Pratique du Shadowing: How to write a good essay: Paraphrasing the question - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
Hi, there. My name is Emma, and in today's video I'm going to teach you something very important for if you're taking any type of test that has a writing component. So, if you are taking the IELTS, the TOEFL, the CELPIP, even just a university test, it can be any type of test, but if you're asked to write something like an essay or a paragraph, this video is for you. Okay? So I'm going to teach you a very important skill that will help improve your marks when it comes to writing on tests. So, let's get started.
2
So, I have here an essay question. This question is actually... I've seen it on the IELTS.
3
You know, you have similar types of questions on the TOEFL, sometimes in university. The question is this: "Education is the single most important factor in the development of a country. Do you agree or disagree?" Or maybe: "To what extent do you agree or disagree?" So, this is an example of a question you might be asked.
4
Now, a problem a lot of students have is in their answer to this question. They see this, and they think: "Okay, education is the most important factor in the development of a country, yes, I agree." So then they... Or: "I disagree", and they start writing. And what do they write?
5
Usually the very first thing students will write is this: "I agree that education is the single most important factor in the development of a country because..." So, what is the problem with this? Is there any problem to start off your essay with something like this, or to start off your answer? There's a big problem. So I want you to take a moment and think: "What could be the problem with starting your essay off with this sentence?" Okay, well, if you noticed, you have here the word: "education, education, is, is, the single most important, most important factor". If you notice, these are the same. They're the exact same, except for: "I agree that" and "because". The student, here, has used the exact same wording that is in the question. So, if you do this on the IELTS-and many students do this, same with on the TOEFL-you actually will lose marks, and same with in university, because you're not showing your abilities; you're just copying what somebody else has said or what the essay question is.
6
So, in this video, I'm going to show you first off... First off, I'm going to tell you: Don't do this, don't copy. And I'm going to teach you ways in order to improve yourself and your answer by changing this wording. How can you change your introduction so it's different than what the question is? Okay? So, let's look at how to make these changes.
7
Okay, so what we are going to do in order to change the question into a proper answer that doesn't just copy the question, is we are going to paraphrase. So, the word here is: "paraphrase". This might be a new word for you. What does it mean to paraphrase something?
8
Well, when we paraphrase, it means we take a sentence that, you know... We take somebody else's sentence and we change it into our own words. Okay? So, we change the words of a sentence, we also change maybe the sentence structure, but we keep all the same meaning.
9
Okay? So, the meaning from the sentence you copy, it stays the same, same meaning, but different words and different sentence structure. Okay? So it's in your words, but this other person's meaning.
10
So, we are going to paraphrase this example of a question into our own words. So, first we're going to look at how to do that using vocabulary and synonyms. So, we have here the same question: "Education is the single most important factor in the development of a country." How can we put this into new words or our own words that keep the same meaning?
11
Well, we can use synonyms. So, this might be a new word for you, too. A "synonym". "Synonyms" are words that have the same meaning, but are different words. So, for example: "big" and "large", they have the same meaning, just like: "huge", "enormous", these are synonyms of each other; same meaning, but they're different words. So, you need to use different synonyms so you don't just copy these words. You use synonyms to have words that have the same meaning, but are different words.
12
So, let's look at an example. Our first word, here, is: "education".
13
What's another word we can use instead of...? Instead of "education"? Well, there's different words we can use.
14
Maybe one could be: "schooling". Okay? So, we could change this word to "schooling".
15
"Schooling is the single most important factor in the development of a country." What's another word we can change? Well, maybe "most important". Instead of using the word "most important", maybe we could use: "most significant" or "most essential". Okay? So: "essential", "significant".
16
There are many words you can use. But the point here is: Find a word that has the same meaning, but is a different word.
17
Okay, here's another word: "factor". Can you think of another word for "factor"? Well, sometimes "factor", it can be an "aspect" or an "element". Okay? You can even say sometimes: "a significant role". Okay? Or: "a part". So, there's different words we can use that have similar meanings. In terms of the word "development", we can change the word "development" to "advancement", "progression", "evolution". Okay? And in terms of the word "country", another word for "country" is "nation". Okay?
18
So, these are all synonyms, and this is what you want to do. When you look at the question, think about some new words you can use that have the same meaning. This is also important throughout your essay, because one problem a lot of students have is they keep using the same word again, and again, and again in every sentence. This does not help you with your marks. It's better to use different words that have the same meaning. At the same time, you have to be careful, here, because some students, they find a new word, they think it's a great word, but there is a little bit of a difference in meaning. So, you need to be really comfortable with the word you choose, and you need to know what it actually means so it doesn't sound strange.
19
Okay, so if we wanted to change this now, instead of saying: "Education is the single most important factor in the development of a country", our paraphrase... Our first step in our paraphrase could be changing these words to: "Schooling is the single most significant element in the advancement of a nation." Okay? So that's just one example. So, now, let's look at another thing you can do in order to paraphrase the question on a test or exam.
