Pratique du Shadowing: Cambridge B1 Exam Teacher Training - Reading Part 1, 2, 3 - Apprendre l'anglais à l'oral avec la vidéo

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hello and welcome to this first of quite a few trainings

that we're going to be doing for the Cambridge PET

or B1 exam my name is Jody

and I've already done an introduction to the exams

which is in another video that I've shared with you you should probably go

and watch that first if you haven't watched this one yet

but that was just an introduction to the exams

and generally all of the parts

and today we're going to be focusing on paper one the reading task

and we're going to be doing parts one two

and three there's six parts of it as you can see from here in your pdf

that i've sent you as well that's available for download with this training we are on page seven

so if you want to follow along there maybe you want to print it out

or have it open on your phone or your tablet

or another screen you can do

so there i'll have it here on the screen as well

and go through it so you can you don't have to have it open

so the reading is divided into six parts

and we can see them here on the screen each of them have five questions the fall the first four

and then six questions over there and the number of marks is five

so for every question you get one answer i mean one point sorry

so you get one point for each correct answer now in other exams in the higher levels in b2

and c1 some of them are worth two points you get two points for each answer

so in this case not the problem

so everything every answer you get you get one point uh

that's going to come in uh it's going to be relevant later on especially with part two

but we'll get to that as we go along

so in your pdfs page seven is a nice breakdown there for you with all the points

page eight then uh gives you some advice for the teachers

and preparing learners this is stuff

that you're going to have to go over on your own

we just don't have time for it in the video i'll concentrate on other things

but it gives you all the resources here shows

you exactly how to to approach the task

then there's on page nine the tips for preparing learners for

the reading paper some tips over here as well on the left for paper -based and for computer -based testing

like we said in the previous one computer -based testing is the exact same exam as paper -based

And it's not online.

It's not you can't take it online

You still have to go to an exam center, but you'll just have a computer that you'll work on instead of writing on paper

All right, and then on this page as well very important a whole bunch of links

All right So for learners and for teachers information for candidates then there's a vocabulary list as well

You can download that and give it to your students that you're preparing for teaching resources lesson plans

It's all of the air and all through all of these links

These are great resources for you to go out on your own and download and study those

Then we also looked at the advice by task in the last video, which we're not going to go over again,

just takes up too much time.

It is in the previous video.

You can go and watch that video to get all of this.

What we're going to do is here it is for part three, part five.

We're going to jump straight into the practice exam that they have in this PDF for us to go through.

This is on page 13.

If you're following along, I'm going to zoom in here quickly just so

that we can all see on the screen

and have a look at it here

so part one of the reading questions one to five

so in this part as we've seen before in the previous video they've broken

it down into these little signs little text messages um things like

that that you'll have in in life you know in real life situations

and they've given you the images as well

and they give you the student the image

so they can understand okay this is a text message this is a notice in a magazine

or something and here we have a sign on a laboratory door so it's signs,

notices, things like that, that they've got to be able to read in a real life situation

and extract the meaning from them.

So we'll start with number one.

This one says, win a car, competition.

Entries will only be accepted from people who are at least 18.

Language like this is going to pop up, at least.

And what we've also got to take note of over here is word spotting and avoiding it at all costs.

So word spotting would be, for example, when you see 18 and then the student goes

and looks over here and sees 18 okay there we go that's the answer

and circle c i have the answers next to me it's not c all right

so uh in every there's a couple of these examples

and we'll go by them go through them one by one as well

so the first one here entries will only be accepted from people who are at least 18

we have three options

that they need to choose one of the competition is open to people over a certain age

there is a maximum age limit for this competition only 18 year olds are allowed to enter

this competition all right so if we look at it there's at least

so that's the minimum age is 18 it's not maximum age

it's not only 18 year olds

it is a the competition is open to people over a certain age now for foreigners to be able

or non -english speakers to be able to to gauge meaning from texts like this takes practice.

All right.

So the more signs they read, the more newspaper articles, the more books,

the more TV shows they watch with subtitles and with the audio in English, the better.

All right.

So let's have a look at number two.

This is a text message.

All right.

Rachel, for our holiday, you need to get a photo for your visa and let me have it.

I've got the visa forms so I can post them then from Adam.

It's important.

