Pratique du Shadowing: Cambridge 8 - Test 1 - Section 2 - The Dinosaur Museum - Apprendre l'anglais à l'oral avec la vidéo
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51 phrases
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Section 2.
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You will hear the education officer of a dinosaur museum giving information to some teachers who are planning a school visit.
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First, you have some time to look at questions 11 to 15.
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Now listen carefully and answer questions 11 to 15.
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Hello, and thank you for asking me to your teachers' meeting to talk about the Dinosaur Museum
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and to tell you a bit about what you can do with your students there.
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Well, let me give you some of the basic information first.
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In regard to opening hours, we're open every day of the week from 9am to 8pm,
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except on Mondays, when we close at 1.30pm.
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And in fact, the only day in the year when we're closed is on the 25th of December.
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You can book a guided tour for your school group any time that we're open.
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If you bring a school group to the museum, when you arrive, we ask you to remain with your group in the car park.
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One or more of the tour guides will welcome you there and brief you about what the tour will be about.
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We do this there because our entrance is quite small
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and we really haven't got much room for briefing groups in the exhibition area.
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As far as the amount of time you'll need goes, if you bring a school group,
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you should plan on allowing a minimum of 90 minutes for the visit.
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This allows 15 minutes to get on and off the coach,
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45 minutes for the guided tour and 30 minutes for after-tour activities.
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If you're going to have lunch at the museum, you will of course have to allow more time.
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There are two cafes in the museum with seating for 80 people.
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If you want to eat there, you'll need to reserve some seating as they can get quite crowded at lunchtime.
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Then outside the museum at the back there are tables
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and students can bring their own lunch and eat it there in the open air.
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Before you hear the rest of the talk, you have some time to look at questions 16 to 20.
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Thank you.
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Now listen and answer questions 16 to 20.
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When the students come into the museum foyer, we ask them to check in their backpacks with their books,
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lunchboxes, etc. at the cloakroom before they enter the museum proper.
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I'm afraid in the past we have had a few things gone missing after school visits, so this is a strict rule.
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Also, some of the exhibits are fragile and we don't want them to be accidentally knocked.
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But we do provide school students with handouts with questions and quizzes on them.
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There's so much that students can learn in the museum and it's fun for them to have something to do.
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Of course, they'll need to bring something to write with for these.
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We do allow students to take photographs.
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For students who are doing projects, it's useful to make some kind of visual record of what they see that they can add to their reports.
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And finally, they should not bring anything to eat into the museum or drinks of any kind.
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There are also a few things that students can do after the tour.
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In the theatreette on the ground floor,
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there are continuous screenings of short documentaries about dinosaurs which they can see at any time.
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We used to have an activity room with more interactive things like making models of dinosaurs and drawing and painting pictures,
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even hunting for dinosaur eggs, but unfortunately the room was damaged in a bad storm recently when water came in the roof,
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so that's closed at the moment.
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But we do have an IT centre where students have access to CD-ROMs with a range of dinosaur games.
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These games are a lot of fun, but they also teach the students about the lives of dinosaurs,
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how they found food, protected their habitat, survived threats, that kind of thing.
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And I think that's all I have to tell you.
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please feel free to ask any questions
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if you would like to know anything else
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that is the end of section two you now have half a minute to check your answers
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « Cambridge 8 - Test 1 - Section 2 - The Dinosaur Museum ». Les mots qui reviennent le plus souvent : museum, students, dinosaur, tour, questions. Cette vidéo contient 51 phrases et 700 mots à répéter en shadowing. La partie parlée dure 5:40. Le locuteur parle à un rythme régulier d’environ 124 mots par minute, confortable pour le shadowing. 90 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| dinosaur nom | /ˈdaɪnəsoɹ/ | dinosaure |
| cloakroom nom | /ˈkləʊkɹʊm/ | consigne |
| handout nom | /ˈhændˌaʊt/ | polycopié |
| lunchbox nom | /ˈlʌntʃˌbɒks/ | panier repas |
| lunchtime nom | /ˈlʌnt͡ʃtaɪm/ | heure du déjeuner |
| backpack nom | /ˈbæk.pæk/ | sac à dos, cabas |
| quiz nom | /kwɪz/ | quiz |
| fragile adjectif | /ˈfɹæd͡ʒəl/ | fragile |
| interactive adjectif | /ˌɪn.tɚˈæk.tɪv/ | interactif |
| screening nom | /ˈskɹiːnɪŋ/ | protection |
| exhibit verbe | /ɪɡˈzɪbɪt/ | exposer |
| continuous adjectif | /kənˈtɪn.juː.əs/ | continu, continuel |
| accidentally adverbe | /ˌæk.sɪˈdɛnt(ə)li/ | accidentellement |
| photograph nom | /ˈfoʊ.təˌɡɹæf/ | photographie, photo |
| documentary nom | /ˌdɒk.jʊˈmɛn.tɹi/ | documentaire, film documentaire |
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 | be accidentally knocked · was damaged |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | teachers who are · students who are |
| Conseil avec « should » should + verbe — dire ce qu’il vaut mieux faire | should plan · should not bring |
| Futur avec « will » will + verbe — une décision, une promesse ou une prédiction | will hear · will welcome · you'll need |
Prononciation à surveiller
Le locuteur utilise 10 contractions et formes réduites, comme we're, you'll, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: interactive /ˌɪn.tɚˈæk.tɪv/, continuous /kənˈtɪn.juː.əs/, accidentally /ˌæk.sɪˈdɛnt(ə)li/, documentary /ˌdɒk.jʊˈmɛn.tɹi/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: handout /ˈhændˌaʊt/, habitat /ˈhæb.ɪ.tæt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: lunchbox /ˈlʌntʃˌbɒks/, lunchtime /ˈlʌnt͡ʃtaɪm/, fragile /ˈfɹæd͡ʒəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: dinosaur /ˈdaɪnəsoɹ/, cloakroom /ˈkləʊkɹʊm/, fragile /ˈfɹæd͡ʒəl/, screening /ˈskɹiːnɪŋ/, strict /stɹɪkt/
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 dinosaur, cloakroom, 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.