Pratique du Shadowing: How to Learn English Vocabulary (and Actually Remember It!) - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
199 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Let's talk tools and words.
2
I'm going to teach you today why you have a problem and it bothers you, but probably no one has talked about it.
3
I'm going to change that.
4
And what that problem is, is that you read words, you write words, you study really, really hard, but the moment an English person says these words or says some of the words or you hear them, they seem to, like, disappear, like, you know, rain from the sky just disappears.
5
Gone. Gone.
6
Why is that?
7
Well, this lesson I'm going to teach you why that happens, and I'm going to show you how to change it so it doesn't happen to you.
8
All right? And it has to do with tools.
9
Using the tools, which are your words, using them properly so that you can get the best results and they become useful.
10
All right, so let's go to the board.
11
I have four words here, see?
12
Words are tools, and they are.
13
Words are tools of communication.
14
But a word by itself is meaningless; it means nothing.
15
I'll give you an example.
16
"Meal". The word "meal", it's food, right?
17
When you put food together.
18
But when I say the word "meal" to you, you're like, okay, "meal", it's a breakfast, lunch, dinner, what's it mean?
19
Well, what happens if I changed it and I took that same word "meal" and I surrounded it, I used my tools, other words to help give it greater meaning?
20
And if I said, "The meal you made last night was spectacular", all of a sudden my brain is exploding, I'm imagining wine, I'm imagining a nice piece of steak or chicken or what have you, right?
21
With some rice or whatever, and it's just, oh, hmm, what was it?
22
I'm curious, I'm drawn in, so I've taken this one word "meal" and elevated it.
23
But if you notice what I did, I didn't just say "meal", I had to do a couple of things.
24
Well, three things.
25
And that's what this lesson is about.
26
The first thing we want to start with is words, vocabulary.
27
You have a vocabulary word.
28
And I'm going to start with the word "responsible", and we're going to work through with the word "responsible" until we can find a way that we can remember this word no matter what, okay?
29
So, let's start with the word "responsible".
30
Do you know what it means?
31
Okay, so, "responsible" means to trust in someone to do something, or if you're not thinking of that, it's the reason why something happened.
32
This is responsible, and that's why this happened, okay?
33
You know, a person responsible - sorry, a machine is responsible for breaking down so these problems happened or what have you, and "trust", he's responsible, I trust him or her, he or she, to do the job.
34
Yeah? Okay, so, that's what it means.
35
It's also an adjective, yeah?
36
You can have "responsibility" which is a noun, but we're just sticking with the word "responsible", so I need to know it's an adjective, how does it work, I need to know what it means - to trust or the cause of something.
37
Now, that I've got that, it's great, but it's not going to stick in my head.
38
It's going to fall when I hear people say it or when I try to speak it, because it's not anchored.
39
It doesn't have anything, as we have here, a nail with hammer, nailing it so I can remember it, I can bring it back.
40
So, how do we change that?
41
Well, we can change it into a phrase.
42
For those of you who don't know what a phrase is, it's when you have a sentence fragment, that means a part of a sentence, that can have either a verb or a noun, but not both.
43
Okay? So, in this case, I'm going to choose "responsible for".
44
Now, I've taken the word "responsible" from being something I trust or the cause, and I've given it a bit more of a meaning.
45
It's like adding a little bit of salt and pepper to your meal, give it some flavour.
46
It brightens the taste or brings out more of the taste, yeah?
47
And we're doing it by doing this.
48
When you're responsible for something, you are the one that has to do it.
49
Remember? Cause and you trust them to do it.
50
What instances could we think of "responsible for" that we have this new meaning?
51
Well, if you're at work, you could be responsible for the advertising.
52
It means it's your job.
53
So, "responsible for" becomes it's your job or someone's job.
54
That has a lot more meaning because in the real world, I can think of things that are my job that I have to do.
55
You're responsible for the children, feeding, cleaning, helping them with their homework.
56
You're responsible for taking out the garbage, emptying it, putting outside, bringing more in.
57
Now, this word "responsible" isn't just this word floating around in space.
58
You have hammered it down, right?
59
We have made it useful.
60
We've leveled the situation.
61
Don't ask me these tools.
62
I am not handy.
63
I'll do a video on what "handy" is, you'll laugh because I am not handy.
64
Okay, so we've gone from word and we've moved to phrase.