A lot of the times I found

that these students get confused by the names maybe

because in text messages nowadays people don't sign their names at the end of it

so that's another issue that you need to consider

that people get confused as to who's speaking

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and who who is the message sent to and who's it sent by

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so make that clear to them

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so Adam is telling Rachel to post something for him find out how to do something

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or give him something he needs

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so he says over here I can post to them

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so he's going do the posting

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so he's not asking for somebody to do it for him so it's not a uh find out

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how to do something all right then b find out how to do something

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that seems like it could be an answer over here

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and give him something that he needs

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so over here he asked uh for our holiday you need to get a photo for your visa

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and let me have it.

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So let me have it is as well give him something he needs.

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That's very typical what they'll do here is they'll not say give me this thing and then give here as well.

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So they'll always have two different ways of saying it.

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In the text it'll be let me have it

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and over here in the answers it will be give it to me or give him something.

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So the answer here is to see.

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Make sure

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that they know different ways on how to how to say

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the same thing let's look at the third one a sign

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on a laboratory door the public are not permitted beyond

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this point unless accompanied by a staff member we see unless here unless

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if when so these are from your conditional sentences

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so i sent as well there's a download of a google doc with all the grammar

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that is going to be required for this level

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and this is one of them conditional sentences they have to know zero conditionals first conditionals

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and second conditionals they don't need to they can even probably just get away with with the first

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and the zero but at this point unless it's going to come up in there

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so that's something you have to go over as well as i said previously in the previous recording

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this you're not trying to get your students up to level of b1

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so they can do this test

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if they want to take this test they should already have

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that level so they should know some of these things it's going to be a lot of revision mostly

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so uh the public are not permitted beyond this point unless accompanied by a staff member

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so the answers members of staff must be accompanied you see again here we have

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that word spotting they'll see accompanied here and accompanied there

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and go okay it's a and it's not all right

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so discourage word spotting immensely members of the public can't go

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through unless they are visiting someone working here no accompanied members of the public may go further

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if a company employee goes with them

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so to go with somebody is to accompany them all right

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two different ways of saying the same thing your answer here

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is c again practice practice practice through those links previously

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that we showed at the beginning there's a bunch of other downloads

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that you can give your students and they can just practice these exams

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and practice them and practice them okay

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so that's part uh one we've gone over oh wait

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we've missed we've missed a couple of them sorry here on the next one that's only three questions

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so question number four uh this is a note left by tom

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so jane mom's leaving really early tomorrow so could you wake me at seven

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when you leave for work i mustn't be late for college again tom

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so a tom wants to persuade jane to take him to college tomorrow

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persuade being the key word here is he trying to persuade her

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because it does look like he's trying to remind her tom

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would like to do would like jane to do him a favor tomorrow morning we're getting closer.

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C, Tom is reminding

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Jane that they have to get up early tomorrow.

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The answer obviously being B.

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Tom is not reminding her that they have to get up early.

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She always gets up at seven to go to work.

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So the answer here, 4B.

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Let's look at number five.

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Free copies of advertisements on this board are available from the Careers Center.

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When we see things like are available, we're talking passive voice now.

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So we're going to be looking for active voice in this side.

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So if it's one in in the text it's the other in the questions

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so let's look the career center will give you a copy of any advertisement on this board

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that seems pretty good this board is used to advertise the work done by the career center possibly

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but that's not what this message is saying

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if you ask the career center you can advertise for free on this board nope

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that's not at all what is being mentioned day. So five.

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a so here we have an active an active voice sentence

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and here we have a passive voice sentence all right active

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and passive is another thing that they need to know

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and it is also in that google doc

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that is available for download with this with this free training okay

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so that's part one each one of those is going to give them one mark each

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i'm going to minimize this a bit

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because the next one we need to have both pages open next to each other

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so this is where it's important where you get this one point for every answer

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because in the previous one it's pretty simple it's quite fast

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you can go through it quite quickly without wasting too much time

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but part two there's a lot of reading and a lot of back

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and forth all right

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so here perhaps what i did recommend for my slower readers was for them to leave this until the end

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because you don't have to do it in order

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you can jump around just make sure you don't forget to come back to it that's very very important

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so obviously this one they can leave until the end

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because it's also five questions and only five points

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but a lot of time goes into this

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and this is the one we're going to have to spend the most amount of time

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so what you have to do here in part two is you have to match these people

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and their needs and wants with the perfect option for them

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and each one is different so we have to go

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and read the instructions your students are going to skim over this

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so much it's going to drive

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you mad the people below all want to visit a city market okay on the opposite page

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there are descriptions of eight markets decide

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which market would be the most suitable for the people below

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so we have five people and eight markets

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which means three of them are in there to confuse the issue all right

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so let's have a look what i always suggested with my students is

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that they underline key words

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or key ideas in this in this text there should be at least three in every single one.

