Pratique du Shadowing: DO THIS with Unfamiliar Words on the SAT - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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So you're feeling pretty good because you just finished the first English module and you're pretty sure you got a hundred percent.
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And then, on the very first question of the second module, this happens.
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I don't know that word.
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Knowing how to choose the proper word based on context is one skill, but what the heck are you supposed to do if you don't know the words?
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In this video, I'm going to give you four tips for dealing with unknown words on the SAT.
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Tip number one is to not eliminate the words that you don't know, at least not yet.
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Let's use this passage as an example.
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So first thing you're always going to want to do is read and actually try to find some context.
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So go ahead and pause the video and do that.
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But for me, as I read through, the big part of this that stands out as a possible restatement, these details embody his artistic philosophy.
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These details would be the elaborate mosaics, flowing lines, and nature-inspired motifs.
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So the blank space needs to mirror and embody his artistic philosophy.
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So I would say shown in, something like that.
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Shown in or seen in.
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So that would be my prediction.
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Now, as we go through, I'm trying to eliminate.
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Let's say I don't know what insensible means.
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I'm not gonna get rid of it.
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I have to keep it.
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When I get to scrutinized by, let's say again, I don't know what it means.
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It's okay gonna keep it for now.
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And then I see D complicated by.
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I'm very familiar with the word complicated.
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That does not work with shown in or seen in.
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So I'm going to say goodbye to choice B.
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We'll come back to this question in a second.
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All right.
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So let's say you've gone through your first step of elimination
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and you've only eliminated one answer or you still have all four answers left.
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My second tip is to hold on to opposites.
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That is to say antonyms.
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More often than not, the correct answer is going to have an antonym or a near antonym somewhere in the answer choices.
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So let's say I'm working on this problem and I've already read, I'm looking for context, and I'm having a little bit of trouble because I don't know what prefiguring and entrenching mean,
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but I know that negating means sort of counteracting or making something null and void.
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And I know that substantiating is sort of providing support for or, you know, bolstering something, supporting something.
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So I'm thinking these guys are sort of antonyms.
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So I'm going to go ahead and get rid of the two
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that I don't know because I noticed we have a couple of opposites here.
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And in context here, you know, pause the video if you need to look at the passage, but it's saying certain passages that were supposedly by this guy,
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Sophho, may have been interpolations, that is to say little bits that were added in by later authors.
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So this would change our understanding of Sophho's authorship.
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So it would negate it, right?
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It would not support it, it would do the opposite of that, perhaps nullify it.
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Now that little antonym trick is super helpful, but only if you actually know the two words that are opposite from one another.
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So let's say you're going through elimination step.
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You don't spot two words that seem to be opposites.
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Now what are you supposed to do?
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At this point, you're going to need to rely on your knowledge of prefixes, suffixes, and word roots.
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So coming back to this question to demonstrate, if you remember, I was able to get rid of complicated by looking at my three remaining choices
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and trying to decipher what's going on, I notice a couple of things with choice A.
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First of all, we have in, and I know that in means not.
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So I'm thinking the first part of this is not.
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Then I see sense, and I know that sense has something to do with perceiving or feeling.
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So I'm gonna say not feel feel slash sense
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and then the last part is a bowl
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and a bowl think about words like capable
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or edible It means able to I put all of this
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together I'm thinking this word's gonna mean something like not able to feel or sense
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Does that work with Shonen or Seen in?
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No, in fact that kind of seems like the opposite if you are unable to sense or feel his philosophy,
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that's the opposite of it being shown in or seen in his philosophy.
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So using word roots, such as sense, and prefixes and suffixes, such as in and able, or in this case, ible,
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I can get rid of choice A.
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Now this is definitely a skill that you need to develop, and if you have little or no knowledge of common prefixes, suffixes, and word roots on the SAT,
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I've actually got a free resource for you that's going to help you out, just use the link in the description to download that for free.
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Finally, let's talk about what happens when you are down to a couple of answers
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and you still don't know one or both of the words.
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Another issue that my students run into is they think to themselves, the SAT is real fancy.
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They're going to want me to choose the fanciest word available.
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That's not how the SAT works.
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In fact, I would even consider some of these more advanced words to be distractor answers
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because a lot of students aren't going to know them.
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So they're just going to throw it in there as a completely out of place answer, relying on the fact that a lot of you guys just won't know the definition.
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All right.
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So we've eliminated two answer choices.
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Now I'm feeling kind of nervous because I've got two answer choices that I don't know.
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But then I remember, Ooh, I actually know the word scrutiny.
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A phrase comes to mind faced scrutiny.
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And I know that scrutiny is sort of like judgment.
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So would I want judged by?
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Would that go with shown in or seen in?
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Absolutely not.
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So now I have confidently eliminated three answer choices.
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And even though I don't know what B means, I know it has to be my answer because all the other answers are now not an option.
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And indeed, manifest in means like shown in or seen in.
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Something that is manifest is clear and obvious.
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If I would have thought back to history class, I might have thought about manifest destiny.
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All right, now let's consider this question right here.
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As usual, we need to get some context first, so pause the video and take a look.
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But the big thing that I'm noticing is these methods were gradually replaced by, you know, standardized approaches.
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So based off of that, my prediction is going to be out of date.
