Pratique du Shadowing: Globalization and educational change: Đề thi IELTS LISTENING (actual test) - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Part 3
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You will hear a conversation between an academic advisor
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and a student asking for information about a particular subject that she wants to study.
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First, you have some time to look at questions 21 to 26.
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Listen carefully and answer questions 21 to 26.
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Come in and take a seat.
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Thank you.
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Now, you've made an appointment to see me with regard to one of the papers you want to enrol next semester.
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Yes, that's right.
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It's the Globalisation and Educational Change paper, GEC692.
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Ah, well, I know the one you mean, but all the code numbers are going to change next semester,
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so although the course name will stay the same, the code will be ED995.
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Not that you have to worry about that.
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But the content will be the same, right?
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Oh, yes, to a large extent.
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The objectives are still to provide you with the skills and knowledge for analysing the challenges that globalisation poses for education.
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Yes, that's what I'm really interested in the future of education, not where we are now, but where we're heading?
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Well, you'll most likely enjoy the course because it'll give you the opportunity not just to explore,
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but also to document the advancement of new educational developments.
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And there'll be quite a lot of analysis involved.
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Yes, obviously.
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But once you've examined how education has been affected by cultural values and socio -economic structures,
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you'll go on to debate the pros and cons of the restructuring of public education in view of rapid globalisation.
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I see, but when you say public education, do you mean worldwide?
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No, no. That would be far too large an undertaking for just one paper.
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You'd probably choose to work with the education system within your own state
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or country sounds interesting
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but isn't it a bit restrictive not at all from there
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you'd move on to explore the impact of internationalization on curriculum diversity in both developing
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and developed countries have you had a chance to look at the assessment criteria yet actually i have
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and it makes me a bit nervous just thinking about it Why's that?
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Well, I see that the first assignment starts with an illustrated PowerPoint presentation to the rest of the class.
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I've never done one before.
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No need to worry.
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You can get help with that.
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Anyway, this presentation isn't graded.
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It's what we call a formative assessment.
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The feedback you get will help you to finalise the written review.
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That's a review of those academic articles in the first part of the reading list, right?
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Yes, but you only have to choose five of them.
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That first assignment is worth 30%.
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And the second assignment?
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There are two parts to that also, and both are graded.
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Twenty marks will go towards your participation in a seminar, and then there's a 5 ,000 -word essay, which will be graded out of 50.
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Thanks.
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Before you hear the rest of the conversation, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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is there anything else i can help you with yes the
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reading list is quite long where do you think i should
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start well i'd suggest you leave the articles until the semester is underway
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but a good preparation would be to look at some of
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the major texts It's these ones here in any particular order
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you could start with this one by tower here at the
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bottom of the page sorry who tower t o w e r 2007 comparative education
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that should give you a good basis then move on to Elliot educational issues of the new millennium
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but be sure to get the 2008 edition not the original 1998 edition, because so much has changed since 1998.
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The new edition has extensive revisions and a lot of new material.
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OK, so that's Tower first, then Elliot.
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I think I could handle a couple more over the summer break.
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Well, in that case, look for Brown's Education and Globalisation, published in 2009.
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Actually, There are quite a few books by Brown, but I'd start with that one and leave his others till much later.
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And I'd also really recommend this one here, Globalisation and Knowledge Policy, by York,
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published quite recently in fact, 2010.
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That is the end of Part 3.
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You now have 30 seconds to check your answers to Part 3.
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Thank you.
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Thank you.
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 68 phrases et 724 mots à répéter en shadowing. La partie parlée dure 7:14. Le locuteur parle lentement, environ 100 mots par minute, ce qui laisse le temps d’imiter chaque son. 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
15 mots moins courants de la vidéo, avec leur prononciation et leur sens :
- assignment /əˈsaɪn.mənt/ (nom) — affectation. The act of assigning; the allocation of a job or a set of tasks.
- semester /sɪˈmɛstɚ/ (nom) — semestre, trimestre. Half of a school year (US) or academic year such as autumn or spring semester.
- assessment /əˈsɛsmənt/ (nom) — évaluation. The act of assessing or an amount (of tax, levy or duty etc) assessed.
- explore /ɪkˈsploɹ/ (verbe) — explorer. To examine or investigate something systematically.
- extent /ɪkˈstɛnt/ (nom) — mesure. A range of values or locations.
- carefully /ˈkɛɹf(ə)li/ (adverbe) — soigneusement. With care; attentively, circumspectly.
- skill /skɪl/ (nom) — habileté, compétence. A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
- rapid /ˈɹæp.ɪd/ (adjectif) — rapide. Very swift or quick.
- objective /ɒbˈd͡ʒɛk.tɪv/ (nom) — objectif, but. A material object that physically exists.
- participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/ (nom) — participation. The act of participating, of taking part in something.
- diversity /daɪˈvɜː(ɹ)sɪti/ (nom) — diversité. The quality of being diverse or different; a difference or unlikeness.
- feedback /ˈfiːdˌbæk/ (nom) — évaluation, réaction. Critical assessment of a process or activity or of their results.
- preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/ (nom) — préparation, concoction. The act of preparing or getting ready.
- con /kɑn/ (verbe) — duper, escroquer. To trick, lie or defraud, usually for personal gain.
- essay /ˈɛs.eɪ/ (nom) — essai, rédaction. A written composition of moderate length, exploring a particular issue or subject.
Les verbes à particule que vous entendrez
- look at (verbe) — regarder. To observe or watch.
- ask for (verbe) — demander. To request; to order.
- look for (verbe) — chercher, rechercher. To seek.
- think about /ˈθɪŋk əˌbaʊt/ (verbe) — penser à, réfléchir à. To ponder.
Prononciation à surveiller
Le locuteur utilise 16 contractions et formes réduites, comme I'd, isn't, you'd. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, revision /ɹəˈvɪʒ.ən/, globalisation /ˌɡləʊ.bə.laɪˈzeɪ.ʃən/
- Mots longs — placez bien l’accent: participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, diversity /daɪˈvɜː(ɹ)sɪti/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, curriculum /kəˈɹɪk.jə.ləm/, comparative /kəmˈpæɹətɪv/
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 assignment, semester, assessment.
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 made · you've examined · I've never done |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | has been affected · isn't graded · are graded |
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.