Pratique du Shadowing: Contemporary Topics 2 Unit 1 Lecture with Powerpoint - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Good afternoon.
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The focus of today's Introduction to Sociology class is Names.
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In sociology, we study social groups and how people interact and respond to each other.
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how we respond to names, is an interesting study.
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For example, depending on if I say my name is Alex.
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or Alexandra or Dr. Shaw, you might respond differently to me.
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Names are a prime example of what we call a cultural Universal.
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That means We all have names.
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And we all call each other by names.
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So, it's a practice we all share.
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Today's lecture will be divided into two halves: In the first half, you'll hear about four ways parents choose names.
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In the second half, we'll discuss whether or not our names influence how people respond to us in our daily lives.
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Before we go on though, I want to quickly mention that the scope of my lecture is limited to names from the English language,
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However, we would take a similar approach to analyzing how parents choose names in any other language.
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So, Without a doubt, our names are important symbols of identity.
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And for some people, important enough to change.
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So-- Let's look at the four typical ways parents choose first names.
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They're also called given names because the name is given to the child.
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Okay.
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The first, is to rely on custom.
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Parents may choose a name in order to pass it down from one generation to the next.
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For example, A baby girl is born, and the parents decide to call her Sarah.
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because her grandmother's name is Sarah.
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or if it's a boy, in some families the first son is named after the father, So, if the father's name is,
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say, Thomas Proctor, then the son will be Thomas Proctor Jr. or Thomas Proctor II.
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I read a funny variation on this.
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In 2004, a new father, John Blake, didn't want to use Junior or the second.
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He was a software engineer, so So he named his son John Blake version 2 .0.
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Hmm.
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Talk about a true computer geek.
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The second way parents choose names is to name a child after someone the parents admire, such as a favorite teacher,
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a family friend, or even a famous athlete or movie star.
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The third way is to choose a name the parents feel will provide some social benefit to their child. for example.
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if they're concerned about gender discrimination, They may choose a name that works for either a boy or a girl.
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a name like Taylor, For example, Or my name, Alex.
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In fact, My parents told me they thought Alex might give me an advantage when I applied for jobs.
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- Thank you.
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Or if a parent wants people to notice their child, they may choose an unusual name like...
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Denali or sky The fourth and most common way parents choose a name is simple.
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It's because they like it.
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They like the sound.
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or the feeling it has, or it's a classic name.
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Now, what qualifies as classic?
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Well, classic means the name never goes out of style.
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It's a name that was popular in 1900, 1980, and it's still popular today.
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Examples of classic boys' names are Robert and Michael, For girls, Emily and Anna are a couple of classic examples.
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To summarize, parents choose names either based on custom, or after someone they admire,
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or to help their child socially, or the most common way because they like it.
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Now, I want to consider these questions.
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Does someone's name influence how other people respond to them?
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Does a person's name affect their chances for success in life?
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A lot of research has been done around these queries.
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Specifically, Researchers have explored whether it's better to have a classic name,
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such as Robert, or an unusual name, like...
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Darvlin.
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At this point, Thank you.
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Sociologists like myself don't agree which is better.
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We can't say for sure.
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We do know, though, that there are stereotypes associated with names.
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By this I mean we hear a name and An image comes to mind.
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Fair or not, this is what happens.
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People get judged.
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by the name they have. Does anyone doubt that?
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Well, here's a convincing example.
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Thank you.
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Researchers took a homework assignment and made photocopies.
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On half of the copies, they wrote the name Michael.
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On the other half.
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They wrote the name...
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Hubert.
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Hubert, by the way, is not a common name in English.
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Then they asked teachers to grade the homework.
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Guess what happened?
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The teachers gave Michael high grades, and Hubert much lower grades.
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Why?
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It was the same homework, wasn't it?
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Thank you.
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The researchers concluded that the name Michael had to be the only factor.
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It appeared that teachers held a stereotype that a boy named Michael was smarter than a boy named Hubert.
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As a result, They gave Michael.
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Higher grades.
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Let's recap now.
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In today's class we looked at four ways parents choose first names.
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because of customs, after someone they admire, to help their child socially, and the most common because they like the name.
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We also looked at research to answer the question, does a name matter?
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in your study groups, I'd like you to discuss that question further.
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Also discuss how you got your names.
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and compare that with the four ways we study today.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « Contemporary Topics 2 Unit 1 Lecture with Powerpoint ». Les mots qui reviennent le plus souvent : parent, choose, example, classic, Michael. Cette vidéo contient 88 phrases et 889 mots à répéter en shadowing. La partie parlée dure 7:06. Le locuteur parle à un rythme régulier d’environ 125 mots par minute, confortable pour le shadowing. 87 % 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 14 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| researcher nom | /ˈɹiˌsɝ.t͡ʃɚ/ | chercheur, chercheuse |
| admire verbe | /ədˈmaɪɹ/ | admirer |
| stereotype nom | /ˈstɛ.ɹi.əˌtaɪp/ | stéréotype |
| sociology nom | /ˌsoʊsiˈɑləd͡ʒi/ | sociologie |
| socially adverbe | /ˈsoʊʃəli/ | socialement |
| photocopy nom | /ˈfəʊtəˌkɒpi/ | photocopie |
| sociologist nom | sociologue | |
| summarize verbe | /ˈsʌməˌɹaɪz/ | résumer, récapituler |
| geek nom | /ɡiːk/ | geek |
| query nom | /ˈkwɪɹ.i/ | question |
| analyze verbe | /ˈæn.əˌlaɪz/ | analyser |
| conclude verbe | /kənˈkluːd/ | conclure |
| interact verbe | /ɪn.təˈɹækt/ | interagir |
| variation nom | /ˌvɛəɹiˈeɪʃn̩/ | variation |
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 | will be divided · is limited · is given |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been done · have explored |
Prononciation à surveiller
Le locuteur utilise 9 contractions et formes réduites, comme they're, can't, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: socially /ˈsoʊʃəli/, variation /ˌvɛəɹiˈeɪʃn̩/
- Mots longs — placez bien l’accent: stereotype /ˈstɛ.ɹi.əˌtaɪp/, sociology /ˌsoʊsiˈɑləd͡ʒi/, photocopy /ˈfəʊtəˌkɒpi/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: researcher /ˈɹiˌsɝ.t͡ʃɚ/, sociology /ˌsoʊsiˈɑləd͡ʒi/
- /r/ anglais — langue recourbée, sans frotter la gorge: researcher /ˈɹiˌsɝ.t͡ʃɚ/, admire /ədˈmaɪɹ/, stereotype /ˈstɛ.ɹi.əˌtaɪp/, summarize /ˈsʌməˌɹaɪz/, query /ˈkwɪɹ.i/
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 researcher, admire, stereotype.
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.