65
Now, I didn't do these in order because I wanted you to pay attention.
66
I know you, you'd read and go "1, 2, 3, 4, I know all, I don't listen." No, listen.
67
So, we went from word to phrase, and you're probably going to go "Which one's next?" Well, we're going to take that thing and make it a little bit longer.
68
Responsible for gives me some idea.
69
Someone is responsible, something is responsible for something, but it's still not the full meal we were talking about.
70
Remember food?
71
I need more, a little bit more.
72
And that's why I have to say "I am responsible for x", now I've created a sentence.
73
And with that sentence, I've really crafted or created meaning.
74
Now I can get into it and go "Well, what am I responsible for in my life?" I'm responsible for me.
75
I have to brush my teeth to keep them, right?
76
I have to take a shower and clean myself.
77
I have to get clothing, I have to eat, take care of myself.
78
Oh, can you think of something you're responsible for?
79
If you're a student, you're responsible for what?
80
Studying. Right?
81
It's easy. So, we take this phrase, sorry, we take this word, make it a phrase, we change it into a sentence, and the sentence has meaning.
82
And all of a sudden, we can think of situations.
83
I said you're a student, what are you doing?
84
You are studying.
85
So, what are you?
86
I'm in school.
87
I'm in school.
88
I'm responsible for all the work that I have to do in school if I want to get a good grade.
89
There you go.
90
You just mastered this word, and you have a situation in which you can use it.
91
And then, once you get there, you go what does that mean?
92
To take care of.
93
I am responsible for certain jobs at my house in order to make sure the house is clean and tidy.
94
Yes. Washing the dishes, taking the trash out, doing the laundry.
95
Who is responsible for that in your life?
96
This is real world.
97
Real world application.
98
Application means to use.
99
And this is what we have to do with our words in order to make them useful.
100
That's why they become tools, because they create our worlds and we create our life.
101
When we don't do that, it's just a list of things.
102
And I don't know about you, but it's hard for me to remember a list of things.
103
When I go to the grocery store, if I have a list, I have to write it down.
104
And that brings us right back to where you started this.
105
With all your hard studying, you're writing and reading, but not speaking.
106
But we brought it from being passive on the page to life, right?
107
Making it with action by creating sentences, yeah, and creating situations which we could use them.
108
So, I've given you a lot of information, or at least given you the understanding of why it happens, right?
109
And I promised you that I would show you how we could fix that.
110
So, I did show you partially here how to fix that, just by going through that explanation.
111
But I'm going to give you three other little tricks, well, two really, plus one I just showed you, that will help you learn to do this faster, all right?
112
So the first thing I'm going to ask you to do is, number one, stop, stop, stop, stop.
113
Stop the madness.
114
I have so many students, and I don't know how many times I tell them, when you are writing out the word, like, I started here by saying, write out the word, its meaning, and its grammar function, right, its adjective, adverb, what have you.
115
They will immediately write it down, and then write down the translation in their language.
116
Stop doing that.
117
You're only making it harder on your brain, because now your brain has to actually translate the word.
118
Just learn the word and the meaning in English.
119
I know, and I admit, at the very beginning, this is going to be really, really hard, especially if you don't have a lot of vocabulary, right?
120
But then you do it in the simplest words you can use.
121
But after a while, as your vocabulary builds up, you will have words that you can use that you understand to translate new words.
122
By translate, I mean take a word you don't know in English, and then find words in English to help you understand.
123
So stop the madness, stop translating, because, well, it's easy, yeah, but that's why you don't remember it, because you have to do two steps, yeah?
124
You have to think of the word, translate it in your head, and bring it back to English to speak.
125
That's a lot of words.
126
A lot of work and a lot of words, but if you just know the word, it's easier, okay?
127
Number two, give it meaning.
128
How do we give the word meaning?
129
Ta-da. I told you, I already taught you how to do that.
130
Take the word, think of the phrase it could go with, common phrases, and you're on the internet, so it's not that difficult to tab in "phrase of", and they will give you definitions or examples.
131
And from those examples, you can actually fill in sentences that fit you, fit your lifestyle.
132
After we get the phrase, you create sentences, yeah?
133
And then from there, think of the situations.
134
That gives it meaning.
135
Without having sentences and situations, or especially situations, it doesn't mean anything to your brain.