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All right now moving on to my answer choices Defunct at first.
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I don't recognize it, but then I remember
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Defunct like not functioning this means that something is no longer
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Functioning no longer in use so
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that would fit out of date arcane I actually end up remembering
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because I read fantasy and I remember arcane symbols and spells and And arcane basically means mysterious.
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So that is actually not going to line up with out of date.
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I would get rid of arcane.
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Let's say I don't know what ubiquitous is.
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I don't even know how to pronounce it.
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So I'm going to keep that one.
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And then extraneous.
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Luckily, my teacher was just lecturing me last week about how I need to remove all the extraneous information from my essay.
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So basically the stuff that is irrelevant and extra.
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So irrelevant sort of lines up with out of date, but it's a little bit too extreme.
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Just because something that's out of date doesn't mean it's completely irrelevant.
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So if I'm left with defunct and this word I don't know, since defunct is the word that I do know,
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now it's okay to go ahead and choose that since I was able to confidently keep it around.
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So my answer is going to be A, defunct.
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And indeed ubiquitous means sort of like ever present.
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You can see it everywhere.
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Think about cell phones.
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Who do you know without a cell phone?
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Nobody.
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Cell phones are ubiquitous.
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They're everywhere.
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And I know what you're thinking.
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But Robert, what the heck?
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What if I don't know both words?
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What if there's three words left over that I don't know?
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Unfortunately, the words in context questions on the SAT are just a little bit luck of the draw,
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depending on the vocabulary that you are familiar with and depending on your comfort level with prefixes, suffixes, and word roots.
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The rest of the reading section, however, is a lot easier to nail if you have the proper strategies.
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And if you happen to be around tomorrow, I'm going to be hosting a free live webinar designed for students who are aiming for a 700
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or higher in the English section.
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If you're watching this video the day it goes live, go ahead and join me for that.
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Otherwise, the replay is going to be available on my channel.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « DO THIS with Unfamiliar Words on the SAT ». Les mots qui reviennent le plus souvent : word, answer, choice, opposite, context. Cette vidéo contient 128 phrases et 1578 mots à répéter en shadowing. La partie parlée dure 8:34. Le locuteur parle vite, environ 184 mots par minute : attendez-vous à des liaisons et à des sons réduits. 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 |
|---|---|---|
| antonym nom | /ˈæn.təˌnɪm/ | antonyme |
| eliminate verbe | /ɪˈlɪm.ɪ.neɪt/ | éliminer |
| arcane adjectif | /ɑɹˈkeɪn/ | arcane |
| prefix nom | /ˈpɹiːfɪks/ | préfixe |
| ubiquitous adjectif | /juːˈbɪkwɪtəs/ | ubiquiste, ubiquitaire |
| manifest nom | /ˈmæn.ɪ.fɛst/ | manifeste, bordereau |
| irrelevant adjectif | /ɪˈɹɛləvənt/ | non-pertinent |
| pause nom | /pɔːz/ | pause |
| confidently adverbe | /ˈkɑnfɪdəntli/ | candidement, confidemment |
| embody verbe | /ɪmˈbɒdi/ | incarner, personnifier |
| extraneous adjectif | /ɛkˈstɹeɪ.ni.əs/ | étranger |
| negate verbe | /nɪˈɡeɪt/ | nier |
| module nom | /ˈmɑd͡ʒul/ | module |
| elimination nom | /ɪlɪmɪˈneɪʃ(ə)n/ | élimination |
| prediction nom | /pɹɪˈdɪkʃən/ | prédiction |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| go ahead verbe | /ˌɡoʊ əˈhɛd/ | vas-y, allez-y |
| go through verbe | traverser | |
| end up verbe | se terminer, se finir |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I don't know that word.
- Let's use this passage as an example.
- Who do you know without a cell phone?
- What if I don't know both words?
- What if there's three words left over that I don't know?
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 have/has + participe passé — une action passée qui compte encore maintenant | you've gone · you've only eliminated · I've already read |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is read · were added · being shown |
Prononciation à surveiller
Le locuteur utilise 59 contractions et formes réduites, comme I'm, don't, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: elimination /ɪlɪmɪˈneɪʃ(ə)n/, prediction /pɹɪˈdɪkʃən/, interpolation /ɪnˌtɜː.pəˈleɪʃən/, substantiate /səbˈstænʃieɪt/
- Mots longs — placez bien l’accent: eliminate /ɪˈlɪm.ɪ.neɪt/, ubiquitous /juːˈbɪkwɪtəs/, irrelevant /ɪˈɹɛləvənt/, confidently /ˈkɑnfɪdəntli/, extraneous /ɛkˈstɹeɪ.ni.əs/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: module /ˈmɑd͡ʒul/, entrench /ɪnˈtɹɪnt͡ʃ/, lecture /ˈlɛk.t͡ʃə/
- /r/ anglais — langue recourbée, sans frotter la gorge: arcane /ɑɹˈkeɪn/, prefix /ˈpɹiːfɪks/, scrutiny /ˈskɹuː.tɪ.ni/, irrelevant /ɪˈɹɛləvənt/, extraneous /ɛkˈstɹeɪ.ni.əs/
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 antonym, eliminate, arcane.
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.