Pratique du Shadowing: Cambridge Ielts 16 Reading test 3 Passage 1 - Apprendre l'anglais à l'oral avec la vidéo

Choisissez un mode d'entraînement

Chaque mode ouvre une salle d'entraînement en plein écran.

54 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Cambridge IELTS 16, Reading Test 3.
2
Passage 1.
3
Roman Shipbuilding and Navigation.
4
Shipbuilding today is based on science and ships are built using computers and sophisticated tools.
5
Shipbuilding in ancient Rome, however, was more of an art relying on estimation, inherited techniques and personal experience.
6
The Romans were not traditionally sailors, but mostly land-based people, who learned to build ships from the people that they conquered,
7
namely the Greeks and the Egyptians.
8
There are a few surviving written documents that give descriptions and representations of ancient Roman ships, including the sails and rigging.
9
Excavated vessels also provide some clues about ancient shipbuilding techniques.
10
Studies of these have taught us that ancient Roman shipbuilders built the outer hull first, then proceeded with the frame and the rest of the ship.
11
Planks used to build the outer hull were initially sewn together.
12
Starting from the 6th century BCE, they were fixed using a method called mortise and tenon,
13
whereby one plank locked into another without the need for stitching.
14
Then in the first centuries of the current era, Mediterranean shipbuilders shifted to another shipbuilding method, still in use today, which consisted of building the frame first
15
and then proceeding with the hull and the other components of the ship.
16
This method was more systematic and dramatically shortened ship construction times.
17
The ancient Romans built large merchant ships and warships whose size and technology were unequaled until the 16th century CE.
18
Warships were built to be lightweight and very speedy.
19
They had to be able to sail near the coast, which is why they had no ballast or excess load and were built with a long, narrow hull.
20
They did not sink when damaged and often would lie crippled on the sea's surface following naval battles.
21
They had a bronze battering ram, which was used to pierce the timber hulls or break the oars of enemy vessels.
22
Warships used both wind, sails, and human power and were therefore very fast.
23
Eventually, Rome's navy became the largest and most powerful in the Mediterranean, and the Romans had control over what they therefore called mer nostrum meaning a sea.
24
There were many kinds of warship.
25
The Trireme was the dominant warship from the 7th to 4th century BCE.
26
It had roars in the top, middle and lower levels, and approximately 50 roars in each bank.
27
The roars at the bottom had the most uncomfortable position as they were under the other rowers
28
and were exposed to the water entering through the oar holes.
29
It is worth noting that contrary to popular perception, rowers were not slaves but mostly Roman citizens enrolled in the military.
30
The trireme was superseded by larger ships with even more rowers.
31
Merchant ships were built to transport lots of cargo over long distances and at a reasonable cost.
32
They had a wider hull, double planking and a solid interior for added stability.
33
Unlike warships, their V-shaped hull was deep underwater, meaning that they could not sail too close to the coast.
34
They usually had two huge side rudders located off the stern
35
and controlled by a small tiller bar connected to a system of cables.
36
They had from one to three masts with large square sails and a small triangular sail at the bow.
37
Just like warships, merchant ships used oarsmen, but coordinating the hundreds of rowers in both types of ship was not an easy task.
38
In order to assist them, music would be played on an instrument, and oars would then keep time with this.
39
The cargo on merchant ships included raw materials, for example iron bars, copper, marble and granite, and agricultural products,
40
for example grain from Egypt's Nile Valley.
41
During the Empire, Rome was a huge city by ancient standards of about 1 million inhabitants.
42
Goods from all over the world would come to the city
43
through the port of Popeswoli situated west of the Bay of Naples in Italy
44
and through the gigantic port of Ostia situated at the mouth of the Tiber River.
45
Large merchant ships would approach the destination port and, just like today, be intercepted by a number of towboats that would drag them to the quay.
46
The time of travel along the many sailing routes could vary widely.
47
Navigation in ancient Rome did not rely on sophisticated instruments such as compasses but on experience,
48
local knowledge and observation of natural phenomena.
49
In conditions of good visibility, seaman in the Mediterranean often had the mainland or islands in sight, which greatly facilitated navigation.
50
They sailed by noting their position relative to a succession of recognizable landmarks.
51
When weather conditions were not good or where land was no longer visible, Roman mariners estimated directions from the pole star or,
52
with less accuracy, from the sun at noon.
53
They also estimated directions relative to the wind and swell.
54
Overall, shipping in ancient Roman times resembled shipping today with large vessels regularly crossing the seas and bringing supplies from their empire.