136
It's useless.
137
That's why you can't use it when you need it in an active way.
138
Your brain has to go, "Ah, okay, we're in the right place." For instance, if it's raining, I have an umbrella.
139
It makes sense.
140
But if I have this thing and I just walk with it all the time, I don't know what it's for.
141
Probably not going to use it, even if it's raining, because I've never used it before.
142
You know? But if I can practice, "Ah, rain, umbrella, umbrella, rain", it becomes automatic.
143
It almost happens without me trying, and that's what we want, right?
144
Like a native speaker.
145
The third thing I want to tell you is this, after you translate only in English, of course, you give it meaning through the method I've just taught you, right?
146
Word, phrase, sentence, situation.
147
"24xxx", well, what does that mean?
148
Within the next 24 hours, try to find a situation to use it.
149
Remember what I said, if your brain thinks it's a tool that can be used and you demonstrate it, your brain will remember it, because it's like, "Oh, we just used it here, here, and here.
150
This must be an important word." And if it's an important word, we're going to file it, that means put it away somewhere that we can get it when we need it, because we've already used it three times.
151
Who knows when we're going to use it again?
152
Like an umbrella.
153
Honestly, I carry one in my bag, because in Canada, spring and fall, it rains.
154
And the summer, so you just never know when you're going to use it.
155
90% of the time, it stays in my bag, but when I need it, it's always there.
156
And if you practice vocabulary the way I've shown you, remember that thing I talked about at the beginning, that fear?
157
You talk and the words just disappear?
158
You won't have that.
159
That won't be your problem, because you will learn vocabulary, you will master the vocabulary, and you'll feel more confident.
160
That's a secret I didn't put.
161
When you're confident, you relax, you get more access here, and those words will just flow.
162
Anyway, a lesson without a test is not a lesson.
163
Here's what I want you to do.
164
I want you to take a word that you currently know, you know, maybe you've written it down, go check some of your notes, a word that you haven't used, and I want you to follow the process.
165
Number one, translate it in English only.
166
Keep it simple, right?
167
No big, fancy words, keep it simple.
168
Then follow this four-step process.
169
Find out what is the word's grammar function, get its basic meaning.
170
Find a phrase.
171
We did "responsible for", right?
172
Okay? Or you could say "responsible to", right?
173
You could say "available for", whatever.
174
Find your word, your word, put it down, find its phrase.
175
After that, make a sentence out of it.
176
And here's a great way of doing it.
177
You can do a sentence that's a question, you can do a sentence that's for you, you can do a sentence with another noun or subject, yeah?
178
For example, I am responsible for me.
179
She is responsible for the work, yeah?
180
Are you responsible for filming?
181
There you go.
182
Now I've used it, I'm starting to master it.
183
Play with these sentences, and then go out in the real world.
184
Here's one.
185
Sit at a restaurant, go to the waiter.
186
Are you responsible for making the food or bringing the food?
187
He'll slap you.
188
But that's okay, you know, don't do that in that situation.
189
Problem solved.
190
Anyway, I want you to do this, follow this method, go into the comments, do three sentences with a word you don't know, as I said, find a phrase, write the sentences in the comments, let other people help you.
191
They can probably advise you, yeah?
192
Or even praise you, that's always good.
193
And it'll be a test for you.
194
But the final test is go into the real world, use it three times, three different places, see how it works.
195
You'll be amazed how quickly this is going to become your favourite method of vocabulary learning.
196
Anyway, thanks for watching.
197
Don't forget to go to www.EngVid.com, yeah?
198
Or watch us on YouTube.
199
See you.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
B21
You Have to Write Every Day. ChatGPT Won’t Save You.
Daily ConversationWorking Adults
B21
Improve your Vocabulary: Stop saying I KNOW!
Business EnglishDaily ConversationUniversity Students
B12
Expand Your English Vocabulary: 10 Adjectives for Describing Food
TeensDaily ConversationHigh School Students
A21
Basic English vocabulary for restaurants
Travel EnglishTeensDaily Conversation
B14
Improve Your English FASTER by Reading (It really works!)
Business EnglishDaily ConversationHigh School Students
B1Can’t Understand Fast English? Stop Trying to Catch Every Word.
Daily ConversationHigh School StudentsUniversity Students
B1How to talk about sports in English
Daily ConversationHigh School StudentsUniversity Students
B1Speaking English - DEAL expressions - "big deal", "deal with it"...
