Pratique du Shadowing: Every kid needs a champion_ Rita Pierson (TED TALKS) - Apprendre l'anglais à l'oral avec la vidéo
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114 phrases
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I have spent my entire life
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either at the schoolhouse on the way to the schoolhouse are talking about what happens in the schoolhouse.
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Both my parents were educators.
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My maternal grandparents were educators.
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And for the past 40 years, I've done the same thing.
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And so needless to say, over those years, I've had a chance to look at education reform from a lot of perspectives.
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Some of those reforms have been good.
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Some of them have been not so good.
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And we know why kids drop out.
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We know why kids don't learn.
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It's either poverty low attendance negative peer influences, we know why.
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But one of the things that we never discuss or we rarely discuss is the value and importance of human connection.
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Relationships.
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James Comer says that no significant learning can occur without a significant relationship.
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George Washington Carver says all learning is understanding.
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relationships.
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Everyone in this room has been affected by a teacher or an adult.
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For years, I have watched people teach, I have looked at the best and I've looked at some of the worst.
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A colleague said to me one time, they don't pay me to like the kids.
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They pay me to teach a lesson.
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The kid should learn it.
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I should teach it.
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They should learn it case closed.
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Well, I said to her,
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You know kids don't learn from people they don't like.
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She said, "That's just a bunch of hooey." And I said to her, "Well, your gear is gonna be long and arduous,
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dear." Needless to say, it was.
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Some people think that you can either Have it in you to build a relationship or you don't
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I think Stephen Covey had the right idea.
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He said you ought to just throw in a few simple things.
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Like seeking first to understand as opposed to being understood.
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Simple things like apologizing.
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You ever thought about that?
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Tell a kid you're sorry, they're in shock.
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I taught a lesson once on ratios.
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I'm not real good with math, but I was working on it.
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And I got back and looked at that teacher edition.
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I taught the whole lesson wrong.
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So I came back to class the next day and I said, look guys, I need to apologize.
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I taught the whole lesson wrong.
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I'm so sorry.
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I said, "That's okay, Ms. Pearson.
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You were so excited.
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We just let you go." I have had classes that were so low so academically deficient that I cried.
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I wondered how am I going to take this group in nine months
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from where they are to where they need to be.
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And it was difficult.
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It was awfully hard.
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How do I raise the self -esteem of a child and his academic achievement at the same time?
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One year I came up with a bright idea.
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I told all my students, You were chosen.
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to be in my class.
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Because I am the best teacher and you are the best students, they put us all together so we could show everybody else how to do it.
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One of the students said, "Really?" I said, "Really?" We have to show the other classes how to do it.
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So when we walk down the hall, People will notice us, so you can't make noise.
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You just have to strut.
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And I gave them a saying to say, "I am somebody.
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I was somebody when I came.
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I'll be a better somebody when I leave.
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I am powerful and I am strong.
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I deserve the education that I get here.
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I have things to do, people to impress and places to go." And I said, yeah!
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You say it long enough,
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it starts to be a part of you. And so...
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I gave a quiz.
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20 questions.
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Student missed 18.
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I put a plus two on his paper and a big smiley face. Is this an F?
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I said, "Yes." He said, "Then why'd you put a smiley face?" I said, "Because you on the road." You got two right.
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You didn't miss them all.
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I said, "And when we review this, won't you do better?" He said, "Yes, ma 'am, I can do better.
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You see, minus 18 sucks all the life out of you.
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Plus two said, "I ain't all bad." For about four years,
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I watched my mother "Take the time at recess to review." Go on home visits in the afternoon.
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Buy combs and brushes and peanut butter
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and crackers to put in a desk drawer for kids
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that needed to eat and a washcloth and some soap for the kids who didn't smell so good.
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See, it's hard to teach kids who stink.
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And kids can be cruel.
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And so she kept those things in her desk and Years later after she retired, I watched some of those same kids come through and say to her,
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"You know, Miss Walker, you made a difference in my life." You made it work for me.
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You made me feel like I was somebody when I knew I At the bottom, I wasn't.
