Pratique du Shadowing: COPY MY AMERICAN ACCENT! 🇺🇸 (How to 100% Improve Your Speaking Fluency) - Apprendre l'anglais à l'oral avec la vidéo
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422 phrases
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I'm going to teach you all about the American accent, which is my English accent because I am from the United States.
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And this is a practice lesson, so I want you to participate and actually say these words and sentences with me.
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And if you are someone who wants to improve and develop your speaking fluency, please subscribe, turn on notifications, that way I can become your teacher.
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My name is Wes, the channel is Interactive English.
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It's all about trying to help you reach your fluency goals.
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So we're going to do this step by step.
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And really, we're just going to build on top of things as we go along.
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And again, I want you to practice.
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So let's start with a couple of super common reductions.
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And these are reductions that you absolutely need to learn
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because you will hear them all the time and you will also use them all the time.
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And I'm talking about probably the two most common reductions, gonna and wanna.
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So going to and want to, when those phrases are followed by a base verb, we can reduce reduce them and going to is going to get reduced to gonna
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and want to will get reduced to wanna.
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Now, you may already be familiar with these reductions and you may already be using them as well and that's great.
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It's all about developing a nice rhythm and flow.
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So I'm going to give you some sentences and I just want you to repeat after me, say these reductions out loud, but I'm not going to spell the reduction.
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I really want you to get in the habit, even when you're reading and you see going to followed by a verb that you're just going to change it already.
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And in your mind, you're going to say gonna or wanna.
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Now, keep in mind, these are reductions.
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You're not going to emphasize these words.
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So just repeat after me.
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We're going to be late.
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We're going to be late.
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Are you going to go?
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Are you going to go?
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I'm not going to eat that.
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I'm not going to eat that.
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He's going to start a new job.
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He's going to start a new job.
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It's going to rain tomorrow.
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It's going to rain tomorrow.
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Excellent.
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Easy enough.
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And you really just move right through the sentence using these reductions.
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So let's practice a few more sentences, this time with the reduction wanna.
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I want to go home.
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I want to go home.
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What do you want to do?
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What do you want to do?
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I don't want to be late.
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I don't want to be late.
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Do you want to play a game?
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Do you want to play a game.
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We just want to relax.
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We just want to relax.
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All right, well done.
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I trust that you are saying these out loud and practicing your speaking skills because just saying them out loud,
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even with simple sentences, it's really going to help you get more comfortable so that you can start using them naturally.
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Now, speaking of reductions, let's continue and talk about some single word reductions and I'm talking about the words to,
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for, and and.
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So these words are commonly used, but they're not really content words.
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They're not words that you're going to emphasize.
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And when they get reduced, the vowel sound can change slightly.
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So each of these words has two different pronunciations.
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So like the word to, it may sound like the number, but when it's reduced, It may sound much softer.
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And you're really going to hear more of a schwa sound, that unstressed vowel sound.
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The word for is going to sound like fur.
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And and we're just going to reduce that.
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That D is going to go away and it's going to sound like N.
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I really want to emphasize the idea that these words are unstressed because I want to practice them.
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And typically when people end up focusing on them, they emphasize the word.
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And that is not the case.
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The whole idea is that these words are unstressed and that is why that vowel sound is going to change.
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Let's look at this first sentence.
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But there's something I want to mention before we practice.
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I'm going to the dentist.
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Now, this does not mean you're always going to reduce this word.
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There may be situations, depending on the tone and the conversation that you're having, it may sound like two.
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Maybe you're not paying attention and I'm trying to emphasize that this is something I'm doing.
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I'm going to the dentist.
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And you hear two.
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But quite often, you're just going to say this casually without giving it too much thought.
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And two is going to get reduced and it's going to sound like a softer tu.
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I'm going to the dentist.
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I want you to say this after me.
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Let's say it slowly.
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I'm going to the dentist.
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Now let's say it at a normal speed.
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I'm going to the dentist.
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I'm going to the dentist.
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And then this one, slowly.
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She's planning to travel to France.
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She's planning to travel to France.
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She's planning to travel to France.
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Now, let's practice with some sentences using FOR, but we're going to reduce it to FOR.
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Once again, we'll say it slowly and then at a normal speed.
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I went for a walk in the park.
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I went for a walk in the park.
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I went for a walk in the park.
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And then this last sentence, I'm going to throw in a reduction.
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What are you gonna do for lunch?
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What are you gonna do for lunch?
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What are you gonna do for lunch.
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And finally, let's practice reducing AND to N.
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She's healthy and fit.
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She's healthy and fit.
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She's healthy and fit.
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We're having chicken and rice for dinner.
