Pratique du Shadowing: Education in America - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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The End
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The schools of the late 19th century could not keep pace with changing America.
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America had entered the industrial age.
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Cities were becoming more important in American life.
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The problems of industrialization and urbanization were being talked about by Americans.
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And these problems were being met.
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But in much of the country, children still walked miles each day to go to school.
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The schools were small and facilities were anything but modern.
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These were the schools that were to prepare children to handle the problems of the 20th century.
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In a few up-to-date communities, children from a large area were called for and transported to consolidated schools.
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This ancestor of the modern school bus provided the transportation,
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and lucky the boy who got to ride with the driver.
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The Industrial Revolution was changing life outside the school.
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An educational revolution was changing life inside some of the schools.
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The object lesson of Pestalozzi had been introduced in this country in the 19th century.
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By direct contact with things, the child learned about real objects in the world around him.
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We may now think of this as a natural way of learning, but it was a radical break from the rigid, bookish discipline of the past.
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The kindergarten, originated by Friedrich Frubbel, was first introduced into the United States in the 19th century.
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By the early 1900s, a number of metropolitan school systems had established them.
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In progressive elementary schools, Johann Friedrich Herbart's theories of curriculum correlation were in evidence.
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In these schools, individual subjects were not isolated, but art, language study, mathematics,
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all the elementary subjects were correlated with the study of history and literature.
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These new concepts of how children should be taught were fostered in teacher education institutions which established laboratory schools.
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The laboratory school of the University of Chicago, founded by John Dewey in 1896, set unprecedented examples.
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The imprisoning rows of desks were removed to give children space for work and play.
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Sand tables were brought in so children could recreate history, both American and European.
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John Dewey sought environments and situations so that children could learn by doing or experiencing.
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New projects like astronomy, pottery making, and printing increased a child's interest in learning.
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Lantern slides brought audio-visual materials to the classroom.
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This new stress on the activity of children in a child-centered school contrasted with the traditional subject-centered school.
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There were many teachers and parents who believed that the teaching of subject matter was the only real task of the school.
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They saw lack of system and waste of time in the reformers' plans.
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The National Education Association had formulated an elementary course of study back in 1893, which stated clearly that geography,
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grammar, literature, arithmetic, and history were the five major subjects of the first eight grades.
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And this curriculum was the charter for the subject-centered schools for more than a quarter of a century.
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Too often the talents of the child were sacrificed to an unyielding curriculum or inflexible teacher.
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There was a time for art in the crowded schedule, but it must not overlap the geography period.
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Meanwhile, child study and school study movements were begun.
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Children were measured and questioned and observed as efforts were made to establish norms for behavior and development.
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Alfred Binet in France originated tests to determine the functions of memory, association, attention, and motor skills.
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E.L.
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Thorndike and others began to devise achievement tests to determine the efficiency of different kinds of instruction.
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On the basis of these and other tests that were developed later, schools in different places could be studied and compared and their accomplishments rated.
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The findings could guide teachers, parents and citizens.
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In the high schools, an increasing number of youth sought specialized technical or vocational instruction.
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The separate manual training or commercial high school helped to meet the needs of these students.
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But in the majority of communities, the comprehensive high school expanded its curriculum to include these subjects.
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Widespread instruction in agriculture was stimulated by the federal financial aid of the Smith-Lever Act of 1914
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and the Smith-Hughes Act of 1917.
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The 4-H Club was an outgrowth of this work.
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Boys and girls learned animal husbandry and other principles of scientific farming.
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The The Smith Hughes Act also included home economics and industrial subjects,
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and more high schools offered these subjects every year.
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The teaching of science in the public schools was accepted in more and more communities.
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Physical education was added to the curriculum.
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a part of efforts to make schools fit the growth patterns of children, junior high schools were begun in many states after 1909.
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So by the 1920s and 1930s, we had evolved state-prescribed courses of study,
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supervised on the local levels, and administered by professionally trained staffs,
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taught by teachers who had learned to keep the needs of the individual child in mind.
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Teachers were free to devise ways and means of molding subject matter to the needs of the child,
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taking into consideration both the slow and brilliant student.
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Higher education, too, was changing from its traditional forms.
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Johns Hopkins University helped to set the pattern for graduate education in America.
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Daniel Coit Gilman, the first president of Johns Hopkins, defined the difference between a college and a university.
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The college is an institution which stands in the place of the parent, implying restriction instead of freedom,
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tutorial rather than professorial teaching, and residence within college halls.
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But a university is a place for advanced
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and special instruction of youth who have been prepared for their freedom by the discipline of a lower school.
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Seeking this ideal, many American universities developed and helped America achieve scientific leadership.
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During the 1920s, state boards of education began to set higher standards of excellence for the public schools.
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Schools were graded and accredited according to these standards.
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Accrediting was determined by the number of students in attendance, the training of the teachers, and the scope of the curriculum.
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Many interested parents began to campaign for consolidation as they saw poor results from the one-room schools.
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As cars and roads made it possible to consolidate schools, parents wanted the benefits for their children.
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The result was the gradual decline of the one-room school and the increase of consolidated schools.
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As roads were improved, more and more school buses transported children to centralized schools.
