Pratique du Shadowing: Complete IELTS Bands 5 6 5 Workbook Mark Harrison - Apprendre l'anglais à l'oral avec la vidéo
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Complete IELTS, Bands 5 to 6.5,
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Workbook by Mark Harrison, published by Cambridge University Press.
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This recording is copyright.
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Track 2, Unit 1.
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You will hear an interviewer asking a member of the public for his views on the city.
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First, you have some time to look at questions 1 to 5.
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You will see that there is an example that has been done for you.
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On this occasion only, the conversation relating to this will be played first.
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Uh, hello.
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We're conducting a survey about what people think of this city.
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I wonder, would you mind answering a few questions?
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I'm in a bit of a hurry.
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Well, it won't take long.
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Just a couple of minutes of your time.
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Well, OK.
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But I haven't been living here for long, so I might not be able to answer some of your questions.
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That's not a problem.
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We're looking for views from a range of people.
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Could I just get a few details first?
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OK, I guess.
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Well, first of all, which age group do you fit into?
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18 to 24, 25 to 34, 35 to 50?
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Um, 28.
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So that's the middle one of those.
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What was it?
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25 to 34?
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Yes.
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OK, that's me.
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The man is aged 28 and in the 25 to 34 age group.
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So 25 to 34 has been written in the space.
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Now we shall begin.
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You should answer the questions as you listen, as you will not hear the recording a second time.
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Uh, hello.
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We're conducting a survey about what people think of this city.
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I wonder, would you mind answering a few questions?
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I'm in a bit of a hurry.
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Well, it won't take long.
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Just a couple of minutes of your time.
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Well, OK.
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But I haven't been living here for long, so I might not be able to answer some of your questions.
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That's not a problem.
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We're looking for views from a range of people.
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Could I just get a few details first?
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OK, I guess.
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Well, first of all, which age group do you fit into?
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18 to 24?
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25 to 34?
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35 to 50?
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I'm 28, so that's the middle one of those.
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What was it?
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25 to 34?
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Yes.
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OK, that's me.
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And how long have you been living in this city?
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I've only been here for three weeks, and it's my first experience of this country at all.
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I've come here to work on a six-month contract.
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Right.
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So it's all pretty new for you.
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Yes.
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I'm still getting used to it.
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Right.
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So where did you live previously?
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I'm from New Zealand.
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I lived there all my life before I came to Britain.
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Oh really?
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I haven't met anybody else from your country before.
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No?
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Well, there are a few of us here.
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OK.
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Perhaps I'll meet some more while I'm doing this.
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Now, the next question is occupation.
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Did you say you came here for work?
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Yes, that's right.
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I'm a lawyer.
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My firm has sent me here to gain some experience of practising law in an international context.
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So, I'm here to learn, really.
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Sounds very interesting.
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Yes, I'm already learning a lot.
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Things are very different here from back at home.
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Now, what area of the city are you living in?
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I'm in an apartment in Waterfall Road, that's in Cowndon.
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Oh, OK.
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Let's see.
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How's that spelt?
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C-O-U-N-D-O-N.
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That's right, isn't it?
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It's O-N at the end, not E-N, isn't it?
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Yes, that's right.
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And your postcode, if you can remember it.
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Just the first part will do.
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That's CV26.
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OK, thanks.
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Now I want to ask you for your views on various aspects of living here.
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First of all, public transport.
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Is the public transport system adequate for you?
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Hmm, well, it's hard to say.
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When I've used it, it's been fine, but I don't use it all that often.
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I cycle to work every day, and that's usually how I get around in my free time too,
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so I'm not sure I can comment really on that particular issue.
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No improvements to suggest then?
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No, I don't have enough experience to do that.
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OK.
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Now sports facilities.
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Do you do much sport?
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Yes, I do.
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It's my main interest outside work, and I've got no criticisms there.
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As soon as I arrived, I joined a cricket club.
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A friend back home who'd lived here for a while told me about it.
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And I've made lots of friends there already.
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Apart from that, do you think there are enough facilities?
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Yes, as far as I can see.
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I use the public swimming pool regularly.
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I've found some very good tennis courts and the fitness centre is fine too.
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I've been able to carry on doing all the sports I'm used to doing at home.
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What about entertainment?
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Is this adequately provided or is the city lacking in something?
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Well, coming from a pretty small town, I've been amazed at what's on offer here.
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There are so many things to choose from in the evenings and at weekends.
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I don't think I'll have time to go everywhere I'd like to while I'm here.
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I've already been to some excellent restaurants.
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I've been to the cinema a few times.
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I've been to all sorts of places.
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There seem to be loads of things to do.