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Sometimes there's four, but on average about three.

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So Jenny wants to buy locally produced food.

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Okay.

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That's something unique.

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Locally produced food, traditional to the area.

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So we're talking traditional food.

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She needs somewhere convenient to eat.

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Okay.

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So she wants to eat there as well at the market and she's sightseeing in the city.

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So she wants to do some sightseeing.

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They can underline that.

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The market shouldn't be far from local attractions.

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Okay so she wants to do sightseeing that's close to attractions she wants to eat

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and it must be locally produced food

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that is traditional to the area all right

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so then what the student has to do is to go

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now look through all through the markets here all the different options

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and find these things that would suit this lady jenny what does she want

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so for example we can start with skimming is another practice

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that your students will have to do is just go through it quickly

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so the backfield market is famous for secondhand camera equipment okay i can really tell you now

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that we're in the wrong place

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because she wants to eat she's looking for traditional food

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and this is selling camera equipment cameras uh old pictures okay

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so it's not a uh b

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they have to go through as well um amazing building hundreds

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of years old late night opening hours uh performers nothing about

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food here okay nothing over there about food at all

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so that's not going to be the one

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there's lots to see interesting indoor markets

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we go through the text with them find everything from rare gold silver jewelry okay this is not food

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and so on i can't go through all of this as well

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but as you go through it and we'll jump ahead to what is the answer

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and i can show you exactly why

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so the answer for six is f all right close to museums

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and art galleries that uh local attraction so close to

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so shouldn't be far from

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and close to are two different ways to say the same thing museums

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and art galleries are local attractions

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so this is a place to buy something for lunch okay

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so as well as fresh fruit

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and special breads try the region's famous cheese is this not a traditional food from the area

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or region again synonyms area region um they are producers

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there with the advice on different types eat on the seats situated around the market

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so it is convenient to eat there there's seats there watching the colorful scene

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and enjoying music from local bands all right so six

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and f meets all the needs of six

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and that's what we have to look for what the students should do then especially

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if they've got a paper based is just cross out f the letter f okay

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and make sure that they've done this one they're not going to come back to it

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and read it again because

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if they're doing paper based

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they can write all over this question paper as much as they want draw pictures make scribbles do whatever

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they want at the end of the exam they destroy these papers

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so they can do whatever they want to them all right scribble all over it

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so for number seven for example um

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we're going to go through this a bit faster matt wants

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a market where you can get something to wear at reasonable prices okay

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so this guy's looking for something to wear

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so we're going to be looking for words like clothing all

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right uh reasonable prices are not too expensive is another way of saying

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it something hot to eat they wouldn't have put hot to eat if it wasn't important.

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He's also keen on music and likes finding rare recordings by different bands.

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Okay, so he wants something to wear.

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He's looking for some food and he's interested in music and

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uh rare recording

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so the student will go through all of these again um i've already done this for your benefit

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and it is g

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so situated under historic city walls in this busy market you'll find a huge selection of great value uh

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so there we go reasonable prices great value new

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and secondhand clothes all right uh there's also offering stalls offering unusual albums

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so that may be rare recordings by international singers often hard to find okay

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if it's hard to find it's rare our world food area allows

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you to taste food from a board cooked in front of you

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that's why it's hot to eat and that's why it meets it

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so this is exactly how it goes

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we go through it okay all the answers are in the pdf as well

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if you skip down to the bottom i don't remember the page

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but for example i just wanted to break it down to show you exactly

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so underline these key words in here these key ideas what's specific for this

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and what is not um sammy wants to visit a market

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and spending the day in the city

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so he wants to spend the day in the city would like to photograph a historic place

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or remember we saw something about photographs earlier on

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so now it becomes easier as you go through it

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because now the students read some of them before

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so eight is b all right because this one talks about late night performers uh pictures and all of those things

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um i don't want to spend too much time on this going through it

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but yeah uh number nine alexa is looking for a really special necklace for her grandmother's birthday

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so this was one about wasn't there one about jewelry yes

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so number nine c

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and number 10 ella is looking for objects from other countries

