problems on their own, can they?

193

I mean, they've got to start acting together at an international level instead of just doing their own thing.

194

Absolutely.

195

The thing is, everyone knows what the problems are, and environmentalists have a pretty good idea of what we should be doing about them, so they should be able to work together to some extent.

196

But it's going to be a long time before countries come to a decision on what principles they're prepared to abide by.

197

Yeah, if they ever do.

198

Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.

199

Now listen and answer questions 26 to 30.

200

So, I think we've probably got enough for our presentation.

201

It's only 15 minutes.

202

OK, so I suppose we'll begin with some general historical background about why coastal cities were established.

203

But we don't want to spend too long on that.

204

The other students will already know a bit about it.

205

It's all to do with communications and so on.

206

Yes.

207

We should mention some geographical factors, things like wetlands and river estuaries and coastal erosion and so on.

208

We could have some maps of different cities with these features marked.

209

On a handout, you mean?

210

Or some slides everyone can see?

211

Yeah, that'd be better.

212

It'd be good to go into past mistakes in a bit more detail.

213

Did you read that case study of the problems there were in New Orleans with flooding a few years ago?

214

Yes, we could use that as the basis for that part of the talk.

215

I don't think the other students will have read it, but they'll remember hearing about the flooding at the time.

216

Hmm, OK.

217

So that's probably enough background.

218

So, then we'll go on to talk about what action's been taken to deal with the problems of coastal cities.

219

OK.

220

What else do we need to talk about?

221

Maybe something on future risks, looking more at the long term if populations continue to grow?

222

Yeah.

223

We'll need to do a bit of work there.

224

I haven't got much information, have you?

225

No, we'll need to look at some websites.

226

Shouldn't take too long.

227

OK.

228

And I think we should end by talking about international implications.

229

Maybe we could ask people in the audience.

230

We've got people from quite a lot of different places.

231

That'd be interesting if we have time, yes.

232

So now, should we go on...

233

That is the end of Section 3.

234

You now have half a minute to check your answers.

235

Thank you.

236

You will hear part of a lecture on renewable energy that uses the power of the sea.

237

First, you have some time to look at questions 31 to 40.

238

Thank you.

239

Now listen carefully and answer questions 31 to 40.

240

Producing enough energy to meet our needs has become a serious problem.

241

Demand is rising rapidly because of the world's increasing population and expanding industry.

242

Burning fossil fuels, like gas, coal and oil, seriously damages the environment, and they'll eventually run out.

243

For a number of years now, scientists have been working out how we can derive energy from renewable sources,

244

such as the sun and wind, without causing pollution.

245

Today, I'll outline marine renewable energy, also called ocean energy, which harnesses the movement of the oceans.

246

Marine renewable energy can be divided into three main categories.

247

Wave energy, tidal energy, and ocean thermal energy conversion.

248

And I'll say a few words about each one.

249

First, wave energy Numerous devices have been invented to harvest wave energy with names such as Wave Dragon,

250

the Penguin, and Mighty Whale

251

and research is going on to try

252

and come up with a really efficient method This form of

253

energy has plenty of potential as the source is constant and there's no danger of waves coming to a standstill

254

Electricity can be generated using onshore systems,

255

using a reservoir or offshore systems But the problem with ocean waves is that they're erratic,

256

with the wind making them travel in every direction This adds to the difficulty of creating efficient technology Ideally,

257

all the waves would travel smoothly and regularly along the same straight line.

258

Another drawback is that sand and other sediment on the ocean floor might be stopped from flowing normally,

259

which can lead to environmental problems.

260

The second category of marine energy that I'll mention is tidal energy.

261

One major advantage of using the tide, rather than waves as a source of energy, is that it's predictable.

262

We know the exact times of high and low tides for years to come.

263

For tidal energy to be effective, the difference between high and low tides needs to be at least 5 metres.

264

And this occurs naturally in only about 40 places on Earth.

265

But the right conditions can be created by constructing a tidal lagoon, an area of seawater separated from the sea.

266

One current plan is to create a tidal lagoon on the coast of Wales.

267

This will be an area of water within a bay at Swansea, sheltered by a U-shaped breakwater, or dam, built out from the coast.

268

The breakwater will contain 16 hydro turbines, and as the tide rises, water rushes through the breakwater,

269

activating the turbines, which turn a generator to produce electricity.

270

Then, for three hours as the tide goes out, the water is held back within the breakwater,

271

increasing the difference in water level until it's several metres higher within the lagoon than in the open sea.

272

Then, in order to release the stored water, gates in the breakwater are opened.

273

It pours powerfully out of the lagoon,

274

driving the turbines in the breakwater in the opposite direction and again generating thousands of megawatts of electricity.

275

As there are two high tides a day, this lagoon scheme would generate electricity four times a day,

276

every day, for a total of around 14 hours in every 24,

277

and enough electricity for over 150,000 homes.

278

This system has quite a lot in its favour.

279

Unlike solar and wind energy, it doesn't depend on the weather.