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What about cleanliness and litter?
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Do you have any views on that?
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Well, to be honest, I've been pretty surprised about that.
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Before I came, for some reason, I'd had the impression that it would be a pretty dirty place, certainly compared with where I'm from.
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You know, I was expecting a crowded city with litter and rubbish all over the place.
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And sure, there is some litter and it could all be a bit cleaner, but actually it's not at all bad in that respect.
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OK.
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And now, what about crime and the police force?
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What are your views on that aspect of life in this city?
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Well, I haven't been here long enough to form much of a view.
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A colleague at work had her car broken into and some things stolen and she reported it to the police, but there wasn't much they could do about it,
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apart from give her a crime number so that she could claim on her insurance.
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I don't know how common that sort of thing is here.
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Nothing's happened to me so far, that's all I can say.
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Perhaps I've just been lucky, or perhaps crime isn't a major problem, I don't know.
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But there's crime everywhere, isn't there?
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All over the world, and in the countryside, as well as cities.
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OK.
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Well, I've got all the information I need for the survey, and I've ticked the right boxes.
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Thanks for taking the time to answer the questions.
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No problem.
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Track 3, Unit 2.
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You will hear a speaker introducing a conference.
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First, you have some time to look at questions 1 to 10.
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Now listen and answer questions 1 to 10.
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Hello, and welcome to the conference.
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As you know, it's called Health and Fitness in the Workplace, and the name speaks for itself.
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We're here to discuss issues that can affect employees, and of course, therefore, the companies and organisations they work for.
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In planning the programme for this conference, we've taken into account the answers that you gave us in our questionnaires.
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Of course, some of the issues we cover will be more relevant to some of you than to others,
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but we think we've included all the main ones that you indicated are important to you.
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Now, the whole subject of health and fitness in the workplace is something
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that didn't get much attention not that many years ago.
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Companies and organizations focused purely on the jobs that people were doing,
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and any assessment of them concerned how well they were doing their jobs, and how their work fitted into the overall operations of the organization.
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Anything that might be regarded as a personal issue wasn't part of the company's relationship with its people.
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It was none of their business.
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Well, of course, that's all changed,
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and companies and organizations have come to realize that its people's health and fitness are very much their business.
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And that's not just in the obvious ways, such as the number of days off sick that employees have.
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There are also psychological factors, and there is considerable evidence that a fit
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and healthy person does their job better than someone who doesn't maintain a good level of health and fitness.
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If you're emphasizing these things at your workplace,
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you're creating an atmosphere that enables you to get the very best out of your people.
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We are very much hoping that our program here at the conference will be both informative and entertaining.
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The emphasis here is going to be not so much on the theory, but on the practical side.
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What can you do in your roles to promote health and fitness in your workplace?
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Now, some of you may think you're already doing as much as you can,
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but I promise you that you're all going to learn something new.
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We've got speakers here who are going to tell you things you've never heard before, and you should leave here at the end of the conference
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with all kinds of ideas for things you can introduce at your workplace.
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But we're not going to be just talking to you and telling you things.
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One of the great things about an event like this is that it's a great opportunity to share information,
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so in every session there will be a slot for people to talk about their own practices and experiences.
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What initiatives have worked for you, and which ones haven't been so successful?
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We can all learn from each other, and that's one of the aims of this conference.
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Okay, now let's move on to some details about the conference, and what will be happening where.
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Let me just briefly take you through the map that you've all got in your welcome pack.
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Right.
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Here on the map, we've marked all the sessions that are taking place this morning,
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and you've already indicated which ones you'll each be attending.
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For those of you going to the session on setting up a fitness centre at work,
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You go out of the main hall here through those doors,
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turn right at reception, and go along the corridor to the tailor room, which is on your left.
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You'll get lots of good advice there on the possibilities and costs of a workplace fitness centre.
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The talk on healthy eating schemes is in the Martin's Suite.
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For that, you need to go out of this hall the other way, through the doors at that end.
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And that takes you straight through to the Martin's Suite.
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If you're keen to introduce healthy eating schemes in your canteens and restaurants, or to improve ones you've already got,
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you'll get lots of really good ideas from that session.
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Now, those of you attending the session on transport initiatives, you're in the fender room.
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To get there, you need to go out of those doors that bring you out opposite reception.
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Turn left, and left again into a corridor.
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The fender room is the third door on your right.
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The session will cover everything from how to encourage people to walk or cycle to work,
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to car-sharing schemes For those of you who have signed up for the workshop on running sports teams,
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that will take place in the Gibson suite The whole issue of organising company teams,
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recruiting people for them, encouraging people to take part in them, whatever their sporting ability, taking part in competitions,
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all that will get covered in the workshop.
