Pratique du Shadowing: Cambridge IELTS 10. Test 1. Listening Section 3 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Section 3.
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You will hear a student called John talking to a professor about a design competition he is entering.
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First, you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
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Um, hello Professor.
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I'm John Wishart.
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I'm working on my entry for the Global Design Competition.
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My tutor said you might be able to help me with it.
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Ah yes, I got a copy of your drawings.
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Come in and tell me about it.
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What sort of competition is it?
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Well, it's an international design competition and we have to come up with a new design for a typical domestic kitchen appliance.
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I see.
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And are there any special conditions?
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Does it have to save energy, for example?
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Actually, that was the focus in last year's competition.
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This year's different.
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We have to adopt an innovative approach to existing technology, using it in a way that hasn't been thought of before.
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I see.
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That sounds tricky.
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And what kitchen appliance have you chosen?
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Well, I decided to choose the dishwasher.
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Interesting.
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What made you choose that?
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Well, they're an everyday kitchen appliance in most Australian houses, but they're all pretty boring and almost identical to each other.
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I think some people will be prepared to pay a little extra for something that looks different.
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That's a nice idea.
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I see you've called your design the rock pool.
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Why is that?
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Basically because it looks like the rock pools you find on a beach.
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The top is made of glass so that you can look down into it.
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And there's a stone at the bottom.
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Is that just for decoration?
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Actually, it does have a function.
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Instead of pushing a button, you turn the stone.
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So it's really just a novel way of starting the dishwasher.
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That's right.
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It's a really nice design.
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but what makes it innovative?
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Well, I decided to make a dishwasher that uses carbon dioxide.
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In place of water and detergent?
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How will you manage that?
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The idea is to pressurise the carbon dioxide so that it becomes a liquid.
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The fluid is then released into the dishwasher where it cleans the dishes all by itself.
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Sounds like a brilliant idea.
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Your system will totally do away with the need for strong detergents.
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So what happens once the dishes are clean? are clean?
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Well, to allow them to dry, the liquid carbon dioxide and the waste materials all go to an area called the holding chamber.
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That's where the liquid is depressurised and so it reverts to a gas.
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Then the oil and grease are separated out and sent to the waste system.
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It sounds like you've thought it all out very thoroughly.
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So what happens to the carbon dioxide once the process is complete?
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Not wasted, I hope.
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Actually, that's where the real savings are made.
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The carbon dioxide is sent back to the cylinder and can be used again and again.
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What a terrific idea!
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Do you think it will ever be built?
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Probably not, but that's OK.
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I'm sure a lot of positive things will come out of your design.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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Now you seem to have thought about everything, so what exactly did you need me to help you with?
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Well, my design has made it to the final stage of the competition
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and in a few months' time I have to give a presentation.
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And that's the part I was hoping you could help me with.
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Right, well that should be easy enough.
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What have you managed to do so far?
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Well, I've got detailed drawings to show how it will work and I've also written a five hundred word paper on it.
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I see.
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Well, if you want to stand a good chance of winning, you really need a model of the machine.
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Yes, I thought I might, but I'm having a few problems.
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What's the main difficulty so far?
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Ah, let me guess, is it the materials?
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Yes.
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I want it to look professional, but everything that's top quality is also very expensive.
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Look, projects like this are very important to us.
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They really help lift our profile.
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So why don't you talk to the university about a grant?
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Oh.
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I can help you fill out the application forms if you like.
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Oh, that would be great.
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You'd better show me this paper you've written as well.
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For a global competition such as this, you need to make sure the technical details you've given are accurate and thorough.
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Oh, that would be a great help.
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Is there anything else I can do?
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Well, I'm really nervous.
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That is the end of section three.
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You now have half a minute to check your answers.
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Now turn to section 4.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Cambridge IELTS 10. Test 1. Listening Section 3 ». Les mots qui reviennent le plus souvent : design, competition, dioxide, carbon, dishwasher. Cette vidéo contient 89 phrases et 814 mots à répéter en shadowing. La partie parlée dure 6:25. Le locuteur parle à un rythme régulier d’environ 127 mots par minute, confortable pour le shadowing. 87 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 20 de ses 89 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| dioxide nom | /daɪˈɑksaɪd/ | dioxyde |
| dishwasher nom | /ˈdɪʃˌwɑʃɚ/ | lave-vaisselle |
| appliance nom | /əˈplaɪ.əns/ | appareil électrique |
| detergent nom | /dɪˈtɜːd͡ʒənt/ | détergent |
| innovative adjectif | /ˈɪn.əˌveɪtɪv/ | novateur, innovant |
| pressurize verbe | /ˈpɹɛʃəɹaɪz/ | pressuriser |
| revert verbe | /ɹɪˈvɝt/ | renvoyer, réverbérer |
| tutor nom | /ˈtjuːtəː/ | tuteur |
| grease nom | /ɡɹis/ | graisse |
| decoration nom | /ˌdɛkəˈɹeɪʃən/ | décoration |
| terrific adjectif | terrifiant | |
| bore verbe | /boɹ/ | ennuyer, barber |
| tricky adjectif | /ˈtɹɪk.i/ | épineux, compliqué |
| thorough adjectif | /ˈθʌɹoʊ/ | minutieux, soigné |
| cylinder nom | /ˈsɪləndɚ/ | cylindre |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| come up with verbe | inventer, imaginer | |
| do away with verbe | en finir (avec) | |
| fill out verbe | /fɪl ˈaʊt/ | remplir, compléter |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What made you choose that?
- How will you manage that?
- Do you think it will ever be built?
- What have you managed to do so far?
- Ah, let me guess, is it the materials?
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 | hasn't been thought · you've called · you've thought |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | been thought · is made · is depressurised |
Prononciation à surveiller
Le locuteur utilise 16 contractions et formes réduites, comme I'm, you've, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thorough /ˈθʌɹoʊ/, thoroughly /ˈθʌɹ.ə.li/
- Les sons « sh » et « zh »: dishwasher /ˈdɪʃˌwɑʃɚ/, pressurize /ˈpɹɛʃəɹaɪz/, decoration /ˌdɛkəˈɹeɪʃən/
- Mots longs — placez bien l’accent: innovative /ˈɪn.əˌveɪtɪv/, decoration /ˌdɛkəˈɹeɪʃən/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: pressurize /ˈpɹɛʃəɹaɪz/, revert /ɹɪˈvɝt/, grease /ɡɹis/, decoration /ˌdɛkəˈɹeɪʃən/, bore /boɹ/
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 dioxide, dishwasher, appliance.
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.