280

The turbines are operated without the need for fuel, so it doesn't create any greenhouse gas emissions, and very little maintenance is needed.

281

It's estimated that electricity generated in this way will be relatively cheap,

282

and that manufacturing the components would create more than 2,000 jobs, a big boost to the local economy.

283

On the other hand, there are fears that lagoons might harm both fish and birds,

284

for example by disturbing migration patterns and causing a buildup of silt, affecting local ecosystems.

285

There are other forms of tidal energy, but I'll go on to the third category of marine ocean thermal energy conversion.

286

This depends on there being a big difference in temperature

287

between surface water and the water a couple of kilometres below the surface, and this occurs in tropical coastal areas.

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The idea is to bring cold water up to the surface using a submerged pipe.

289

The concept dates back to 1881, when...

290

That is the end of section 4.

291

You now have half a minute to check your answers.

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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Cambridge 14 Test 1 ». Cette vidéo contient 291 phrases et 3102 mots à répéter en shadowing. La partie parlée dure 28:29. Le locuteur parle lentement, environ 109 mots par minute, ce qui laisse le temps d’imiter chaque son. 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

Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

Mot	Prononciation	Sens
breakwater nom	/ˈbɹeɪkˌwɔːtə/	jetée, brise-lames
lagoon nom	/ləˈɡuːn/	lagon, lagune
tidal adjectif	/ˈtaɪ.d(ə)l/	de marée, tidal
apprenticeship nom	/əˈpɹɛn.tɪs.ʃɪp/	apprentissage
theft nom	/θɛft/	vol
coastal adjectif	/ˈkoʊstəl/	côtier
turbine nom	/ˈtɜː.baɪn/	turbine
renewable adjectif	/ɹɪˈnu.ə.bl̩/	renouvelable
wallet nom	/ˈwɑl.ət/	portefeuille, portemonnaie
backpack nom	/ˈbæk.pæk/	sac à dos, cabas
supervisor nom	/ˈsupɚˌvaɪzɚ/	superviseur, superviseuse
apprentice nom	/əˈpɹɛntɪs/	apprenti
metre nom	/ˈmiːtəɹ/	mètre
drainage nom	/ˈdɹeɪnəd͡ʒ/	drainage
ecosystem nom	/ˈikoʊˌsɪstəm/	écosystème

Les verbes à particule que vous entendrez

Mot	Prononciation	Sens
come over verbe		venir
come up with verbe		inventer, imaginer
find out verbe		découvrir, savoir
go back verbe		rentrer, retourner
go out verbe		sortir
run away verbe		s'enfuir
run out verbe		épuiser, être à court
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 :

What can I do for you?
Can I start with your name?
Can you remember anything about them?
On a handout, you mean?
I haven't got much information, have you?

La grammaire de cette vidéo

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

Structure	Dans la vidéo
Present perfect have/has + participe passé — une action passée qui compte encore maintenant	has been done · has been written · I've had
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	has been done · will be played · has been written

Prononciation à surveiller

Le locuteur utilise 84 contractions et formes réduites, comme don't, you'll, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « th »: theft /θɛft/, thermal /ˈθɜːməl/, smoothly /ˈsmuːðli/, withdraw /wɪðˈdɹɔ/
Les sons « sh » et « zh »: apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, onshore /ˈɒnʃɔː/, implication /ˌɪmpləˈkeɪʃən/, erosion /ɪˈɹəʊʒən/, emission /ɪˈmɪʃ.ən/
Mots longs — placez bien l’accent: apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, supervisor /ˈsupɚˌvaɪzɚ/, ecosystem /ˈikoʊˌsɪstəm/, approachable /əˈpɹəʊ.t͡ʃə.bəl/, estuary /ˈɛst͡ʃuˌɛɹi/

Les sons difficiles pour les francophones :

/h/ — il se souffle, il n’est pas muet: handbag /ˈhændˌbæɡ/, handout /ˈhændˌaʊt/, hydroelectric /ˌhʌɪdrəʊɪˈlɛktrɪk/, harness /ˈhɑɹ.nəs/, greenhouse /ˈɡɹːnˌ(h)aʊs/
/tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: drainage /ˈdɹeɪnəd͡ʒ/, approachable /əˈpɹəʊ.t͡ʃə.bəl/, cheaply /ˈt͡ʃiːpli/, estuary /ˈɛst͡ʃuˌɛɹi/, submerge /səbˈmɝd͡ʒ/
/r/ anglais — langue recourbée, sans frotter la gorge: breakwater /ˈbɹeɪkˌwɔːtə/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, renewable /ɹɪˈnu.ə.bl̩/, apprentice /əˈpɹɛntɪs/, metre /ˈmiːtəɹ/

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 breakwater, lagoon, tidal.

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 →

Pratique du Shadowing: Cambridge 14 Test 1 - Apprendre l'anglais à l'oral avec la vidéo

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Des phrases à répéter

La grammaire de cette vidéo

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

Qu'est-ce que la technique du Shadowing ?