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You'll find that if you go out of here, turn right at reception, and then right again.
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The first door you come to on the left is the Gibson Suite.
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Finally, if you need any more information or have any queries while the conference is going on,
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you'll find me in the conference coordinator's office.
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From here, that's to the left of reception, and along the corridor past the entrance hall.
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If you keep going along the corridor, you'll find my door at the end on your right.
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Please come and see me if there's anything you want to ask or find out.
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Okay, let's get started.
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I hope that you all enjoy...
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Track 4, Unit 3.
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You will hear a student talking to her tutor about a piece of work she has done.
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First, you have some time to look at questions 1 to 10.
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Now listen and answer questions 1 to 10.
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Right, Beth.
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Let's have a look at your dissertation.
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Well, I think it's a pretty good piece of work.
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Thanks Communication skills in the workplace Good choice of topic Thanks Now,
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I see that you decided to focus on certain sectors Yes,
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I felt that jobs involving interaction with the public would be my main area
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So obviously the retail sector had to be in there Sure, but you didn't just focus on the obvious ones like that, did you?
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No. I wanted to look at a variety of sectors.
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I felt, for example, that banking would probably lead to the same sort of results as retail.
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And what about call centres?
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Yes.
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Of course, that seemed like an obvious place to go initially.
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But I decided to spread the focus away from interactions involving customers and the goods and services they buy.
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Seems sensible.
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So, that led you to the idea of tourist guides.
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Yes, that's a very specific area of communication, dealing with different nationalities.
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The skills involved in that are very interesting as you describe them.
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Yes, and that led me to think about the work of translators and interpreters.
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Well, that might be the starting point for a whole other piece of work.
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Yes.
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Now, the research you did for this was generally very impressive Thanks Though,
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a bit more on the academic research that's been done into this area would have been good Well,
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I went more for a personal approach here rather than rehashing other people's work
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or focusing mainly on the theories about how people communicate Yes, and it worked well
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It would have been good if you could have filmed people in action and then analysed the videos I know,
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but there were practical issues there So I settled for watching people in action
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and making notes on what they were doing And of course there were the interviews too Yes, it's very interesting to compare what people think they're doing with
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the way they're actually communicating I was very struck by that aspect
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and your analysis from watching people in action was very effective too.
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I found it fascinating to do that.
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Yes, that comes across.
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It would be fascinating to get data on the outcomes of these interactions too, whether the desired outcomes were achieved.
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I know, and that would be something I'd love to look at if I knew how to go about it.
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Now, looking at the content of your dissertation, I felt your division into sections was the right one,
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focusing on specific types of interaction in these contexts Thanks Now,
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your first section is on dealing with complaints This is an obvious area for something on this subject,
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but I felt that this section had some really original thinking on your part Yes.
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I try to ignore the standard points that are usually made and come up with something fresh.
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And my research led me in those directions.
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The collaborating with colleagues section made for interesting reading too.
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But I didn't feel that your conclusions there were really backed up by the research you did.
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Oh, I felt that they were.
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I tried to illustrate everything with examples.
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perhaps some weren't as relevant as others.
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Yes, I think that's right.
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You made some pretty strong assertions but I wasn't sure they could be justified by the examples.
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Oh, OK.
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But the evidence for my conclusions in the interacting with managers section was pretty powerful, wasn't it?
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Yes, and most of the research in this general area doesn't focus on this particular issue.
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I think your conclusions there point to something that causes all sorts of trouble in organisations and companies, but that isn't given enough attention.
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I agree.
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It's something that training programmes should be covering, but they don't.
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Now, the giving instructions section was very well put together, I thought.
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Yes.
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This is one where language accuracy and coherence are the main issues.
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And you came to very clear conclusions on that.
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This is a really effective section, general points illustrated by lots of examples and a conclusion that made logical sense.
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Now, finally, let's have a quick look at your overall conclusions.
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OK.
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Now, you've included quite a bit in the main body about writing skills,
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but in fact you see listening skills as being a much bigger issue.
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Yes.
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As I say there, people don't pay enough attention to what other people say to them.
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And this leads to all kinds of communication problems.
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And the other big issue is grammatical accuracy, isn't it?
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Well, up to a point.
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But as I say, there are lots of instances where this is less of an issue than formal language.
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When people are in situations where this is required, they're often at a loss and end up not making much sense Yes, as you make clear Well,
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Beth, this is a good piece of work Well done Thanks
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Track 5 Unit 4 You will hear an expert giving a talk about blogs and blogging First,
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you have some time to look at questions 1 to 10.
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Now listen and answer questions 1 to 10.
