Pratique du Shadowing: CONTEMPORARY TOPICS 2 UNIT 12 PUBLIC ADMINISTRATION RISK MANAGEMENT - Apprendre l'anglais à l'oral avec la vidéo
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75 phrases
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The topic of today's class is reducing risks from natural hazards.
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Notice I said natural hazards, not natural disasters.
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Natural hazards are events in nature like hurricanes, earthquakes, and tsunamis.
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We know they can be dangerous, but not all are.
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There are many small tsunamis and earthquakes we don't even notice, and hurricanes that just die out.
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By the same token, we know they can create terrible disasters in which many people die and widespread damage is sustained.
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Three prime examples of this are the earthquake in Pakistan in 2005, Hurricane Katrina in the US in the same year,
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and the tsunami in the Indian Ocean in 2004.
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Now all of you remember those, don't you?
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Well, today we'll examine ways to reduce our risks from natural hazards so they don't become natural disasters.
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We can't stop earthquakes or hurricanes or tsunamis, but there are things we can do to try to minimize or limit their impact.
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So, I'm going to divide this lecture into two parts.
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First, we'll look at some of the factors that go into designing an emergency plan.
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You may be familiar with some of this based on what's in place in your own communities.
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Then I want us to turn to the role of education in reducing risks to people in disaster-prone regions.
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But first, let's go over the terms we'll be using.
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The first is disaster preparedness.
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To prepare means to get ready, right?
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Preparedness is the state of being ready.
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Another term is mitigation.
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To mitigate means to make less severe, not as bad.
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We use the phrase disaster preparedness and mitigation to talk about what to do to prepare for natural disaster,
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so that the impact will be less severe and people will suffer less.
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We can try to lessen or mitigate the damage so that people can quickly return to their normal lives.
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Now I'll present some factors involved in generating an emergency response plan.
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First, government officials need to identify the risks.
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What are the natural hazards?
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For example, in Japan there are earthquakes and typhoons.
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In the US, hurricanes and fires.
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There are several natural hazards in every country.
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Second, the government needs to establish a channel of communications with scientists.
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Scientists must be able to share information regularly with the government as they collect data about risks.
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Third, government officials need to work out a process for briefing the public on what scientists tell them.
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The problem is, experts can't predict natural hazards with 100% accuracy.
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For example, they may know a hurricane is forming, but can't say exactly when or where it will go.
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Despite this, public officials still have to decide what to tell the public and when.
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They can wait and say nothing, or they can tell people to evacuate.
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If they wait too long, lots of people might get hurt.
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But if they tell people to evacuate and then nothing happens, people may get angry.
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In the future, they may not cooperate.
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Communicating with the public is a huge challenge for officials.
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Here's an example.
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In 2005, before Hurricane Katrina hit New Orleans, people were told to evacuate.
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But 61% of them didn't.
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We know some stayed because they had no transportation, no choice.
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But of the 61% who didn't leave, 37% said they simply ignored the order to evacuate.
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Why?
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Because they didn't want to leave their homes.
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Scientific information doesn't do much good if it's ignored.
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Yet ultimately, officials must try to keep people safe.
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A fourth factor is evaluating what services are needed.
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For example, are there sufficient numbers of police, firefighters and emergency workers who are trained to respond to a natural disaster?
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Is there a network in place for emergency workers to distribute supplies, such as bottled water, food, blankets and medicine?
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Is there a way to inform the public about the emergency plan
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so that they know where to go and what to do before, during and after a natural disaster?
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Related to this evaluation is the fifth and final factor, setting spending priorities.
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Countries have to decide whether to spend money for things they need now, like new schools and roads,
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or to allocate money to prepare for a natural disaster that may never happen.
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Now let's turn to the role of education in emergency planning.
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Experts agree that educating the public, especially children, about the risks is essential.
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Here's one way.
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The United Nations group UNESCO has launched an international campaign called Disaster risk reduction begins at school.
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In turn, many schools in countries like Turkey, France, Mexico and Cuba now have disaster preparedness and safety programs.
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The logic behind this UNESCO program is education will help children understand the risks where they live.
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They'll know specific things to do before, during and after a natural disaster to make everyone in their communities safer.
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The hope is that as more children are educated, there will be fewer victims of natural disasters.
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For example, in Turkey, earthquakes threaten the safety of about 5 million children.
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So there is now an earthquake education program targeted at students countrywide.
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And in Cuba recently, with more school programs about hurricanes, there have been fewer hurricane victims.
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That's great news.
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So let's review what we've covered today.
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I mentioned five factors in an emergency plan and how education of children is considered vital to disaster preparedness and mitigation.
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I feel a lot of hope now because so many countries see how important a good emergency plan is.
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Well that's all for today.
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We'll see you next time.
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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 12 PUBLIC ADMINISTRATION RISK MANAGEMENT ». Les mots qui reviennent le plus souvent : disaster, natural, hurricane, emergency, risk. Cette vidéo contient 75 phrases et 919 mots à répéter en shadowing. La partie parlée dure 6:55. Le locuteur parle à un rythme régulier d’environ 133 mots par minute, confortable pour le shadowing. 84 % 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 |
|---|---|---|
| hazard nom | /ˈhæzəd/ | hasard, danger |
| tsunami nom | /(t)suːˈnɑːmi/ | tsunami, raz-de-marée |
| evacuate verbe | /ɪˈvæk.ju.eɪt/ | évacuer |
| mitigation nom | /mɪtɪˈɡeɪʃən/ | soulagement |
| mitigate verbe | /ˈmɪt.ɪ.ɡeɪt/ | réduire, atténuer |
| educate verbe | /ˈɛd͡ʒ.əˌkeɪt/ | éduquer |
| allocate verbe | /ˈæl.ə.keɪt/ | allouer |
| firefighter nom | /ˈfaɪ.ɚˌfaɪ.tɚ/ | pompier, pompière |
| lessen verbe | /ˈlɛsən/ | amoindrir, atténuer |
| typhoon nom | /taɪˈfun/ | typhon |
| distribute verbe | /dɪˈstɹɪbjuːt/ | distribuer |
| cooperate verbe | /kəʊˈɒp.ə.ɹeɪt/ | coopérer, collaborer |
| minimize verbe | /ˈmɪn.ɪˌmaɪz/ | minimiser |
| token nom | /ˈtoʊkən/ | symbole |
| sustain verbe | /səˈsteɪn/ | maintenir |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| die out verbe | s'éteindre | |
| work out verbe | /ˌwɝk ˈaʊt/ | calculer |
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 | is sustained · were told · are needed |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has launched · have been · we've covered |
Prononciation à surveiller
Le locuteur utilise 18 contractions et formes réduites, comme we'll, can't, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: preparedness /pɹɪˈpɛɹ(ə)dnəs/, evacuate /ɪˈvæk.ju.eɪt/, mitigation /mɪtɪˈɡeɪʃən/, firefighter /ˈfaɪ.ɚˌfaɪ.tɚ/, cooperate /kəʊˈɒp.ə.ɹeɪt/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: preparedness /pɹɪˈpɛɹ(ə)dnəs/, countrywide /ˌkʌn.tɹiˈwaɪd/, distribute /dɪˈstɹɪbjuːt/, cooperate /kəʊˈɒp.ə.ɹeɪt/, prone /pɹəʊn/
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 hazard, tsunami, evacuate.
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.