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We're having chicken and rice for dinner.
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We're having chicken and rice for dinner.
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You're doing great.
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And I hope that as I was saying those sentences, you can hear the reduction, that it's a much softer sound.
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And I also hope that when you were saying them, you're keeping that in mind, that it's a softer sound, it gets reduced.
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And this is really important.
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Like I said, it's about developing a nice rhythm and flow.
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And we're going to talk about that in just a moment.
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But the next thing that I want to tell you about is something that is a distinct part of the American accent.
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And I'm talking about the flap T.
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So the flap T, it really sounds like a soft D
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and they say flap because your tongue really is just coming up and flapping against the top part of your mouth.
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So there are three times when this occurs and you should be aware of all three.
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The first one, which I think is the most common, and that is when the T comes between two vowel sounds.
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And there are many words that that you would use a flap T.
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Just repeat after me.
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Water, city, better.
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I also want you to keep in mind that when you have a phrase
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and the T comes at the end of the word
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but it's between two vowel sounds you're also going to pronounce that as a flap T.
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I want you to repeat these phrases after me.
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Put up,
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get over start out you hear those flap T's you're also going to use a flat T
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when the T comes before or after a dark L
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so once again repeat these words after me little bottle battle
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and finally you're going to pronounce the T as a a flap T when it comes before or after a controlled R.
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Say these words after me.
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Daughter, party, turtle.
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One way that I love practicing the flap T is with a tongue twister, Betty Botter.
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Now, most of these T's, they come between two vowel sounds, and I want you to repeat after me.
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Let's do this line by line.
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So just repeat after me.
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Betty Botter bought some butter, but she said the butter's bitter.
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If I put it in my batter, it will make my batter bitter.
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Again, you're pronouncing all those flap T's.
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Let's say it one more time.
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Let's say the whole thing.
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And I want you to shadow.
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So in this case, I want you to say it with me.
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Try to maintain that same speed and really use that flap T.
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Are you ready?
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Betty Botter bought some butter, but she said the butter's bitter.
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If I put it in my batter, it will make my batter bitter.
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So this is a great way to practice the flap T
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because there's so many of them and you're just saying that soft D sound.
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Now another distinct part of the American accent, which is a sound, and I want you to master it, and that is the American R.
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So let's talk about how to pronounce the American R.
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We'll just call it that.
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And I'll tell you how to position the tongue in your mouth.
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So your tongue is going to be pulled back a little bit, and the sides of your tongue are going to be touching the insides of your upper teeth.
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The tip of your tongue is going to be pointed up and it's really gonna be fixed in a fixed position.
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Your lips are gonna be a little rounded.
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So this is what it sounds like that.
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It reminds me of a Frosted Flakes commercial.
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Tony the Tiger would say the word great but really emphasizing that R sound.
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Give it a try and really emphasize that R sound.
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Great!
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Let's practice with some individual words.
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And this is really important because it's all about fine-tuning your pronunciation
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because the R sound in other English varieties is not always the same.
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So I want you to say these words after me, and I'm going to emphasize that R, and I want you to do the same.
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Are you ready?
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Ready?
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Red.
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Right.
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Around.
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Car.
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Star.
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And you're really going to pronounce that R sound.
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The next thing that I want to share with you is incredibly important when talking about rhythm and flow.
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You've heard me mention this several times already.
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But you need to keep in mind that English is a stress time language,
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and this is what's going to help you develop that rhythm and flow in a more natural way of speaking.
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So what does it mean when we talk about stress timing?
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It means that the stress syllables or words are said at approximately regular intervals,
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and then the other words or syllables may get reduced in order to fit that pattern.
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And because of this, the English language may sound mellifluous, which is a great adjective which means something is pleasing or soothing to hear.
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So because English is a stress time language, it can sound a little musical.
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You could take any sentence and really create a melody.
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And that's what I want to do right now.
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And I want to say these sentences with a melody, and I'm going to throw a lot at you right now.
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So let's just look at this first one.
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He's going to go to the gym.
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time I clap, that is the stressed syllable or word.
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He's gonna go to the gym.
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Think about what else is going on in the sentence.
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Going to, I'm gonna reduce that to gonna, to the gym.
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To, it's reduced, so that vowel sound's gonna change to the gym.
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However, that T, it comes between two vowel sounds, so I'm gonna pronounce it as a flat T.
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So to the gym, it's actually gonna sound like to the gym.
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Go to the.
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You hear that flat T along with that reduced sound.
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Go to the.
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Go to the.
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And you will hear this all the time with the American accent.
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Go to the gym, go to the mall, go to the store.
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So I told you I'm gonna throw a lot at you right now.