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OK.
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I'm going to talk today about blogs and blogging.
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Though I'm assuming you're all familiar with what a blog is, let's just start with a definition.
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Perhaps the simplest definition is
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that a blog is a type of website in the form of a journal of one sort or another.
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It consists of posts, new material or entries,
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that are arranged in chronological order with the most recent post at the top of the page.
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Now, what are the typical characteristics of a blog?
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Well, blogs are usually written by one person.
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They are usually updated regularly, and they are often, though by no means always, about one particular topic.
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That topic might be the blogger's own life, as many blogs are personal diaries.
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But there are blogs on just about any topic you could think of.
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There are political blogs, news blogs, blogs about a particular hobby, etc., etc.
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Now, most blogs are not monologues
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because they allow readers to make their own comments on what appears in the blog
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or to add their own information to it.
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In this way, people get into contact with each other, learning from each other, sharing ideas,
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perhaps making friends or even doing business with each other, wherever they are in the world.
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Although blogs are very much part of modern life, and there are literally millions of blogs on the web, the history of blogging is a pretty short one.
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There is some disagreement over what the first blog was,
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but many people reckon it was an online diary started by a student called Justin Hall in 1994.
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His site was called Justin's Home Page, and he later called it Links from the Underground.
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At that point, the word blog didn't exist.
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More websites like his started to spring up, in the form of regularly updated online journals on various subjects,
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with links to other websites and forums for people to contribute their personal opinions.
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In 1997, someone called Jorn Barger first used the term weblog to categorize this kind of website
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when he launched his own website, Robot Wisdom.
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In 1999, a blogger called Peter Merholtz jokingly broke this word up into we blog and therefore invented the term blog.
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Pretty soon, everyone called the sites blogs and the people writing them bloggers.
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Okay, now let's move on to how to run a blog.
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And what I'm going to do now is to tell you
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what I think is the best approach to workflow with a blog.
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First of all, you need to decide on the frequency of your blog posts.
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Some people do several a day, which is great if you can keep it up Others, one a day
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Once a week might be enough
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But the key question is what the readers of your blog expect They need to know
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when they can expect to see a new post on the blog So whatever schedule you decide on,
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it's important to stick to it When you're going to do a post,
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start by reading material to find out what's being discussed in friends' blogs
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or in other blogs related to the topic of yours.
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That way, you can take these things into account to ensure that your blog is bang up to date.
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Then, start composing your blog post.
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If you're doing one that involves research and links, open a file for storing the sources of your information and the links you're going to put in the post.
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Also, consider using pictures.
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These can make your blog much more attractive than one that's just text.
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If you use photos from the web, make sure you cite the source in your blog.
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When you've completed the post, add some tags.
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If you don't have the kind of software that enables you to build them into the post, add them at the bottom.
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Tags are really important for searchability.
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They can get you new readers who find your blog via the tags.
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If you think this is a particularly good post and you're really proud of it, announce it by sending links to it on social networking sites,
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together with a very brief summary of what it's about.
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Then check your blog statistics to see how many people are reading and responding to your blog.
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Find out who's blogged about your post and reply to them.
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give them a proper reply rather than just saying thanks.
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After you've done all that, get off your own blog and comment elsewhere.
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Remember that you're not the only person blogging and putting out new material.
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There are lots of others doing the same, and you should show them some respect by giving them comments and feedback on their posts where you feel it's appropriate.
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Well, that's just some advice on being a good blogger.
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Blogging's obviously a major thing now in the world of electronic media, and it's anybody's guess how it will develop in the future.
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Track 6.
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Unit 5.
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You will hear a man who is interested in doing voluntary work connected with the environment
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talking to a woman who works for an organisation that runs environmental projects.
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First, you have some time to look at questions 1 to 10.
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Now listen and answer questions 1 to 10.
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Hello.
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How can I help you?
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Well, I've come in because I want to volunteer for one of your environmental projects.
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I read something about your organisation in the paper a few days ago, and I thought I'd like to get involved.
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OK, that sounds good.
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What's your name?
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Ryan.
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OK, Ryan, thanks for coming in.
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I'm Hannah.
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Now, let me start by telling you something about our organisation, and then we can have a look at a few projects that might interest you,
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after I've found out a bit about you.
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Fine.
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Right.
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Well, as you know, we're called the volunteer agency, and that pretty well explains what we do.
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We recruit people for a wide range of projects.
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A lot of our work concerns environmental projects,
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and at the moment we've got 130,000 volunteers working on these projects.
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What sort of environmental projects are they?
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Well, for example, if you wanted to go abroad,
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one of our big projects involves gathering information that is used for the protection of marine and forest environments.