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for her friends she'd like to choose a second -hand book to read okay

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so now we're not looking for food we're looking for second -hand books

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and she wants to snack at the market too

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so 10 is h so now as you see we have to skip through this quite rapidly

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so in an exam under time pressure there's a lot of reading to do

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and it does start off very slow

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because you have to like for example number six was f

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so the student would have to have read a b c d e

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and then only gotten to f but as we go along now they've already read

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that and they remember it so they can go back

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and just double check to make sure those are the answers okay let's skip down then to part three

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so this will be the last part we're covering in this video

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and then we'll be doing another video with parts four five

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and six just so that we can have a more manageable task all right

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so now we know about this one in part three we have a long much longer text

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and we have now five questions again and we have to choose multiple choice a b c or d

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We know from the previous video as well that question 11 is in the first paragraph.

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Question 12 is second paragraph.

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Question 13, third paragraph.

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Question 14, fourth paragraph.

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They go in order of the text, but question 15 is a general question about the whole text itself.

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In this case, it's what would be a good introduction to this article, and then the student has to choose,

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the exam taker has to choose the correct title

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or introduction for this article but that happens

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because you have to read the whole article first

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so we'll leave it until last now there's a couple of ways you can approach this they can read now

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that we know

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that paragraph one is question 11 you could do it paragraph by paragraph read

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this one first then go over to 11 and answer

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that then that then that

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or you can read the whole thing to get a general idea

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and then go back again but as i said time is an issue

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if the person is a fast reader there's no worries

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but of course that's not everybody and especially in a second language

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so let's have a look at this

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and see how we can find these artists well these sorry

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these artists these questions artist peter fuller talks about his hobby

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so we're talking about an artist who has a hobby

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so there's a popular idea that artists are not supposed to be into sport

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but mountain biking is a huge part of my life it gets me out of my studio

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and into the countryside

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but more importantly racing along as fast as you can leaves

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you no time to worry about anything that's going on in your life.

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You're too busy concentrating on not crashing.

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The only things you pay attention to are the

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pain in your legs and the rocks on the path in front of you.

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All right, so that's the introductory text.

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We go number to 11.

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So Peter enjoys mountain biking because it gives him the opportunity to enjoy the views.

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He can use the time to plan his work.

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He is able to stop thinking about his problems

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or it helps him to concentrate better there was a line in here

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but more importantly

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so yeah by mountain biking is a huge it lets me get out of my studio

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and into the countryside which may give people the idea

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that it gives them the opportunity to enjoy the views in the countryside

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but that's all speculation all right

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because later on it doesn't say anything about views we're just assuming the countryside has beautiful views

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and this is a thing that happens a lot students projecting their own ideas

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and experiences onto the text and not reading the words precisely

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It has to be very, very logical.

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And also after this, it says, but more importantly.

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So all of that was blah, blah, blah.

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Now we come to the important side of things, all right?

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Racing along as fast as you can leaves you no time to worry about anything that's going on in your life.

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So C, he is able to stop thinking about his problems, all right?

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So that's very important as well to have that.

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Don't project your experiences on this.

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So maybe when the student goes mountain biking, they look at the views and they think, oh, that's the answer.

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But it is not, all right?

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So they have to be very careful and look out for, but more importantly.

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All right, so first paragraph, 11C.

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Let's look at the next paragraph.

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I'm in my 60s now, but I started cycling when I was a kid.

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In the summer, my friends and I would ride our bikes into the woods

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and see who was brave enough to go down the steep hills or do big jumps.

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The bikes we had then were not built for that and often broke.

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So I used to draw pictures of bikes with big, thick tires and would be strong enough for what we were doing.

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They looked just like modern mountain bikes.

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However, it wasn't until many years later that someone actually invented one by the 1980s.

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They were everywhere

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Okay, so we're going back to his youth

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And all the way up to the 80s and now where the modern mountain bike is all right

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So in number 12, what does

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Peter say about cycling during his childhood?

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Okay, so where was he?

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He started cycling when he was a kid and they used to do all these crazy jumps with his friends

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The bikes weren't built for that and they often broke

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Okay, and that's about his childhood

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So he is sorry.

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He didn't take more care of his bike.

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No, I don't think that is the case at all

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It doesn't say anything about that.

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His friends always had better quality bikes than he did

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We were talking about the quality the bikes we had then weren't built for that and often broke

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So we had all of them had the same quality bikes.

