Pratique du Shadowing: ENGLISH FILE pre-intermediate - 7A. First day nerves. p. 54, ex.7.1 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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7.1 Simon When I was about 30,
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I got a job as an editor in a publishing company.
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It was my first office job, and I didn't really know what to wear.
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But for the interview, I wore a suit.
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In fact, I bought the suit specially for the interview.
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I got the job, so I thought that must be okay.
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So, on the first day, I went to work wearing a suit and tie.
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I got to work early.
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I wanted to make a good impression, and I was the first person in the office.
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So I went in, I found my desk with my name on it, and I sat down.
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And there were a few papers and documents for me to read, so I started reading those.
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I turned on my computer and after about 10, 15 minutes, the other people in the office started to arrive.
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And I noticed that nobody else was wearing a suit.
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And I thought, okay, it's not a big problem.
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So I introduced myself to the other people.
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I said, hello, how are you?
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Hello, pleased to meet you
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and the next thing someone said to me was my computer's
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really slow do you think you know what the problem is
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and I said no no not really
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so then I introduced myself to somebody else
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and said hello nice to meet you
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and she replied hello nice to meet you
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and then she said do you know how I can connect my computer to the printer.
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And I said, no, I have no idea how to do that.
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Anyway, I went back to work and about half an hour later I had a meeting with my boss.
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And she said, how's it going?
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And I said, yeah, it's all good.
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Well, everybody seems really nice.
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Um, just one thing.
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Why does everybody think I can fix their computer?
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And she looked at me and what I was wearing, and she said, it's your suit.
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Nobody in this office ever wears a suit.
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So they think you're from the IT department and you've come to help with a computer problem.
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They're the only ones who wear suits.
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So, I never wore it again, to this day.
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It was my first day at work as a teacher at a language school.
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And they asked me to come the first week of term to observe some teachers, to watch their lessons.
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and then I was going to start teaching the following week.
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But when I arrived there, they told me that one of the teachers was ill
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and they asked me to take the class and it was three-year-old kids.
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So I was in a class with about ten three-year-olds who were running around.
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My boss gave me a storybook to read to them but the kids couldn't speak any English.
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I'd never taught, or never been trained to teach children that small.
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I tried to read the book to two of them
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but the others were running around shouting and hitting each other
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and at the worst possible moment just
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when all of them were being really noisy
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and not doing anything I was telling them to my boss the director of the school opened the door
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and just looked at me I felt terrible
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but then she said these children are too young for you aren't they and I said yes I was nearly crying
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luckily after that she never gave me any classes with really young children
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but it was the most stressful class I've ever tried to teach
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 53 phrases et 599 mots à répéter en shadowing. La partie parlée dure 4:21. Le locuteur parle à un rythme régulier d’environ 138 mots par minute, confortable pour le shadowing. 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
14 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| arrive verbe | /əˈɹaɪv/ | arriver |
| introduce verbe | /ˌɪntɹəˈdus/ | présenter |
| lesson nom | /ˈlɛs.ən/ | leçon |
| desk nom | /dɛsk/ | bureau, pupitre |
| connect verbe | /kəˈnɛkt/ | accoupler, connecter |
| impression nom | /ɪmˈpɹɛʃn̩/ | impression |
| publish verbe | /ˈpʌblɪʃ/ | éditer, publier |
| observe verbe | /əbˈzɜːv/ | respecter, observer |
| shout verbe | /ʃaʊt/ | crier |
| specially adverbe | /ˈspɛʃəli/ | particulièrement, spécialement |
| printer nom | /ˈpɹɪntɚ/ | imprimeur, imprimeuse |
| luckily adverbe | /ˈlʌk.ɪ.li/ | heureusement |
| stressful adjectif | /ˈstɹɛsfəl/ | stressant |
| noisy adjectif | /ˈnɔɪzi/ | bruyant, tonitruant |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| run around verbe | courir partout |
| sit down verbe | s'asseoir |
Prononciation à surveiller
Le locuteur utilise 8 contractions et formes réduites, comme aren't, couldn't, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: impression /ɪmˈpɹɛʃn̩/, publish /ˈpʌblɪʃ/, shout /ʃaʊt/, specially /ˈspɛʃəli/
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 arrive, introduce, lesson.
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 come · I've ever tried |
| Passé continu was/were + -ing — une action en cours à un moment du passé | was wearing · were running · were being |
| Superlatifs the -est / the most … — le plus haut ou le plus bas d’un groupe | the worst · the most stressful |
| Verbe + -ing enjoy, keep, stop… + -ing — les verbes suivis de la forme en -ing | started reading · start teaching |
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.