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Volunteers on that do diving or collect biodiversity data on tropical rainforest species.
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Sounds exciting.
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But I think I'd rather stay here, at least to start off with.
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OK.
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Well, here in our own country, we've got a big project aimed at clearing up litter in rural areas.
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The aim of this is to get everyone involved in making sure their local environment is clean and tidy.
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Yes, I've seen adverts for that.
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Another project involves looking after the National Cycle Network, keeping the route safe and attractive for cyclists.
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This is part of a bigger scheme concerned with developing sustainable transport systems all across the country.
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Interesting.
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Now, if you want to do something in the city rather than the countryside, within cities we also have the city farms projects,
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which involve working with people, plants and animals.
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Oh, what are those?
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Are they real farms?
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How do they work?
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Well, yes.
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They're real farms and they're an example of a project that relies almost entirely on volunteers.
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On other projects, you might be working alongside salaried people, but with these, almost everyone is unpaid.
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In fact, many of our projects have very few, if any, paid staff.
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Yes, that's what I thought.
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Well, do any of these things sound particularly appealing to you?
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Well, as I say, I wasn't thinking of going abroad
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and I'm not sure that any of those is exactly the sort of thing I'm really looking for.
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Sorry.
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That's OK.
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There are lots more things I can tell you about.
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I'm sure we'll find a project that's right up your street.
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Yes, I hope so.
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OK.
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Well, let's have a look at a few other possibilities.
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Right, well one thing that might suit you is a scheme called Wildlife Link.
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There are 47 branches of this around the country, with over 24,000 active volunteers,
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and it's involved in all aspects of nature conservation.
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Its aim is to protect wildlife in all habitats across the country.
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you can do there include looking after nature reserves, taking part in community gardening and carrying out surveys of wildlife species.
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Tell me, are you keen to be outdoors?
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Yes, I am.
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And that does sound like the sort of thing I might be really interested in.
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OK.
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Well, here's another project that you might like the sound of.
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This one's aimed at young people.
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Right.
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Tell me about that one.
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It's called Wildlife Watch and involves organising groups for young people, getting them to explore and learn about their local environment.
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There are over 300 groups and around 150,000 members of those groups.
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As well as running those groups and going out with them, there is a need for volunteers with administrative skills.
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Is that the sort of thing you might fancy?
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Maybe, but I think I'd probably prefer to be more hands-on, doing physical work.
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OK.
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Well then, the organisation called Action Earth might be the one for you.
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They've got a total of 908 projects, involving over 18,000 volunteers.
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They do all sorts of things, from planting trees to constructing fences and walls and collecting litter.
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their aim being to improve the local environment in all sorts of ways.
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How does that sound?
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I might well be interested in that.
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OK.
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Look, I'll give you some leaflets and contact information and you can have a think about it all.
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That sounds like a good idea.
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Thanks.
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Track 7.
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Unit 6.
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You will hear a manager in a museum talking to the staff about machines
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that are going to be put into the building.
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First, you have some time to look at questions 1 to 10.
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Now listen and answer questions 1 to 10.
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OK.
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Now, what we need to discuss next is vending machines.
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Now that the building has been completely refurbished and we're going to be reopening, we should think of what kind of machines we need.
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These have two functions, of course.
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They provide services for visitors and they raise money.
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Every time someone buys something from the machine, we raise a little more money.
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Well, first of all, a cash machine seems like a good idea, so that people can get some money to spend
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while they're in the building
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and this will help to keep down queues in the gift shop if everyone is paying with cards.
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That can go in the entrance hall.
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We thought about putting it on the front wall outside the building but decided against that.
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Now we've also decided to install a ticket machine for the individual exhibitions in the various parts of the building.
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This will take some pressure off the ticket office
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and reduce the number of people hanging about in the entrance
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hall it'll be a simple device you select the exhibition
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and then pay for it in cash or by card
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and it'll be right next to the reception desk with a sign above it
456
so that people can clearly see it when they arrive.
457
Now the next machine lots of people might not approve of, a games machine for children to use.
458
I know that this might not seem like the right sort of thing to have in a museum, but a constant complaint we get from visitors is
459
that their visit is spoiled by the sound of bored children running around the corridors and shouting and generally disturbing the atmosphere.
460
If we put a couple of these in the visitor centre, well away from the exhibition halls, it'll keep some of them occupied.
461
Then there's the question of a drinks machine.
462
Well, we want as many people as possible to buy our own food and drink in the cafeteria and restaurant.
463
But at the same time, visitors will want something to drink when they're going round the museum and are not near to either of those places.