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So it's friends didn't have better quality

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His bike wasn't suitable for the activities.

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I think we have a winner and D He was more interested in designing bikes than riding them.

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No, he was most definitely not he what he drew pictures as a kid

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but he wasn't designing them

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so it's c his bike wasn't suitable for the activities it says here uh weren't built for

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that and often broke all right

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so it's important as well like we found the answer in c it doesn't mean you stop reading read d

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because this one may as well

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or you may be projecting your own ideas again onto it

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so read all the questions

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and then okay now we've double checked it isn't d we can go back

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and mark c all right let's have a look now at the next one at

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that time i was into skateboarding i did

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that for a decade until falling off onto hard surfaces started

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to hurt too much mountain biking seemed a fairly safe way to keep fit

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so i took it up instead i made a lot of friends

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and got involved with racing

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which gave me a reason to train hard i wanted to find out just how fit

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and fast i could get

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which turned out to be fairly quick i even won a few a couple of local races okay

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so peter says he returned to cycling after several years

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because he had become unfit so

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that he could enter races in order to meet new people

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and to replace an activity he had given up so

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because he had become unfit

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there was something about fitness mountain biking seemed a fairly safe way to keep to keep fit

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so i took that up instead but wait a minute

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so i took that up instead instead of what instead of skateboarding

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which brings me to 13d to replace an activity he had given up

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so he didn't do it to keep fit he was already keeping fit with skateboarding

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but he gave that up because he was hurting himself too much

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so he had to replace it with an activity and it's d

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so in order to meet new people is

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that the reason he did it i made a lot of friends

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and i got involved in racing it's a one

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that's an offhand comment of making friends it's not the reason he did it to meet new people and so

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that he could enter races no i even won a few a couple of local races all right

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so he got involved in racing again an offhand comment

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which is not the reason he did it

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so what is the reason he returned to it

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and there was to replace an activity which was skateboarding all right

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so there's a lot this one's a bit of a tricky one

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there not i mean the all those things are mentioned in the text

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but they are not the reason that he changed

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so let's look at the last one 14 in the end i stopped racing mainly

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because i knew what it could mean to my career

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if i had a bad crash

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but i still like to do a three hour mountain bike ride every week

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and if i'm out cycling in the hills

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and i see a rider ahead

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i have to beat them to the top as i go past i imagine how surprised they would be

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if they knew how old i am

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so 14 how does peter feel about cycling now

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so here we are in the last paragraph he is proud

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that he is still so fast he is keen to do less now that he is older and

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uh he regrets the fact

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that he can no longer compete

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he wishes more people were involved in the sport um i think i'm leaning towards a he's proud

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that he's still so fast because

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when he sees somebody uh he has to beat them to the top

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and as i go past so he's going past other younger drivers

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so he is still very fast and he imagines how surprised they must be

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but all right well we we we've been through this before

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we know we must look at the other ones he's keen to do less now

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that he's older he never mentions

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that he still does a three -hour mountain bike ride every week

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that's pretty that's pretty regular he regret he regrets the fact

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that he can no longer compete he never mentions that mainly

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because i knew it could mean to the end of my career

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if i had a bad crash all right

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he just didn't want to have a bad crash he didn't regret

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it uh he wishes more people would get involved in the sport i don't think he mentioned anything about

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that at all so okay we're correct 14a

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and then we have to do 15

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which is based on the entirety of the text what would

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be a good introduction to this article for peter fuller nothing

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matters more than mountain biking even not even his career no

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he talked about how he was going to get hurt

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and how he had to stop here in his words he tells us why

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so we're going to discard a uh b artist peter fuller takes mountain biking pretty seriously yeah

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he does here he describes how it all began

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and what he gets out of it well

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that's pretty spot on i would say uh he does talk about his childhood

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and how it all began and breaking the bikes and the design

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and then changing from skating and all of that and how

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and what he gets out of it like he gets fitness

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out of it he gets to uh surprise people as he races by them up hills all right

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so b looks pretty good

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but let's not stop

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there in this article peter fuller explains how he became an

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artist only as a result of his interest in mountain biking he did not say

485

that at all i can't even find anything in the text

486

that relates to that all right

487

and d after discovering mountain biking later in life uh peter fuller gave up on art no okay

488

so we're going to really stop there he never once mentions in this text

489

that he gave up art to become a mountain biker All right.