20
Okay, another way we can paraphrase is by changing the structure of the sentence. So, for example, you might have a verb and, you know, which is an action, and you might change that into its noun form. So, for example, if your verb is "developing", you might change that into "development". You might change, similarly, a noun into a verb. Okay? So, for example, we just said "development" is the noun, it can turn into: "develop" or "developing".
21
You can also change things into adjectives. So, if, for example, you're talking about "technology", which is a noun, you can change this into the adjective form which is "technological".
22
So, changing the form of the word can help you with paraphrasing.
23
Also changing placement of the words can help you out. So, for example, in our original sentence or the question was: "Education is the single most important factor in the development of a country." So, I've now changed some of the wording, as well as the order. Okay? So, here: "Education" is at the beginning. In my sentence: "The most essential element of a nation's development is education." I've changed the order of the sentence, so now "education" is at the end, instead of at the beginning. I've also started out with: "The most essential", as my beginning; whereas here, it was in the middle. You'll also notice we have, here: "in the development of a country", I've changed this to: "nation's development".
24
I could also change this to: "country's development", instead of "the development of a country".
25
So, changing the order of the sentence and changing some of the structures can really help you in terms of paraphrasing. Now let's learn one other way in which we can improve our marks by paraphrasing.
26
Okay, so the last tip I have about paraphrasing a question is using concessions. So, what is a concession? Well, I want you to look at what the question actually says and my new answer to it. The question, again, same question as before: "Education is the single most important factor in the development of a country." My answer... Okay, so I've changed some words and I've also changed the structure a bit, but there's one other thing I've added.
27
"Although many would argue that the economy is the most important factor in nation-building, I think education has a far greater impact." So, what I've done here is I've added a concession.
28
A concession is where you say what the opposite opinion is, and then you say what your opinion is. So, you're giving two opinions; you're giving your opinion and also what other people might think. This is a great thing to do, especially in essays, and this is something you can do at the beginning of your answer.
29
So, we use here the key word: "Although". Okay? And you'll notice that this has two clauses. I don't want to get too technical with grammar on you today, but what I mean is: If you see, we have the red part: "Although many would argue that the economy is the most important factor in nation-building," and then we have a second part. So, we have two parts to this sentence. "...I think education has a far greater impact." So, the first part of the sentence is in red and it's the "Although" part, and the second part of the sentence is in purple-okay?-and that's: "I think education has a far greater impact." And they're separated by a comma. So, a concession has two parts to it. You say what the other people think first, in this case: "Although many", "many" meaning people, we could also say: "many people".
30
"Although many would argue that the economy is the most important factor in nation-building," okay? So, this is what some people would say. Now I'm going to say what I think.
31
"I think education has a far greater impact." So, why is this a good idea? Well, one reason is because when you write a concession, when you're showing what the opposite opinion of yours is, you're showing that you've thought about the issue. Okay? You're looking at both sides. You're not just looking at your opinion.
32
You're looking at both sides, and then you're making a judgment. So this shows that you're thinking about the question, and you're really giving it some thought. And by representing both sides, you're really showing critical thinking. So this is a very good idea to do.
33
Okay, so the three things we've talked about today in terms of paraphrasing the question is: Changing the words using synonyms, we've talked about changing the sentence structure, and we've also talked about adding the other perspective using concessions. Okay? So, these are three things you can do in order to change the question so you're not just copying what is on your test paper. Again, great thing to do if you're writing a high school essay, university essay, TOEFL, IELTS, CELPIP, all of these things - this skill will really come in handy for you.
34
Now, you might be wondering: "Okay, this is great, but I don't know any synonyms. Or I...
35
You know, I don't know much about this." Well, what you can do is you can come check out our website at www.engvid.com. There, you can find a lot of other resources, including improving your vocabulary, we even have a video on how to make concessions, you know, we have videos on sentence structure, too. So, there's a lot of videos you can check out and a lot of resources. You can also come visit our website where you will find a quiz, and by taking that quiz, you can actually practice your paraphrasing skills so you can see, you know: "Am I doing this right? Is this...? You know, is this the right way to do this?" and get more practice.
36
So, I hope you've enjoyed this video.
37
And until next time, take care.
📺 Même chaîne
B22
How to succeed in your JOB INTERVIEW: Situational Questions
Business EnglishInterview EnglishUniversity Students
B1“When should I use Mr., Ms., Miss, Dr., Teacher...?” | English Titles and Addressing People
Business EnglishDaily ConversationHigh School Students
B11
Stop procrastinating and start learning!
Business EnglishDaily ConversationUniversity Students
B1English for Beginners: Animal Vocabulary & Expressions to Describe People
Daily ConversationHigh School StudentsUniversity Students
B11
TOP 10 MYTHS about Learning English
Business EnglishUniversity StudentsWorking Adults
A22
EASY ENGLISH CONVERSATION: Learn to Talk About GIFTS & PRESENTS
Travel EnglishTeensDaily Conversation
B15 Confusing English Verbs: SAY, TELL, ASK, SPEAK, TALK
Daily ConversationHigh School StudentsUniversity Students
A2Speak English Clearly: TOP 10 Pronunciation Problems
TeensDaily ConversationHigh School Students
A2Learning English for Beginners: My top tips
KidsTeensDaily Conversation
A2EASY ENGLISH CONVERSATION: Talk About the Weekend!