464
We thought a good place for this would be by the lifts on the first floor, as people go up and down from one exhibition to another,
465
and of course, that's also right at the top of the stairs.
466
Now, the last thing is the drinks machine that we're putting in the staff room.
467
As you'll be using this brand new state-of-the-art machine pretty frequently, I thought I'd just run through with you how it works
468
so here on the screen i've put up a picture of it
469
and i'll just tell you all how it works well it's pretty big
470
and you may be surprised to hear
471
that it can store as many as 495 drinks products
472
so there'll be plenty to choose from
473
and it won't need refilling too regularly right well it's got a glass front here
474
and behind it all the drinks of course the drinks come in bottles
475
and cans and they're of course refrigerated now this machine has an interesting feature
476
that i'm sure will entertain you all when you've chosen
477
and paid for your drink there's a special rapid pickup mechanism that grabs your drink and places it into the receiver here, which is illuminated.
478
So you can see your drink even if it's dark in here.
479
And that's not all.
480
Through the glass front, you can actually see the mechanism working.
481
There's a visible moving arm that gets and delivers the drink and you can see that happening.
482
Now, that's not just to make the machine interesting to look at while you're buying a drink.
483
it's got a serious advantage too.
484
What it does is to quickly and safely move the drink without it being shaken at all
485
so it won't bubble up or spill when you open it.
486
Now to the business of how you buy a drink.
487
How it works is that you choose the drink you want from the menu here
488
and then type in the code for that drink.
489
You'll see the code in front of each drink.
490
Then the price of the drink will be displayed here and you pay for it.
491
You can do that with coins or by card.
492
And you can order up to 10 products at a time.
493
For example, if you're getting drinks for a group of visitors or colleagues.
494
So, as I say, it's the very latest in drinks machine technology and I hope you'll all be pleased to have it.
495
Right.
496
Next, I'm going to move on to talk about...
497
Track 8, Unit 7.
498
You will hear two students talking about a presentation that one of them is going to give.
499
First, you have some time to look at questions 1 to 10.
500
Now listen and answer questions 1 to 10.
501
Hi, Maya.
502
How are you getting on with your presentation?
503
Oh, hi, Jack.
504
It's going really well after a slow start.
505
What's it about again?
506
Well, the general topic area is human relationships and we had to choose a specific area within that.
507
So, what have you chosen?
508
Lifelong friendships.
509
Interesting.
510
What led you to choose that?
511
Well, it occurred to me that there's been a lot of research on how people form friendships
512
and even more on marriage and partnerships.
513
But there's not much on this particular topic.
514
So I thought I could do something a bit different by focusing on this particular aspect.
515
Sounds like a good idea.
516
How have you been doing your research?
517
Well, mainly by personal contact.
518
I realise that my parents have a number of lifelong friends, and of course, I've known them for years.
519
so I thought I'd start off by seeing what they had to say.
520
Sounds reasonable, but that's only a very small sample, isn't it?
521
Yes, but I thought I'd collate the results from that small sample
522
so that I could compare them with more general conclusions from research in the area.
523
Ah, good idea.
524
How did you get on when you tried to get information from your subjects?
525
Well, I started off by giving them a questionnaire.
526
Yeah, I spent quite some time working that out, deciding what aspects of their friendships I wanted them to focus on,
527
and then I handed it out to them. And?
528
Well, it didn't work out too well.
529
I kept asking for them back, and they kept saying they hadn't had time to do them or hadn't quite finished them,
530
and eventually one or two of them admitted that they were having trouble knowing what to put.
531
Oh, why's that?
532
They just couldn't analyse their friendships in that cold way, on paper, in nice, neat little paragraphs or by ticking boxes.
533
I realised then that they all felt that way, so I had to abandon that approach.
534
What did you do instead?
535
Personal interviews.
536
I adapted my questionnaire and sat down with each person and talked to them.
537
I got them to agree to my recording these interviews.
538
That way I could focus on the way the interview went rather than having to write notes all the time.
539
And then I went through the recordings.
540
And that worked out well?
541
Yes.
542
I got all the information I needed.
543
It was a small sample, as I say, but it was possible to get some general conclusions from them about their lifelong friendships.
544
And then you compared this with research data?
545
Yes.
546
There's not a lot of that, but I managed to locate some academic research in the area.
547
And how did that compare with your findings?
548
Remarkably similar, actually.
549
So my sample proved to be pretty representative.
550
There were one or two disparities here and there, but in general, the research I was able to locate pretty much confirmed what I found myself.
551
Hmm.
552
Now, when you do your presentation, how have you organised it?
553
Well, obviously I've given that a lot of thought,
554
and the various stages of the presentation are linked to the aspects I focused on when I was talking to my subjects.