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I want you to just see what I've become and when my mama died two years ago at 92 I
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There were so many former students at her funeral.
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It brought tears to my eyes, not because she was gone, but because she left a legacy.
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of relationships that could never disappear.
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Can we stand to have more relationships?
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Absolutely.
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Will you like all your children?
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Of course not.
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And you know your toughest kids are never absent.
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Never.
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You won't like them all.
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The tough ones show up for a reason.
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It's the connection.
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relationships, and while you won't like them all, the key is they can never, ever know it.
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So teachers become great actors and great actresses, and we come to work when we don't feel like it, and we listen to policy that doesn't make sense, and we teach.
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Anyway.
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We teach anyway because that's what we do.
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Teaching and learning should bring joy.
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How powerful would our world be if we had kids who were not afraid to take risk, who were not afraid to think,
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and who had a champion every child?
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deserves a champion, an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.
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Is this job tough?
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You betcha.
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Oh God.
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You betcha.
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But it is not.
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impossible.
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We can do this.
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We're educators.
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We're born to make a difference.
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Thank you so much.
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Yeah.
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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 « Every kid needs a champion_ Rita Pierson ». Les mots qui reviennent le plus souvent : kid, relationship, teach, student, lesson. Cette vidéo contient 114 phrases et 1099 mots à répéter en shadowing. La partie parlée dure 7:32. Le locuteur parle à un rythme régulier d’environ 146 mots par minute, confortable pour le shadowing. 84 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| educator nom | /ˈɛd͡ʒəkeɪtɚ/ | éducateur, éducatrice |
| smiley nom | /ˈsmaɪli/ | émoticône, smiley |
| needless adjectif | /ˈniːdləs/ | superflu, inutile |
| apologize verbe | /əˈpɑləˌd͡ʒaɪz/ | s'excuser, faire l'apologie de |
| arduous adjectif | /ˈɑɹ.d͡ʒu.əs/ | ardu |
| cracker nom | /ˈkɹækə(ɹ)/ | cracker, craquelin |
| grandparent nom | /ˈɡɹæn(d)pɛəɹənt/ | grand-parent, aïeul |
| washcloth nom | /ˈwɔʃ.klɔθ/ | gant de toilette |
| comb nom | /koʊm/ | peigne |
| maternal adjectif | /məˈtɝnəl/ | maternel |
| drawer nom | /dɹɔɹ/ | tiroir |
| quiz nom | /kwɪz/ | quiz |
| peanut nom | /ˈpiˌnʌt/ | arachide, cacahuète |
| esteem verbe | /ɪˈstiːm/ | respecter |
| impress verbe | /ɪmˈpɹɛs/ | impressionner |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come up with verbe | inventer, imaginer |
| get back verbe | retourner |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- We know why kids don't learn.
- You ever thought about that?
- Tell a kid you're sorry, they're in shock.
- Can we stand to have more relationships?
- Will you like all your children?
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 | have spent · I've done · I've had |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | has been affected · being understood · were chosen |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | kids who didn · kids who stink · kids who were |
Prononciation à surveiller
Le locuteur utilise 28 contractions et formes réduites, comme don't, I've, won't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: washcloth /ˈwɔʃ.klɔθ/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- Les sons « sh » et « zh »: deficient /dɪˈfɪʃənt/, washcloth /ˈwɔʃ.klɔθ/
- Mots longs — placez bien l’accent: educator /ˈɛd͡ʒəkeɪtɚ/, apologize /əˈpɑləˌd͡ʒaɪz/, academically /ˌæk.əˈdɛm.ɪk.ə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: educator /ˈɛd͡ʒəkeɪtɚ/, apologize /əˈpɑləˌd͡ʒaɪz/, arduous /ˈɑɹ.d͡ʒu.əs/
- /r/ anglais — langue recourbée, sans frotter la gorge: arduous /ˈɑɹ.d͡ʒu.əs/, cracker /ˈkɹækə(ɹ)/, grandparent /ˈɡɹæn(d)pɛəɹənt/, recess /ˈɹiˌsɛs/, drawer /dɹɔɹ/
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 educator, smiley, needless.
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.