490

So I think we go back to our original B, which if you look in the question and we look at the answer sheets here,

491

we can skip down.

492

At the bottom, there's the assessment on page 18.

493

You can find all of the answers as well.

494

And we are 15B.

495

That is correct.

496

Okay.

497

So those are the first three parts of this that we have time for in this video.

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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale s’appuie sur la vidéo « Cambridge B1 Exam Teacher Training - Reading Part 1, 2, 3 ». Cette vidéo contient 497 phrases et 5589 mots à répéter en shadowing. La partie parlée dure 27:18. Le locuteur parle vite, environ 205 mots par minute : attendez-vous à des liaisons et à des sons réduits. 89 % 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

15 mots de la vidéo à retenir, avec leur prononciation et leur sens :

Mot	Prononciation	Sens
paragraph nom	/ˈpæɹəɡɹæf/	paragraphe, alinéa
examination nom	/ɪɡˌzæm.ɪˈneɪ.ʃən/	examen
accompany verbe	/əˈkʌm.pə.ni/	accompagner
conditional nom	/kənˈdɪʃ.ə.nəl/	conditionnel
regret verbe	/ɹɪˈɡɹɛt/	regretter
skip verbe	/skɪp/	sautiller
attraction nom	/əˈtɹækʃn̩/	attraction
countryside nom	/ˈkʌn.tɹiˌsaɪd/	campagne, arrière-pays
suitable adjectif	[ˈsjuː.tə.bɫ̩]	approprié, convenable
remind verbe	/ɹəˈmaɪnd/	rappeler à
visa nom	/ˈviːzə/	visa
locally adverbe	/ˈləʊkəli/	localement
concentrate verbe	/ˈkɑn.sən.tɹeɪt/	concentrer
passive adjectif	/ˈpæs.ɪv/	passif
persuade verbe	/pə(ɹ)ˈsweɪd/	persuader, convaincre

Les verbes à particule que vous entendrez

Mot	Sens
go through verbe	traverser
find out verbe	découvrir, savoir
give up verbe	se rendre
go back verbe	rentrer, retourner
go past verbe	passer, dépasser
get up verbe	se lever
cross out verbe	biffer, rayer
get away with verbe	s'en tirer

Des phrases à répéter

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

Let's look at number five.
You're too busy concentrating on not crashing.
Don't project your experiences on this.
Let's look at the next paragraph.

La grammaire de cette vidéo

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

Structure	Dans la vidéo
« Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai	used to draw · used to do
Present perfect have/has + participe passé — une action passée qui compte encore maintenant	I've already done · I've shared · haven't watched
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	is divided · be accepted · are allowed
Propositions relatives who / which + proposition — une précision sur une personne ou une chose	people who are · activity which was

Prononciation à surveiller

Le locuteur utilise 109 contractions et formes réduites, comme we're, don't, we've. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « th »: clothing /ˈkloʊðɪŋ/, thick /θɪk/
Les sons « sh » et « zh »: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, conditional /kənˈdɪʃ.ə.nəl/, attraction /əˈtɹækʃn̩/, unusual /ʌnˈjuːʒ(u)əl/, sheet /ʃit/
Mots longs — placez bien l’accent: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, accompany /əˈkʌm.pə.ni/, conditional /kənˈdɪʃ.ə.nəl/, importantly /ɪmˈpɔɹ.tənt.li/, laboratory /ˈlæb(ə)ɹəˌtɔɹi/

Les sons difficiles pour les francophones :

/h/ — il se souffle, il n’est pas muet: hobby /ˈhɑ.bi/, offhand /ˌɔfˈhænd/, secondhand /ˌsɛk(ə)n(d)ˈhænd/
/tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: jane /d͡ʒeɪn/, situated /ˈsɪt͡ʃueɪtɪd/, jenny /ˈd͡ʒɛni/, jewellery /ˈd͡ʒʊ-/, logical /ˈlɑd͡ʒɪkəl/
/r/ anglais — langue recourbée, sans frotter la gorge: paragraph /ˈpæɹəɡɹæf/, regret /ɹɪˈɡɹɛt/, attraction /əˈtɹækʃn̩/, importantly /ɪmˈpɔɹ.tənt.li/, countryside /ˈkʌn.tɹiˌsaɪd/

Comment s’entraîner avec cette vidéo

Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme paragraph, examination, accompany.

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 B1 Exam Teacher Training - Reading Part 1, 2, 3 - 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 ?