Pratique du Shadowing: Cambridge IELTS 10. Test 2. 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 two anthropology students called Victor and Olivia discussing their joint presentation about a Norwegian explorer called Tor Heyerdahl.
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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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Right, well, for our presentation, shall I start with the early life of Tor Heyerdahl?
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Sure.
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Why don't you begin with describing the type of boy he was, especially his passion for collecting things?
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That's right.
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He had his own little museum.
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And I think it's unusual for children to develop their own values and not join in their parents' hobbies.
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I'm thinking of how Hayerdahl wouldn't go hunting with his dad, for example.
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Yeah, he preferred to learn about nature by listening to his mother read to him.
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And quite early on, he knew he wanted to become an explorer when he grew up.
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That came from his camping trips he went on in Norway, I think.
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No, it was climbing that he spent his time on as a young man.
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Oh, right.
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After university, he married a classmate,
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and together they decided to experience living on a small island to find out how harsh weather conditions shaped people's lifestyles.
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As part of their preparation, before they left home, they learnt basic survival skills, like building a shelter.
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I guess they needed that knowledge in order to live wild in a remote location with few inhabitants, cut off by the sea, which is what they were aiming to do.
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An important part of your talk should be the radical theory Hayard Al formed from examining mysterious ancient carvings
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that he happened to find on the island.
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I think you should finish with that.
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Okay.
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Before you hear the rest of the discussion, you have some time to look at questions 25-30.
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Thank you.
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All right, Victor, so after your part, I'll talk about Tor Haidahl's adult life, continuing from the theory he had about Polynesian migration.
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Up until that time, of course, academics had believed that humans first migrated to the islands in Polynesia from Asia in the West.
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Yes, they thought that travel from the east was impossible
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because of the huge empty stretch of ocean that lies between the islands and the nearest inhabited land.
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Yes, but Hayardal spent ages studying the cloud movements, ocean currents and wind patterns to find if it was actually possible.
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And another argument was that there was no tradition of large shipbuilding in the communities lying to the east of Polynesia.
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But Hayardal knew they made lots of coastal voyages in locally built canoes.
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Yes, or sailing on rafts, as was shown by the long voyage that Hayerdal did next.
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It was an incredibly risky journey to undertake.
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Sometimes I wonder if he did that trip for private reasons, you know, to show others that he could have spectacular adventures.
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What do you think, Olivia?
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Well, I think it was more a matter of simply trying out his idea, to see if migration from the East was possible.
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Yes, that's probably it.
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And the poor guy suffered a bit at that time because the war forced him to stop his work for some years.
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Yes.
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When he got started again and planned his epic voyage, do you think it was important to him that he achieve it before anyone else did?
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Um, I haven't read anywhere that that was his motivation.
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The most important factor seems to have been that he used only ancient techniques and local materials to build his raft.
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Yes.
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I wonder how fast it went.
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Well, it took them 97 days from South America to the Pacific Islands.
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Mmm.
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And after that, Haidtel went to Easter Island, didn't he?
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We should mention the purpose of that trip.
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I think he sailed there in a boat made out of reeds.
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No, that was later on in Egypt, Olivia.
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Oh yes, that's right.
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But what he wanted to do was talk to the local people about their old stone carvings, and then make one himself to learn more about the process.
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I see.
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Well, what a great life.
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Even though many of his theories have been disproven, he certainly left a lasting impression on many disciplines, didn't he?
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To my mind, he was the first person to establish what modern academics call practical archaeology.
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I mean, that they try to recreate something from the past today, like he did with his raft trip.
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It's unfortunate that his ideas about where Polynesians originated from have been completely discredited.
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Yes.
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Right, well, I'll prepare a PowerPoint slide at the end that acknowledges our sources.
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I mainly used The Life and Work of Thor Heyerdahl by William Oliver.
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I thought the research methods he used were very sound, although I must say I found the overall tone somewhat old-fashioned.
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I think they need to do a new, revised edition.
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Yeah, I agree.
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What about the subject matter?
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I found it really challenging.
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Well, it's a complex issue.
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I thought the book had lots of good points.
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What did you think of the illustration?
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That is the end of Section 3.
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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 2. Listening Section 3 ». Les mots qui reviennent le plus souvent : island, trip, Heyerdahl, raft, Tor. Cette vidéo contient 74 phrases et 869 mots à répéter en shadowing. La partie parlée dure 7:24. Le locuteur parle à un rythme régulier d’environ 117 mots par minute, confortable pour le shadowing. 82 % 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 |
|---|---|---|
| raft nom | /ɹæft/ | radeau, canot pneumatique |
| voyage nom | /ˈvɔɪ.ɪd͡ʒ/ | voyage |
| carving nom | /ˈkɑɹvɪŋ/ | sculpture de bois, gravure |
| explorer nom | /ɛkˈsplɔːɹə(ɹ)/ | explorateur, exploratrice |
| sail nom | /seɪl/ | voile |
| migration nom | /maɪˈɡɹeɪʃ(ə)n/ | migration |
| classmate nom | /ˈklæs.meɪt/ | camarade, camarade de classe |
| discredit verbe | /dɪsˈkɹɛd.ɪt/ | discréditer |
| disprove verbe | /dɪsˈpɹuv/ | réfuter, infirmer |
| inhabitant nom | /ɪnˈhæb.ɪ.tənt/ | habitant, habitante |
| originate verbe | /əˈɹɪd͡ʒɪneɪt/ | venir de |
| revise verbe | /ɹɪˈvaɪz/ | revoir |
| shipbuilding nom | construction navale | |
| canoe nom | /kəˈnuː/ | canoë |
| recreate verbe | /ˈɹɛk.ɹi.eɪt/ | se réjouir |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| cut off verbe | /ˌkʌt ˈɔf/ [ˌkɐɾ ˈɔf] | tailler, couper |
| find out verbe | découvrir, savoir | |
| grow up verbe | grandir | |
| try out verbe | essayer, expérimenter |
Prononciation à surveiller
Le locuteur utilise 8 contractions et formes réduites, comme didn't, I'll, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: migration /maɪˈɡɹeɪʃ(ə)n/, illustration /ˌɪləsˈtɹeɪ̯ʃən/, harsh /ˈhɑɹʃ/
- Mots longs — placez bien l’accent: inhabitant /ɪnˈhæb.ɪ.tənt/, originate /əˈɹɪd͡ʒɪneɪt/, inhabited /ɪnˈhæbɪtɪd/, archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: inhabitant /ɪnˈhæb.ɪ.tənt/, inhabited /ɪnˈhæbɪtɪd/, hobby /ˈhɑ.bi/, harsh /ˈhɑɹʃ/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: voyage /ˈvɔɪ.ɪd͡ʒ/, originate /əˈɹɪd͡ʒɪneɪt/, archaeology /ˌɑɹ.kiˈɑ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/, unfortunate /ʌnˈfɔː.t͡ʃə.nɪt/
- /r/ anglais — langue recourbée, sans frotter la gorge: raft /ɹæft/, carving /ˈkɑɹvɪŋ/, explorer /ɛkˈsplɔːɹə(ɹ)/, migration /maɪˈɡɹeɪʃ(ə)n/, discredit /dɪsˈkɹɛd.ɪt/
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 raft, voyage, carving.
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.