Pratique du Shadowing: Cambridge IELTS 18 Test 2 Section 3 - Apprendre l'anglais à l'oral avec la vidéo
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Part 3 You will hear two geography students,
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Adam and Michelle, talking about a volcanic eruption which took place in Iceland in 1783.
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First, you have some time to look at questions 21 to 26.
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Thank you.
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Now listen carefully and answer questions 21 to 26.
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So, Michelle, shall we make a start on our presentation?
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We haven't got that much time left.
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No, Adam, but at least we've done all the background reading.
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I found it really interesting.
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I'd never even heard of the Larkey eruption before this.
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Me neither.
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I suppose 1783 is a long time ago.
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But it was a huge eruption and it had such devastating consequences.
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I know.
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It was great there were so many primary sources to look at.
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It really gives you a sense of how catastrophic the volcano was.
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People were really trying to make sense of the science for the first time.
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That's right.
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But what I found more significant was how it impacted directly and indirectly on political events,
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as well as having massive social and economic consequences.
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I know.
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That should be the main focus of our presentation.
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The observations made by people at the time were interesting, weren't they?
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I mean, they all gave a pretty consistent account of what happened,
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even if they didn't always use the same terminology.
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Yeah, I was surprised there were so many weather stations established by that time.
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So, you know, you can see how the weather changed often by the hour.
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Right.
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Writers at the time talked about the larky haze to describe the volcanic fog that spread across Europe.
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They all realised that this wasn't the sort of fog they were used to.
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And, of course, this was in pre-industrial times,
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so they hadn't experienced sulphur-smelling fog before.
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No, that's true.
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Reports from the period blamed the haze for an increase in headaches,
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respiratory issues and asthma attacks.
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And they all describe how it covered the sun and made it look a strange red colour.
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Hmm, must have been very weird.
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It's interesting that Benjamin Franklin wrote about the haze.
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Did you read that?
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He was the American ambassador in Paris at the time.
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Yeah.
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At first no one realised that the haze was caused by the volcanic eruption in Iceland.
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It was Benjamin Franklin who realised that before anyone else.
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He's often credited with that apparently.
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But a French naturalist beat him to it.
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I can't remember his name.
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I'd have to look it up.
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Then other naturalists had the same idea.
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All independently of each other.
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Oh, right.
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We should talk about the immediate impact of the eruption which was obviously enormous,
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especially in Iceland where so many people died.
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You'd expect that, and the fact that the volcanic ash drifted so swiftly,
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but not that the effects would go on for so long,
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or that two years after the eruption,
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strange weather events were being reported as far away as North America and North Africa.
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No, I found all that hard to believe, too.
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It must have been terrible,
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and there was nothing anyone could do about it,
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even if they knew the ash cloud was coming in their direction.
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Before you hear the rest of the discussion,
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you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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We should run through some of the terrible consequences of the eruption experienced in different countries.
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There's quite a varied range.
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Starting with Iceland, where the impact on farming was devastating.
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One of the most dramatic things there was the effect on livestock as they grazed in the fields.
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They were poisoned because they ate vegetation that had been contaminated with fluorine as a result of the volcanic fallout.
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That was horrible.
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In Egypt, the bizarre weather patterns led to a severe drought,
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and as a result the Nile didn't flood,
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which meant the crops all failed.
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It's so far from where the eruption happened,
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and yet the famine there led to more people dying than any other country.
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It was worse than the plague.
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OK.
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Then in the UK the mortality rate went up a lot,
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presumably from respiratory illnesses.
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According to one report, it was about double the usual number
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and included an unusually high percentage of people under the age of 25.
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Hmm, I think people will be surprised to hear that the weather in the USA was badly affected too.
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George Washington even makes a note in his diary that they were snowbound until March in Virginia.
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That was before he became president.
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Yes, and there was ice floating down the Mississippi, which was unprecedented.
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Oh, astonishing, really.
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Anyway, what do you think we should include next?
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Thank you.
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Cambridge IELTS 18 Test 2 Section 3 ». Les mots qui reviennent le plus souvent : eruption, volcanic, weather, haze, Iceland. Cette vidéo contient 88 phrases et 785 mots à répéter en shadowing. La partie parlée dure 7:23. Le locuteur parle lentement, environ 106 mots par minute, ce qui laisse le temps d’imiter chaque son. 83 % 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 |
|---|---|---|
| eruption nom | /ɪˈɹʌpʃən/ | éruption |
| volcanic adjectif | /vɔlˈkænɪk/ | volcanique |
| haze nom | /heɪz/ | brume, poudroiement |
| consequence nom | /ˈkɑn.sɪ.kwəns/ | conséquence |
| devastate verbe | /ˈdɛv.ə.steɪt/ | dévaster |
| naturalist nom | /ˈnæ.tʃə.ɹə.lɪst/ | naturaliste |
| respiratory adjectif | /ɹɪˈspɪ.ɹət.ə.ɹi/ | respiratoire |
| astonish verbe | /əˈstɑnɪʃ/ | étonner, surprendre |
| contaminate verbe | /kənˈtæmɪneɪt/ | contaminer, salir |
| fluorine nom | /ˈflʊ(ə)ɹˌin | fluor, phthore |
| sulfur nom | /ˈsʌl.fə/ | soufre |
| catastrophic adjectif | /ˌkætəˈstɹɑfɪk/ | catastrophique |
| famine nom | /ˈfæm.ɪn/ | famine, disette |
| terminology nom | /ˌtɝ.məˈnɑ.lə.d͡ʒi/ | terminologie |
| fallout nom | /ˈfɔlˌaʊt/ | retombées |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go up verbe | monter, s'élever |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- We haven't got that much time left.
- Did you read that?
- I can't remember his name.
- I'd have to look it up.
- Anyway, what do you think we should include next?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was caused · being reported · were poisoned |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | eruption which was · Mississippi, which was |
Prononciation à surveiller
Le locuteur utilise 11 contractions et formes réduites, comme didn't, I'd, can't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: eruption /ɪˈɹʌpʃən/, astonish /əˈstɑnɪʃ/, unusually /ʌnˈjuːʒuəli/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, observation /ˌɑbzɚˈveɪʃn̩/
- Mots longs — placez bien l’accent: naturalist /ˈnæ.tʃə.ɹə.lɪst/, respiratory /ɹɪˈspɪ.ɹət.ə.ɹi/, contaminate /kənˈtæmɪneɪt/, catastrophic /ˌkætəˈstɹɑfɪk/, terminology /ˌtɝ.məˈnɑ.lə.d͡ʒi/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: haze /heɪz/, headache /ˈhɛdeɪk/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: naturalist /ˈnæ.tʃə.ɹə.lɪst/, terminology /ˌtɝ.məˈnɑ.lə.d͡ʒi/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, geography /d͡ʒiˈɑɡɹəfi/
- /r/ anglais — langue recourbée, sans frotter la gorge: eruption /ɪˈɹʌpʃən/, naturalist /ˈnæ.tʃə.ɹə.lɪst/, respiratory /ɹɪˈspɪ.ɹət.ə.ɹi/, fluorine /ˈflʊ(ə)ɹˌin, catastrophic /ˌkætəˈstɹɑfɪk/
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 eruption, volcanic, haze.
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.