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In 1929, America entered the dark decade of its greatest depression.
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These scenes from that period
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Tell much of the depression years that brought the federal government's financial contributions to education in large measures.
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Federal aid for school lunchroom programs.
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To help keep young people in school, they were given work under the National Youth Administration.
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The Works Project Administration, which included many educational arts.
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The Public Works Administration loaned the state's money to improve roads and build new schools.
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And the Civilian Conservation Corps established camps for unemployed youth.
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With the approach of World War II, the federal government poured millions of dollars into education at all levels.
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Colleges and universities made their laboratories available for urgent technical research.
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The first successful nuclear fission experiment accomplished here at the University of Chicago was only one of many technical advancements
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that federal aid to education made possible in the war years.
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As World War II drew to a close, the federal government made its biggest contribution to education to date.
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The Servicemen's Readjustment Act of 1944, commonly called the GI Bill of Rights.
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Through this tremendous educational undertaking, eight million veterans received tuition,
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subsistence, books, and counseling services to enable them to continue their education in school and college.
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In 1952, the GI Bill was extended to include veterans of the Korean War.
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Supreme Court decisions in mid-century materially affected our educational system.
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Deep awareness of the influence of the teacher in a democracy had led many people to demand special loyalty oaths for teachers.
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Slowly across the nation the demand for state laws spread
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and finally a total of 30 states had enacted legislation requiring teachers to sign loyalty oaths if they were to continue teaching.
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But on December 15, 1952,
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the United States Supreme Court declared Oklahoma's special oath law for teachers to be unconstitutional.
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A second Supreme Court decision had to do with racial segregation in the public schools.
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By custom and legal enactment, separate educational facilities for Negroes and whites had been provided in many parts of the country.
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Chief Justice Warren, reading the Supreme Court's unanimous decision on May 17,
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1954 said, we conclude that in the field of public education the doctrine of separate but equal has no place.
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Separate educational facilities are inherently unequal.
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At mid-century we find even greater demands than ever before being made on our schools.
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To meet these demands, we need more classrooms taught by well-prepared teachers trained in the use of modern teaching tools.
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We need schools supported by informed, responsible, and active citizenry.
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For only with community support have our schools been able to meet the needs of their times since colonial days.
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It was the community support and supervision which gave our New England ancestors schools to drive out of the young, the old deluder Satan.
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It was community supervised schools in frontier America that stimulated education for citizenship.
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And it will be schools shaped by our communities, states, and nation that will educate for the future.
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Truly, in our American educational system, we can see the meaning of Horace Mann's words.
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The common school is the greatest discovery ever made by man.
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Thank you.
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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 « Education in America ». Les mots qui reviennent le plus souvent : teacher, subject, educational, century, curriculum. Cette vidéo contient 114 phrases et 1589 mots à répéter en shadowing. La partie parlée dure 15:28. Le locuteur parle lentement, environ 103 mots par minute, ce qui laisse le temps d’imiter chaque son. 83 % 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 |
|---|---|---|
| consolidate verbe | /kənˈsɒl.ɪ.deɪt/ | consolider |
| oath nom | /ˈoʊθ/ | serment |
| accredit verbe | /əˈkɹɛd.ɪt/ | accréditer |
| ancestor nom | /ˈæn.sɛs.tɚ/ | ancêtre |
| devise verbe | /dɪˈvaɪz/ | concevoir, élaborer |
| originate verbe | /əˈɹɪd͡ʒɪneɪt/ | venir de |
| supervise verbe | /ˈsuː.pə.vaɪz/ | superviser, encadrer |
| stimulate verbe | /ˈstɪm.jəˌleɪt/ | stimuler |
| geography nom | /d͡ʒiˈɑɡɹəfi/ | géographie |
| arithmetic nom | /æɹɪθˈmɛtɪk/ | arithmétique |
| bookish adjectif | /ˈbʊkɪʃ/ | bouquineur, rat de bibliothèque |
| centralize verbe | /ˈsɛntɹəlaɪz/ | centraliser |
| citizenry nom | corps des citoyens, citoyens | |
| correlate verbe | /ˈkɔɹəleɪt/ | corréler |
| fission nom | /ˈfɪʃən/ | fission, scissiparité |
Prononciation à surveiller
- Les sons « th »: oath /ˈoʊθ/, arithmetic /æɹɪθˈmɛtɪk/, outgrowth /ˈaʊtˌɡroʊθ/
- Les sons « sh » et « zh »: bookish /ˈbʊkɪʃ/, fission /ˈfɪʃən/, industrialization /ɪnˌdʌstɹɪəlɪˈzeɪʃən/, specialize /ˈspɛʃəˌlaɪz/, segregation /sɛɡɹəˈɡeɪ̯ʃən/
- Mots longs — placez bien l’accent: consolidate /kənˈsɒl.ɪ.deɪt/, originate /əˈɹɪd͡ʒɪneɪt/, geography /d͡ʒiˈɑɡɹəfi/, arithmetic /æɹɪθˈmɛtɪk/, industrialization /ɪnˌdʌstɹɪəlɪˈzeɪʃən/
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 consolidate, oath, accredit.
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.