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So think about that melody, he's gonna go to the gym.
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And I want you to say it just like that.
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So repeat after me, he's gonna go to the gym.
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One more time with that melody, he's gonna go to the gym.
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And even if I'm just saying this casually at a normal speed, you can still pick up on that stress timing.
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He's gonna go to the gym.
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He's gonna go to the gym.
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Let's practice the next sentence.
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Where do you want us to put this?
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Again, every time I clap, that's that stress timing, that's the rhythm.
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Where do you want us to put this?
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At the end of the sentence, we have that reduced to, to put this, to put this.
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Where do you want us to put this?
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I want you to repeat after me, think about that melody.
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Where do you want us to put this?
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One more time.
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Where do you want us to put this?
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And now let's just say it at a regular speed but still using that stress timing.
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Where do you want us to put this?
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And now let's practice this last sentence.
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I'm gonna get an uber and go home.
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And there's several things going on.
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We're gonna reduce going to to gonna and and to end.
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I'm gonna get an uber and go home.
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I want you to repeat after me.
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I'm gonna get an uber and go home.
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I'm gonna get an uber and go home.
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And now let's say it at more of a normal speed.
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I'm gonna get an uber and go home.
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I would really encourage you to practice this and you can practice on your own.
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What I would suggest is that you read something out loud
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and I think it would be more beneficial to read some poetry.
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Probably even better, read a children's book.
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In that way, you can really create that melody.
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Because the way that you read to a child, it's gonna be different than just reading any old book or article out loud.
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And you're trying to create that melody, make it sound a little more like a song, and you're using that stress timing.
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So this is something that I think is really going to help you to create a more natural rhythm and flow.
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Let's move on to the next thing, which is, well, also very common, and that is linking your words.
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And really, this is a part of connected speech.
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And Americans will often link words together because it helps make our speech faster and smoother.
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And when you think about it, many languages use linking.
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And the first time that you start learning a language, You hear it and it just sounds like one long word.
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This is really because of linking.
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So specifically, linking is
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when you link the final consonant sound of one word with the beginning vowel sound of the next word.
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I want to practice with some simple sentences and we are going to link two or more words together.
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Let's look at our first sentence.
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And the way I would say this is, can you give us an update?
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And we're going to link several words together.
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I'm not going to pronounce the words individually.
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Can you give us an update?
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When thinking about linking and connected speech, the idea is that you're not pronouncing the individual words, but you're pronouncing them together as a phrase.
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So the phrase that we're going to link is give us an update.
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So let's say this slowly and I want you to repeat after me.
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I'm going to emphasize that consonant sound that gets moved over.
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Give us an update.
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Say it again give us an update now let's say the
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question repeat after me can you give us an update can
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you give us an update here's the next one I'm gonna take it away
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so I'm gonna reduce going to to gonna take it away
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that is the phrase that I'm gonna link and
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that final T in it I'm gonna I'm gonna pronounce it as a flat T.
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Take it away.
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Repeat after me.
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Take it away.
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Take it away.
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Now let's say the sentence, I'm going to take it away.
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And you can even hear that melody.
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I'm going to take it away.
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One more time, just for good measure.
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I'm going to take it away.
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Let's try this one.
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I just got out of the meeting.
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The phrase that I'm going to link, got out of, you hear those flat T's, there are two of them,
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and then I'm gonna link them over with that vowel sound.
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Got out of, got out of.
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I really want you to think about this phrase
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because we use this quite often and I think if you're not really familiar with linking,
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this is a good starting point because we will use this phrase in a variety of contexts.
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Get out of, got out of, I get out of bed, you get out of the car, you can get out of trouble.
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So quite often you can use this phrase and just practice this and say it with a variety of sentences.
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So let's say our sentence right here.
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I just got out of the meeting.
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One more time.
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I just got out of the meeting.
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Some other common phrases that I want to highlight. And if.
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And, we'll get reduced to N and then we can link it. And if. But I.
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But, that T, I'm going to pronounce it as a flat T and then when I link it, it's going to sound like but I.
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And if, but I.
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One thing I would encourage you to do is just listen to the way
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that native speakers are talking and then try to say things in the same way.
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And I'm going to talk about that in just a little bit, but really try to let your ears do all the work.
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Don't think about the individual words, but think more about the sounds.
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It'll make things easier for your mouth.
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Something else I want you to do is focus on common sound changes.
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And really, I'm talking about assimilation.
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So sounds may change when two words meet.
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And assimilation occurs when two sounds really sound more like each other because they're spoken consecutively.
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And there are some common phrases, specifically when asking questions, and you can use assimilation.
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So let's talk about them right now.
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First, we'll begin with the T and Y.