TeensDaily ConversationHigh School Students
B15 English Expressions for Busy People
Business EnglishDaily ConversationWorking Adults
✨ Vidéo recommandée
B22
128 phrases
DO THIS with Unfamiliar Words on the SAT
IELTS PrepTOEFL PrepCambridge Exam Prep
B22
49 phrases
IELTS SPEAKING PART 3 EDUCATION
IELTS PrepCambridge Exam PrepHigh School Students
B22
265 phrases
IELTS TOEFL Writing- Essay ideas (How to build an Idea Bank)
IELTS PrepTOEFL PrepCambridge Exam Prep
B21
103 phrases
10 Essential Phrases for IELTS Speaking
IELTS PrepCambridge Exam PrepHigh School Students
B16
127 phrases
Grammar Lesson #1 - Tips to Improve Your Sentence Structure
British AccentIELTS PrepCambridge Exam PrepBusiness English
B2215 phrases
PTE SWT: One-Sentence Formula for 79+
TOEFL PrepCambridge Exam PrepUniversity Students
B21
420 phrases
How to Get Band 9 in IELTS Writing Task 2
IELTS PrepCambridge Exam PrepUniversity Students
![[Audio] Basic IELTS Listening - 98](https://img.youtube.com/vi/oU2eQGmpr4c/mqdefault.jpg)
B12
42 phrases
[Audio] Basic IELTS Listening - 98
IELTS PrepCambridge Exam PrepUniversity Students
B11
121 phrases
Cambridge B1 Preliminary (PET): How to Write an Email
Cambridge Exam PrepHigh School StudentsUniversity Students
B28
255 phrases
IELTS Speaking Part 1: Don’t Make These Mistakes When Talking About Your Home
British AccentIELTS PrepCambridge Exam PrepHigh School Students
B125
25 phrases
Debating Challenge 1 | Unit 1_1 | Read a Book or Watch a Movie?
IELTS PrepCambridge Exam PrepHigh School Students
B25
112 phrases
IELTS Speaking Band 7: Education | Sample Answers with Advanced Vocabulary
IELTS PrepCambridge Exam PrepHigh School Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « How to write a good essay: Paraphrasing the question ». Les mots qui reviennent le plus souvent : word, sentence, factor, meaning, synonym. Cette vidéo contient 37 phrases et 2172 mots à répéter en shadowing. La partie parlée dure 14:18. Le locuteur parle à un rythme naturel d’environ 152 mots par minute, proche d’une conversation courante. 90 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 32 de ses 37 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 |
|---|---|---|
| paraphrase verbe | /ˈpæɹəfɹeɪz/ | paraphraser |
| synonym nom | /ˈsɪn.əˌnɪm/ | synonyme |
| noun nom | /naʊn/ | nom, nom substantif |
| verb nom | /vɝb/ | verbe |
| disagree verbe | /dɪsəˈɡɹi/ | ne pas être d'accord, être en désaccord |
| adjective nom | /ˈæd͡ʒ.ɪk.tɪv/ | nom adjectif, adjectif |
| advancement nom | /ædˈvæns.mənt/ | progrès |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| quiz nom | /kwɪz/ | quiz |
| progression nom | /pɹəˈɡɹɛʃən/ | progression |
| clause nom | /klɔːz/ | proposition |
| paragraph nom | /ˈpæɹəɡɹæf/ | paragraphe, alinéa |
| placement nom | /ˈpleɪ̯smənt/ | placement |
| technological adjectif | /ˌtɛk.nəˈlɑ.dʒɪ.kəl/ | technologique |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| check out verbe | mater, regarder |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What's another word we can use instead of...?
- Can you think of another word for "factor"?
- You're looking at both sides.
- You're not just looking at your opinion.
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 | I've seen · has said · I've now changed |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | know, which is · form which is |
Prononciation à surveiller
Le locuteur utilise 53 contractions et formes réduites, comme you're, I've, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: concession /kənˈsɛʃən/, progression /pɹəˈɡɹɛʃən/
- Mots longs — placez bien l’accent: vocabulary /vəˈkæb.jə.lə.ɹi/, technological /ˌtɛk.nəˈlɑ.dʒɪ.kəl/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: adjective /ˈæd͡ʒ.ɪk.tɪv/, technological /ˌtɛk.nəˈlɑ.dʒɪ.kəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: paraphrase /ˈpæɹəfɹeɪz/, disagree /dɪsəˈɡɹi/, vocabulary /vəˈkæb.jə.lə.ɹi/, progression /pɹəˈɡɹɛʃən/, paragraph /ˈpæɹəɡɹæf/
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 paraphrase, synonym, noun.
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.