Télécharger l'application

Tout pour parler couramment

Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Scanner le QR
Scanner le QR
Download on theApp StoreGet it onGoogle Play
📺 Même chaîne
Cambridge IELTS 17 Test 4 Reading passage 1C1
3

Cambridge IELTS 17 Test 4 Reading passage 1

IELTS PrepUniversity Students
Cambridge Ielts 16 Reading test 2 Passage 2C1
1

Cambridge Ielts 16 Reading test 2 Passage 2

IELTS PrepTOEFL PrepCambridge Exam Prep
Cambridge Ielts 16 Reading test 1 Passage 2B2
4

Cambridge Ielts 16 Reading test 1 Passage 2

Cambridge Exam PrepUniversity Students
Cambridge 16 IELTS Reading Test 4 Passage 1B2
2

Cambridge 16 IELTS Reading Test 4 Passage 1

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge Ielts 16 Reading test 2 Passage 1C1
1

Cambridge Ielts 16 Reading test 2 Passage 1

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge Ielts 16 Reading test 3 Passage 3C1
1

Cambridge Ielts 16 Reading test 3 Passage 3

Cambridge Exam PrepUniversity StudentsWorking Adults
Cambridge Ielts 16 Reading test 1 Passage 1C1
1

Cambridge Ielts 16 Reading test 1 Passage 1

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge Ielts 16 Reading test 1 Passage 3C1
3

Cambridge Ielts 16 Reading test 1 Passage 3

IELTS PrepTOEFL PrepBusiness English
Cambridge IELTS 15 Test 4 Reading Passage 2C2
8

Cambridge IELTS 15 Test 4 Reading Passage 2

IELTS PrepUniversity Students
Cambridge 16 IELTS Reading Test 4 Passage 3C1

Cambridge 16 IELTS Reading Test 4 Passage 3

IELTS PrepTOEFL PrepUniversity Students
Cambridge Ielts 16 Reading test 2 Passage 3C1

Cambridge Ielts 16 Reading test 2 Passage 3

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge 16 IELTS Reading Test 4 Passage 2C1

Cambridge 16 IELTS Reading Test 4 Passage 2

IELTS PrepTOEFL PrepCambridge Exam Prep
Cambridge Ielts 16 Reading test 3 Passage 2C1

Cambridge Ielts 16 Reading test 3 Passage 2

Cambridge Exam PrepUniversity StudentsWorking Adults
✨ Vidéo recommandée
RE1 UNIT 11AB1
11
32 phrases

RE1 UNIT 11A

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 10 Test 3 Section 2 ListeningB2
1
62 phrases

Cambridge 10 Test 3 Section 2 Listening

Cambridge Exam PrepUniversity StudentsWorking Adults
Reading Explorer Foundation, Unit-4 An Ancient ShipwreckB1
3
21 phrases

Reading Explorer Foundation, Unit-4 An Ancient Shipwreck

Cambridge Exam PrepHigh School StudentsUniversity Students
Cambridge 18, Test 2 Part 4B2
2
46 phrases

Cambridge 18, Test 2 Part 4

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge IELTS 20 PART 4 TEST 1– #listeningielts20part4 #ielts20 #voduyquynhB2
14
79 phrases