Business EnglishDaily ConversationHigh School Students
FOR YOU
Vidéo recommandée
B22
302 phrases
How I Learned English Vocabulary
Business EnglishDaily ConversationUniversity Students
B23
95 phrases
How to “Actually” Read in English (Learn Ideas + Absorb Real English)
Business EnglishDaily ConversationUniversity Students
B210
150 phrases
How to Think in English (Stop Translating in Your Head)
British AccentBusiness EnglishDaily ConversationHigh School Students
B111
27 phrases
LEARNING ENGLISH - LESSON 1 ( Repeat and Remember)
British AccentBusiness EnglishDaily ConversationHigh School Students
B21
164 phrases
how i learned 7+ languages: tips no one talks about (for some reason)
Business EnglishDaily ConversationUniversity Students
B2231 phrases
Want to improve your speaking vocabulary? STOP LEARNING NEW WORDS✋
Business EnglishDaily ConversationUniversity Students
B21
75 phrases
Understand ANY English Word (No Dictionary Needed!)
Business EnglishDaily ConversationUniversity Students
B23
86 phrases
How to Learn English Vocabulary
Business EnglishDaily ConversationUniversity Students
B29
102 phrases
How to Study More Effectively | Learning English Podcast | B1/B2 English Listening Practice
Business EnglishDaily ConversationHigh School Students
B21
275 phrases
Think in English Effortlessly | The Shadowing Technique Fluent Speakers Use
Business EnglishDaily ConversationUniversity Students
B22
145 phrases
How to Learn English On Your Own (for FREE)
Business EnglishDaily ConversationUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « How to Learn English Vocabulary ». Les mots qui reviennent le plus souvent : word, responsible, sentence, phrase, meaning. Cette vidéo contient 199 phrases et 2570 mots à répéter en shadowing. La partie parlée dure 13:44. Le locuteur parle vite, environ 187 mots par minute : attendez-vous à des liaisons et à des sons réduits. 87 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 53 de ses 199 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| translate verbe | /tɹænzˈleɪt/ | traduire |
| umbrella nom | /ʌmˈbɹɛl.ə/ | parapluie, parasol |
| adjective nom | /ˈæd͡ʒ.ɪk.tɪv/ | nom adjectif, adjectif |
| noun nom | /naʊn/ | nom, nom substantif |
| disappear verbe | /dɪsəˈpɪɹ/ | disparaître |
| madness nom | /ˈmæd.nəs/ | folie |
| hammer nom | /ˈhæmɚ/ | marteau |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| elevate verbe | /ˈɛləveɪt/ | élever |
| tidy adjectif | /ˈtaɪ.di/ | ordonné, net |
| fragment nom | /ˈfɹæɡmənt/ | fragment |
| waiter nom | /ˈweɪ̯təː/ | serveur, serveuse |
| meaningless adjectif | /ˈmiː.nɪŋ.ləs/ | dénué de sens, dépourvu de sens |
| verb nom | /vɝb/ | verbe |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| break down verbe | tomber en panne |
| build up verbe | s'accumuler, s'entasser |
| find out verbe | découvrir, savoir |
| go through verbe | traverser |
| take out verbe | supprimer, sortir |
| write down verbe | noter, écrire |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I have four words here, see?
- Do you know what it means?
- If you're a student, you're responsible for what?
- I said you're a student, what are you doing?
- Who knows when we're going to use it again?
Prononciation à surveiller
Le locuteur utilise 88 contractions et formes réduites, comme I'm, you're, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: vocabulary /vəˈkæb.jə.lə.ɹi/, spectacular /spɛkˈtæk.jə.lɚ/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hammer /ˈhæmɚ/, homework /ˈhoʊmˌwɝk/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: adjective /ˈæd͡ʒ.ɪk.tɪv/, garbage /ˈɡɑɹ.bɪd͡ʒ/
- /r/ anglais — langue recourbée, sans frotter la gorge: vocabulary /vəˈkæb.jə.lə.ɹi/, translate /tɹænzˈleɪt/, umbrella /ʌmˈbɹɛl.ə/, disappear /dɪsəˈpɪɹ/, grammar /ˈɡɹæm.ə(ɹ)/
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 vocabulary, translate, umbrella.
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.