Pratique du Shadowing: Cambridge 16 Test 1 Section 3 LIstening - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Part 3.
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You will hear two students called Jess and Tom discussing their art projects.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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How are you getting on with your art project, Tom?
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OK.
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Like, they gave us the theme of birds to base our project on, and I'm not really all that interested in wildlife, but I'm starting to get into it.
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I've pretty well finished the introductory stage.
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So have I.
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When they gave us all those handouts with details of books and websites to look at, I was really put off But the more I read,
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the more interested I got Me too I found I could research so many different aspects of birds in art Colour,
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movement, texture So I was looking forward to the bird park visit What a letdown It poured with rain
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and we hardly saw a single bird Much less used than the trip to the Natural History Museum.
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Yeah.
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I liked all the stuff about evolution there.
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The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.
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Ah, I missed those because I was ill.
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I wish we could have seen the projects last year's students did.
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Hmm, I suppose they want us to do our own thing, not copy.
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Have you drafted your proposal yet?
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Yes, but I haven't handed it in.
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I need to amend some parts.
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I've realised the notes from my research are almost all just descriptions.
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I haven't actually evaluated anything, so I'll have to fix that.
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Oh, I didn't know we had to do that.
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I'll have to look at that too.
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Did you do a timeline for the project?
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Yes, and a mind map.
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Yeah, so did I.
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I quite enjoyed that.
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But it was hard having to explain the basis for my decisions in my action plan.
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What?
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You know, give a rationale.
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I didn't realise we had to do that.
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Okay, I can add it now.
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And I've done the video diary presentation and worked out what I want my outcome to be in the project.
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Someone told me it's best not to be too precise about your actual outcome at this stage, so you have more scope to explore your ideas later on.
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So I'm going to go back to my proposal to make it a bit more vague.
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Really?
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Okay, I'll change that too then.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
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One part of the project I'm unsure about is where we choose some paintings of birds
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and say what they mean to us.
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Like, I chose a painting of a falcon by Landseer.
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I like it because the bird's standing there with his head turned to one side, but he seems to be staring straight at you.
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But I can't just say it's a bit scary, can I?
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Hmm.
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You could talk about the possible danger suggested by the bird's look.
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Oh, OK.
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There's a picture of a fishhawk by Audubon I like.
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It's swooping over the water with a fish in its talons
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And with great black wings which take up most of the picture
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So you could discuss it in relation to predators and food chains?
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Well, actually, I think I'll concentrate on the impression of rapid motion it gives Right Do you know
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that picture of a kingfisher by Van Gogh?
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It's perching on a reed growing near a stream Yes, it's got these beautiful blue and red and black shades I've actually chosen it
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because I saw a real kingfisher once
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when I was little I was out walking with my grandfather and I've never forgotten it Oh, so we can use a personal link?
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Sure OK
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there's a portrait called william wells i can't remember the artist
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but it's a middle -aged man who's just shot a bird
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and his expression
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and the way he's holding the bird in his hand suggests
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he's not sure about what he's done to me it's about
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how ambiguous people are in the way they exploit the natural
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world interesting there's gogan's picture via amati he did it in
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tahiti It's a woman with a white bird behind her
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that is eating a lizard
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And what I'm interested in is what idea this bird refers
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to Apparently it's a reference to the never -ending cycle of existence Wow!
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I chose a portrait of a little boy,
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Giovanni de' Medici He's holding a tiny bird in one fist I like the way he's holding it carefully
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so he doesn't hurt it Ah, right!
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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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 16 Test 1 Section 3 LIstening ». Les mots qui reviennent le plus souvent : bird, project, picture, questions, holding. Cette vidéo contient 76 phrases et 802 mots à répéter en shadowing. La partie parlée dure 6:11. Le locuteur parle à un rythme régulier d’environ 130 mots par minute, confortable pour le shadowing. Seuls 80 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| kingfisher nom | /ˈkɪŋˌfɪʃə/ | martin-pêcheur |
| brainstorming nom | remue-méninge, brainstorming | |
| handout nom | /ˈhændˌaʊt/ | polycopié |
| introductory adjectif | /ˌɪntɹəˈdʌktəɹi/ | d'introduction, introductif |
| rationale nom | /ˌɹæʃ.əˈnæl/ | raison |
| amend verbe | /əˈmɛnd/ | amender |
| ambiguous adjectif | /æmˈbɪɡ.ju.əs/ | ambigu |
| lizard nom | /ˈlɪzɚd/ | lézard |
| predator nom | /ˈpɹɛd.ə.tɚ/ | prédateur |
| falcon nom | /ˈfælkən/ | faucon |
| unsure adjectif | incertain | |
| exploit nom | /ˈɛksplɔɪt/ | exploit |
| vague adjectif | /veɪɡ/ | vague |
| fist nom | /fɪst/ | poing |
| stare verbe | /stɛɚ/ | fixer, mirer |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| get on with verbe | retourner à | |
| look forward to verbe | avoir hâte de, attendre avec impatience | |
| put off verbe | ajourner | |
| 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 :
- I've pretty well finished the introductory stage.
- Have you drafted your proposal yet?
- Yes, but I haven't handed it in.
- I'll have to look at that too.
- Did you do a timeline for the project?
Prononciation à surveiller
Le locuteur utilise 21 contractions et formes réduites, comme I'm, I've, I'll. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: kingfisher /ˈkɪŋˌfɪʃə/, rationale /ˌɹæʃ.əˈnæl/, workshop /ˈwɝk.ʃɑp/, shade /ʃeɪd/
- Mots longs — placez bien l’accent: introductory /ˌɪntɹəˈdʌktəɹi/, ambiguous /æmˈbɪɡ.ju.əs/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: introductory /ˌɪntɹəˈdʌktəɹi/, rationale /ˌɹæʃ.əˈnæl/, predator /ˈpɹɛd.ə.tɚ/, texture /ˈtɛkst͡ʃə(ɹ)/, reed /ɹiːd/
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 kingfisher, brainstorming, handout.
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.