555
So, obviously, I start with how the friendship was first formed.
556
For example, how old the people were, where they met, how they met, that kind of thing.
557
How will you present that?
558
I've created a table with the various headings and the percentages of my subjects whose friendships started in the various ways.
559
OK.
560
What comes next?
561
Well, I've looked at the effects on the friendship of various developments in the friends' lives.
562
The first category I've called change of location, and that deals with what happens in the friendship if one or other of the friends goes to live somewhere else.
563
What about if they don't change the place where they live but go to work or study somewhere else?
564
Well, that's included in my data in that category in a couple of separate tables.
565
What then?
566
OK, well then, I've looked at what happens to the friendship when one or both of the friends get married.
567
I got the subjects to say simply whether marriage meant that friendships got less close, closer or stayed much the same.
568
How have you presented that data?
569
That's a pie chart.
570
Oh, OK.
571
What other aspects of the friendship have you focused on?
572
Well, the next one concerns personality.
573
I asked people to tick boxes for their friend's personality when they first met, and then how they would describe the same person now.
574
How did you compare the answers there?
575
Yeah, that was tricky to work out.
576
I looked for patterns of change.
577
one finding from that was
578
that many people who were described as relaxed at the beginning of the friendship got categorised as stressed right now.
579
So for the presentation, I picked out the most extreme changes that I found.
580
Not every single change.
581
Sounds interesting.
582
Any other categories?
583
Yes, two more.
584
I thought it would be interesting to compare how much people
585
had in common in terms of political opinions as their friendship progressed over the years.
586
Did they both change them?
587
Or did one person change, and if so, did this cause tension or disagreement between them?
588
I've constructed another pie chart for that.
589
And the other category?
590
Yes.
591
I thought another key area concerned what the people have in common and whether they continue to have those things in common.
592
I've categorised this as shared interests, and I've looked at any changes that tend to happen over the years.
593
One thing I found, for example, was that men's shared passion for certain sports doesn't change at all over the years, whereas their musical tastes do.
594
Uh-huh.
595
All sounds great.
596
I'm sure it'll go well when you do the presentation.
597
Thanks.
598
I hope so.
599
Track nine.
600
Unit 8.
601
You will hear part of a lecture about the history of jeans.
602
First, you have some time to look at questions 1 to 10.
603
Now listen and answer questions 1 to 10.
604
Okay, today we're looking at contemporary fashion icons as part of the module on the history and development of fashion.
605
And perhaps the best place to start with this is with a garment
606
that everybody in the world knows about and either wears or has worn, jeans.
607
Now, of course, jeans are often synonymous with the word denim for the material they're made from.
608
Where do both these terms come from?
609
Well, there isn't universal agreement on either of these things, but the story begins in Europe in the 1500s.
610
The general belief is that the word jeans comes from Genoa in Italy, where sailors wore clothes made from a material called jean.
611
The word denim is generally considered to come from France at roughly the same time.
612
It is thought to have evolved from Serge de Nîmes, a kind of material produced in the French town of Nîmes.
613
These two fabrics were different in important ways.
614
Denim was stronger and more expensive than jean, and denim was woven with one coloured thread and one white thread,
615
while jean was woven with two coloured threads.
616
To start with, the cloth for both of them was a mixture of things.
617
By the 18th century, however, it was made completely from cotton and it was dark blue because it was dyed with indigo,
618
which was taken from plants in the Americas and India.
619
Denim and jean remained two very different fabrics, and by the late 19th century,
620
it was denim that had emerged as the most popular and widely worn.
621
Denim was used for workers' clothes, for example, those worn by workers on plantations,
622
because it was very strong and it lasted for a a long time.
623
Gene was used for lighter clothes.
624
Eventually, of course, the word jeans would come to be used for clothes made from denim, but that's much later.
625
A key event in the history of jeans was the 1848 Gold Rush,
626
when gold was found in California and thousands of gold miners rushed there to find it and make their fortunes.
627
They wanted clothes that were strong and didn't tear easily.
628
Enter a man called Strauss.
629
He moved to California from New York and started a business supplying work clothes.
630
His first name was Leob, that's L-E-O-B.
631
Later, he changed it to Levi.
632
Now, the miners in California were experiencing a problem with their work clothes.
633
The pockets tore away from them very easily.
634
They just weren't strong enough or well enough attached.
635
In 1872, a man called Jacob Davis wrote to Strauss about an idea he'd had.
636
This was for metal rivets to hold the pockets and the rest of the garment together.
637
and he offered Strauss a deal to use this idea in the clothes he was supplying.
638
Strauss accepted the offer and started to make work clothes with these metal fasteners made of copper.