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When those two sounds assimilate, you get a bit of a ch sound.
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Think about the phrase, don't you.
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That T and Y, if they blend together, you get a ch.
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We can practice this question.
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Why don't you give me a hand?
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Can you hear?
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It's like that slight ch sound.
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We're putting it between the two words, and that is what really allows us to connect them together.
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Don't you?
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Why don't you give me a hand?
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I want you to say it after me.
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Why don't you give me a hand?
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Why don't you give me a hand?
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Here's another question.
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Don't you want to get out of the pool?
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So, don't you, you hear me say, don't you, I'm going to reduce want to to wanna, and then there's our linked phrase, get out of.
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And once again, you can hear that melody.
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Don't you want to get out of the pool?
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So, I want you to repeat after me.
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Don't you want to get out of the pool?
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One more time.
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Don't you want to get out of the pool?
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Another common sound change is with the D and Y.
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So when these two sounds assimilate, you get more of a juh sound.
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Think about the phrase, did you?
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When I pronounce this, I'm going to say, did you?
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You can hear that slight juh sound, did you?
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So we have our question, what did you eat for breakfast?
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Once again, for, let's reduce it to fur.
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So repeat after me.
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What did you eat for breakfast?
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What did you eat for breakfast?
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And again, I hope you can hear that stress timing.
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Here's another question.
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Where did you go last night?
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Where did you go last night?
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So when it comes to common sound changes, this is a great place to start.
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And notice that these were all questions.
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And quite often, you're talking to somebody and you're asking them a question.
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Consider that last phrase, did you?
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So instead of pronouncing the individual words, you could say, what did you, where did you, why did you, how did you?
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Now it's going to allow you to ask a question just more easily and naturally, but that doesn't mean assimilation is always going to occur.
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You may hear somebody say, what did you?
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But if you want to connect them and really just move right through the question, what did you, where did you, why did you, how did you, this is a great way to practice.
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else I want you to work on and practice is American intonation.
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And really this is more about tone and the way that you're expressing your thoughts, opinions, and ideas.
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It's just more natural.
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So in its simplest terms, let's just talk about statements and yes, no questions.
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So statements, really going to have a falling intonation at the end, and yes, no questions, you're going to have a rising intonation.
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And I think a great way to practice this right now is by changing some statements to questions.
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So let's have a look at our first one.
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He's looking for a job.
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Now, this is a statement, so you have that falling intonation at the end.
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He's looking for a job.
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I want you to repeat after me.
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He's looking for a job.
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Now, if I change this statement to a question, which is really a yes-no question, now I'm going to have a rising intonation at the end.
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He's looking for a job. Can you hear that?
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He's looking for a job.
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I want you to give it a try.
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He's looking for a job.
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One more time.
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He's looking for a job.
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Here's our next sentence.
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As a statement, repeat after me.
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She's 25 years old.
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She's 25 years old.
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And now as a question, she's 25 years old.
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She's 25 years old.
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And then one more as a statement.
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Repeat after me.
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They live in this building.
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They live in this building.
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Now, as a question with a rising intonation, they live in this building?
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They live in this building?
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Now, I know when you heard me say these sentences, you could really tell a difference between falling and rising intonation.
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But I really hope that as you were saying them, you could also feel that difference.
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between rising and falling intonation.
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I also want you to make your speech more dynamic, if possible.
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Now, this can be a little more challenging and may even get you outside your comfort zone, but I'm talking about using pauses,
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emphasis, changing the speed of your speech to make it more dynamic and captivating for the listener.
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And not all native speakers are able to do this, especially in a pressure situation like you're giving a presentation,
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but more casually, I think a lot of people are able to do this
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and really expressing emotions and you can tell if somebody's happy, sad, or frustrated because they're using dynamic speech.
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And sometimes I will hear second language speakers using a more monotone voice.
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So this is an ad for Goldfish Crackers, but it's an ad that would play on the radio.
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And because of that, there's no visual, so the delivery really matters matters.
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And you don't want to say this in just a monotone voice.
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Keeping an eye on the trans fat in your family's diet, goldfish crackers have zero grams per serving, the snack that smiles back.
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Okay, you're probably falling asleep right now.
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It's not very dynamic.
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But I want to practice this and say it in a more dynamic way.
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And I want you to try to say it with me, but you can just listen to the way I'm going to say it right now.
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Keeping an eye on the trans fat in your family's diet, goldfish crackers have zero grams per serving.
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The snack that smiles back.
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That sounds a little more lively, more dynamic.
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So let's practice this.
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I would like you to shadow and say it with me in a dynamic way.
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Are you ready?