Cambridge IELTS 20 PART 4 TEST 1– #listeningielts20part4 #ielts20 #voduyquynh

IELTS PrepCambridge Exam PrepUniversity Students
CAMBRIDGE IELTS 17 LISTENING TEST 2 PART 3B2
7
86 phrases

CAMBRIDGE IELTS 17 LISTENING TEST 2 PART 3

Cambridge Exam PrepUniversity Students
Cambridge CAE 2 Listening Test 2B2
1
393 phrases

Cambridge CAE 2 Listening Test 2

Cambridge Exam PrepUniversity Students
Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test)B2
2
91 phrases

Taking part in archaeological excavations: Đề thi IELTS LISTENING (actual test)

IELTS PrepCambridge Exam PrepUniversity Students
Cambridge 15 Test 3 Section 4 ListeningC1
5
55 phrases

Cambridge 15 Test 3 Section 4 Listening

IELTS PrepCambridge Exam PrepUniversity Students
IELTS Cambridge 10 test 1 section 3B2
5
87 phrases

IELTS Cambridge 10 test 1 section 3

IELTS PrepCambridge Exam PrepUniversity Students

Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Cambridge Ielts 16 Reading test 3 Passage 1 ». Les mots qui reviennent le plus souvent : ship, Roman, ancient, warship, hull. Cette vidéo contient 54 phrases et 822 mots à répéter en shadowing. La partie parlée dure 5:44. Le locuteur parle à un rythme régulier d’environ 144 mots par minute, confortable pour le shadowing. Seuls 73 % 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 :

MotPrononciationSens
sail nom/seɪl/voile
warship nom/ˈwɔɹˌʃɪp/navire de guerre
hull nom/hʌl/coque, cosse
shipbuilding nomconstruction navale
merchant nom/ˈmɝt͡ʃənt/marchand, marchande
rower nom/ˈɹəʊ.ə(ɹ)/rameur
plank nom/ˈplæŋk/planche
roar verbe/ˈɹoɹ/rugir, hurler
navigation nom/nævɪˈɡeɪʃən/navigation
oar nom/oɹ/rame, aviron
shipbuilder nomconstructeur de navires
sophisticated adjectifcosmopolite
proceed verbe/pɹəˈsid/procéder
situated adjectif/ˈsɪt͡ʃueɪtɪd/situé
cargo nom/ˈkɑɹɡoʊ/cargaison

La grammaire de cette vidéo

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

StructureDans la vidéo
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitis based · were fixed · were unequaled
Propositions relatives who / which + proposition — une précision sur une personne ou une chosecoast, which is · ram, which was

Prononciation à surveiller

  • Les sons « sh » et « zh »: warship /ˈwɔɹˌʃɪp/, navigation /nævɪˈɡeɪʃən/, estimation /ˌɛs.təˈmeɪ.ʃən/, shorten /ˈʃɔɹtn̩/, succession /səkˈsɛʃ.ən/
  • Mots longs — placez bien l’accent: navigation /nævɪˈɡeɪʃən/, estimation /ˌɛs.təˈmeɪ.ʃən/, inhabitant /ɪnˈhæb.ɪ.tənt/, triangular /tɹaɪˈæŋ.ɡjə.lɚ/, visibility /ˌvɪz.əˈbɪl.ɪ.ti/

Les sons difficiles pour les francophones :

  • /h/ — il se souffle, il n’est pas muet: hull /hʌl/, inhabitant /ɪnˈhæb.ɪ.tənt/, inherit /ɪnˈhɛɹɪt/
  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: merchant /ˈmɝt͡ʃənt/, situated /ˈsɪt͡ʃueɪtɪd/, gigantic /d͡ʒaɪˈɡæntɪk/, stitch /stɪt͡ʃ/
  • /r/ anglais — langue recourbée, sans frotter la gorge: warship /ˈwɔɹˌʃɪp/, rower /ˈɹəʊ.ə(ɹ)/, roar /ˈɹoɹ/, oar /oɹ/, proceed /pɹəˈsid/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme sail, warship, hull.

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 →