639
They weren't called jeans at this time.
640
That term didn't come into being until the 1960s.
641
They were sold as waist overalls and made with denim.
642
In 1886, Strauss added another feature to these clothes, a leather label.
643
To emphasise how strong the garments were, this showed a pair of these trousers being pulled between two horses.
644
The message was that they were so strong that even this could not cause them to tear. by the 1920s
645
because of their reputation for toughness strauss's waist overalls were the
646
most widely used workers trousers in the u.s now up until the 1930s jeans were purely
647
and simply work clothes but hollywood changed all that and they made the journey to being fashion items
648
The roots of this lie in the cowboy movies of the 1930s.
649
Cowboys often wore jeans in these movies, and American men wanted to dress like them in their free time.
650
At this point, jeans are a wholly American thing.
651
The Second World War in the 1940s took them abroad, as American soldiers wore them when they were off duty.
652
This introduced them to the wider world.
653
But their real popularity as a fashion item really starts in the 1950s when they caught on with young people.
654
This was because they became the symbol of the teenage rebel.
655
This completely new type of young person emerged in American films and TV programmes that were enormously popular with teenagers.
656
didn't call the clothes waist overalls they gave them a new name jean pants
657
and pretty soon this got abbreviated to jeans in the 1960s
658
jeans were the standard kind of trousers worn by students in western countries
659
and they were the top fashion item young people adapted them in all sorts of ways,
660
turning them into embroidered jeans by sewing brightly coloured designs onto them, and all sorts of styles emerged,
661
one of the main ones being flared jeans, with bottoms that got wider and wider as they went down.
662
Right.
663
Now I'm going to move on to look at what jeans symbolised,
664
both in Western countries and in non-Western countries at that time.
665
But first of all, does anyone have any questions?
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 665 phrases et 7283 mots à répéter en shadowing. La partie parlée dure 53:58. Le locuteur parle à un rythme régulier d’environ 135 mots par minute, confortable pour le shadowing. 85 % 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| friendship nom | /ˈfɹɛn(d)ʃɪp/ | amitié |
| denim nom | /ˈdɛnɪm/ | denim |
| conclusion nom | /kənˈkluːʒən/ | conclusion, fin |
| fitness nom | /ˈfɪt.nəs/ | condition physique |
| involve verbe | /ɪnˈvɑlv/ | impliquer, involver |
| volunteer nom | /ˌvɑlənˈtɪɹ/ | volontaire, bénévole |
| topic nom | /ˈtɑpɪk/ | sujet, thème |
| workplace nom | /ˈwɝkˌpleɪs/ | lieu de travail, travail |
| compare verbe | /kəmˈpɛɚ/ | comparer |
| reception nom | /ɹɪˈsɛp.ʃn̩/ | réception |
| litter nom | /ˈlɪt.ɚ/ | litière |
| wildlife nom | /ˈwaɪldlaɪf/ | faune, nature |
| interaction nom | /ˌɪn.təˈɹæk.ʃən/ | interaction |
| suite nom | /swiːt/ | suite |
| visitor nom | /ˈvɪzɪtɚ/ | visiteur, visiteuse |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| find out verbe | découvrir, savoir | |
| work out verbe | /ˌwɝk ˈaʊt/ | calculer |
| back up verbe | reculer | |
| carry out verbe | /ˈkæ.ɹi aʊt/ | sortir, transporter dehors |
| come across verbe | avoir l'air de | |
| come up with verbe | inventer, imaginer | |
| end up verbe | se terminer, se finir | |
| get off verbe | descendre, faire descendre |
Prononciation à surveiller
Le locuteur utilise 180 contractions et formes réduites, comme I've, I'm, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thread /ˈθɹɛd/, leather /ˈlɛðɚ/, gather /ˈɡæðɚ/
- Les sons « sh » et « zh »: friendship /ˈfɹɛn(d)ʃɪp/, conclusion /kənˈkluːʒən/, organisation /ˈɔː.ɡə.naɪˌzeɪ.ʃən/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, reception /ɹɪˈsɛp.ʃn̩/
- Mots longs — placez bien l’accent: organisation /ˈɔː.ɡə.naɪˌzeɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, exhibition /ɛksɪˈbɪʃən/, initiative /ɪˈnɪʃ.ə.tɪv/, mechanism /ˈmɛk.ə.nɪ.zəm/
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 friendship, denim, conclusion.
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 continu have/has been + -ing — une action commencée avant et toujours en cours | haven't been living · have you been living · have you been doing |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been done · has been written · I've only been |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | has been done · will be played · has been written |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | someone who doesn · room, which is · day, which is |
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.