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Keeping an eye on the trans fat in your family's diet, goldfish crackers have zero grams per serving.
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The snack that smiles back.
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All right, good.
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I hope you felt comfortable doing that.
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Like I said, maybe it gets you outside of your comfort zone, but developing a more dynamic way of speaking is,
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I think, incredibly important, especially when you want to convey all of these different emotions.
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Now, if you really want to practice the American accent, then you need to mimic native speakers.
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And you can do this with shadowing.
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We actually just did this with that radio ad.
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I asked you to say it with me.
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That's what shadowing is.
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You're saying something at the same time, using the same intonation, the same emphasis, the same speed.
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You are linking words together using the flap T.
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So you've probably already done this and maybe you didn't know that you were shadowing.
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Think about singing a song.
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You're not just saying the words, you're trying to say it in the exact same way.
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And there is so much content out there that you can use to practice shadowing.
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You could use a short video clip.
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You can practice with an American TV show like Friends or The Office.
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You can practice with presentations, TED Talks.
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and you're just trying to mimic native speakers, use the American accent and say things in the exact same way.
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I've had people tell me that they've used my videos
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and they try to shadow and say things with me in the exact same way.
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So yeah, feel free to use my video lessons if you want.
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If you enjoyed this lesson and you learned something new about the American accent, you can let me know by hitting that like button.
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As always, thank you so much for watching and I will see you next time. So long.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « COPY MY AMERICAN ACCENT! 🇺🇸 ». Les mots qui reviennent le plus souvent : sound, word, practice, sentence, hear. Cette vidéo contient 422 phrases et 4464 mots à répéter en shadowing. La partie parlée dure 27:45. Le locuteur parle à un rythme naturel d’environ 161 mots par minute, proche d’une conversation courante. 86 % 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 |
|---|---|---|
| phrase nom | /ˈfɹeɪ̯z/ | expression |
| flap nom | /flæp/ | pan |
| pronounce verbe | /pɹəˈnaʊns/ | déclarer |
| vowel nom | /ˈvaʊ.əl/ | voyelle |
| intonation nom | /ɪntəˈneɪʃən/ | intonation |
| emphasize verbe | /ˈɛm.fə.saɪz/ | souligner, accentuer |
| melody nom | /ˈmɛl.ə.di/ | mélodie |
| distress nom | /dɪˈstɹɛs/ | détresse |
| accent nom | /ækˈsɛnt/ | accent |
| dynamic adjectif | /daɪˈnæm.ɪk/ | dynamique |
| dentist nom | /ˈdɛntɪst/ | dentiste |
| rhythm nom | /ˈɹɪð.əm/ | rythme |
| cracker nom | /ˈkɹækə(ɹ)/ | cracker, craquelin |
| goldfish nom | /ˈɡoʊldfɪʃ/ | poisson rouge, carassin doré |
| bitter adjectif | /ˈbɪ.tɚ/ | amer |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come up verbe | se montrer, sortir du bois |
| end up verbe | se terminer, se finir |
| get over verbe | surmonter |
| go away verbe | partir, s'en aller |
| put up verbe | placer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Are you going to go?
- What do you want to do?
- Do you want to play a game?
- Why don't you give me a hand?
- Don't you want to get out of the pool?
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 | are followed · are unstressed · be pulled |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | accent, which is · someone who wants · mellifluous, which is |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | You've heard · you've probably already done · I've had |
| Possibilité avec « might / may » might/may + verbe — quelque chose de possible mais pas certain | may already be · may sound · may be |
Prononciation à surveiller
Le locuteur utilise 167 contractions et formes réduites, comme I'm, gonna, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: rhythm /ˈɹɪð.əm/, soothe /suːð/
- Les sons « sh » et « zh »: intonation /ɪntəˈneɪʃən/, assimilation /əˌsɪməˈleɪʃən/, goldfish /ˈɡoʊldfɪʃ/, casually /ˈkæʒuəli/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/
- Mots longs — placez bien l’accent: intonation /ɪntəˈneɪʃən/, assimilation /əˌsɪməˈleɪʃən/, assimilate /əˈsɪm.ɪ.leɪt/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, mellifluous /məˈlɪflu.əs/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: highlight /ˈhaɪˌlaɪt/, habit /ˈhæb.ɪt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: adjective /ˈæd͡ʒ.ɪk.tɪv/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/
- /r/ anglais — langue recourbée, sans frotter la gorge: phrase /ˈfɹeɪ̯z/, pronounce /pɹəˈnaʊns/, distress /dɪˈstɹɛs/, rhythm /ˈɹɪð.əm/, uber /ˈuːbəɹ/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme phrase, flap, pronounce.
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.