Pratique du Shadowing: ielts listening cam 15 test 1 part 4 - Apprendre l'anglais à l'oral avec la vidéo
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Part four.
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You will hear a student giving a presentation about a type of tree known as the eucalyptus, which is common in Australia.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now, listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about the eucalyptus tree.
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This is a very common tree here in Australia, where it's also sometimes called the gum tree.
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First, I'm going to talk about why it's important.
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Then I'm going to describe some problems it faces at present.
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Right, well, the eucalyptus tree is an important tree for lots of reasons.
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For example, it gives shelter to creatures like birds and bats.
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And these and other species also depend on it for food, particularly the nectar from its flowers.
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So, it supports biodiversity.
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It's useful to us humans too,
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because we can kill germs with a disinfectant made from oil extracted from eucalyptus leaves.
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The eucalyptus grows all over Australia, and the trees can live for up to 400 years
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so it's alarming that all across the country numbers of eucalyptus are falling
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because the trees are dying off prematurely
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so what are the reasons for this one possible reason is
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disease as far back as the 1970s the trees started getting
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a disease called mundula yellows the tree's leaves would gradually turn
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yellow then the tree would die it wasn't until 2004
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that they found the cause of the problem was lime
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or calcium hydroxide to give it its proper chemical name
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which was being used in the construction of roads the lime was being washed away into the ground
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and affecting the roots of the eucalyptus trees nearby What it
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was doing was preventing the trees from sucking up the iron they needed for healthy growth.
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When this was injected back into the affected trees, they immediately recovered.
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But this problem only affected a relatively small number of trees.
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By 2000, huge numbers of eucalyptus were dying along Australia's east coast of a disease known as bell miner -associated dieback.
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The bell miner is a bird, and the disease seems to be common where there are high populations of bell miners.
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Again, it's the leaves of the trees that are affected.
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What happens is that insects settle on the leaves and eat their way round them, destroying them as they go,
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and at the same time they secrete a solution which has sugar in it.
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The bell miner birds really like this solution
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and in order to get as much as possible they keep away other creatures that might try to get it.
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So these birds and insects flourish at the expense of other species
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and eventually so much damage is done to the leaves that the tree dies.
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Thank you.
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but experts say that trees can start looking sick before any sign of bell minor associated dieback
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so it looks as if the problem might have another explanation one possibility is
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that it's to do with the huge bushfires
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that we have in australia a theory proposed over 40 years ago by ecologist William Jackson is
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that the frequency of bushfires in a particular region affects the type of vegetation that grows there.
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If there are very frequent bushfires in a region, this encourages grass to grow afterwards,
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while if the bushfires are rather less frequent, this results in the growth of eucalyptus forests.
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So why is this?
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Why do fairly frequent bushfires actually support the growth of eucalyptus?
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Well, one reason is that the fire stops the growth of other species which would consume water needed by eucalyptus trees. And there's another reason.
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If these other quick -growing species of bushes and plants are allowed to proliferate,
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they harm the eucalyptus in another way by affecting the composition of the soil and removing nutrients from it.
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So some bushfires are actually essential for the eucalyptus to survive as long as they are not too frequent.
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In fact, there's evidence
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that Australia's indigenous people practiced regular burning of bushland for thousands of years before the arrival of the Europeans
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but since Europeans arrived on the continent the number of bushfires has been strictly controlled now scientists believe
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that this reduced frequency of bushfires to low levels has led to what's known as dry rainforest
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which seems an odd name as usually we associate tropical rainforest with wet conditions.
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And what's special about this type of rainforest?
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Well, unlike tropical rainforest, which is a rich ecosystem, this type of ecosystem is usually a simple one.
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It has very thick, dense vegetation, but not much variety of species.
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The vegetation provides lots of shade.
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So one species that does find it ideal is the bell minor bird
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which builds its nests in the undergrowth there
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but again that's not helpful for the eucalyptus tree that is the end of part four
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you now have one minute to check your answers to part four
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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 « ielts listening cam 15 test 1 part 4 ». Les mots qui reviennent le plus souvent : tree, eucalyptus, bushfires, bell, species. Cette vidéo contient 65 phrases et 821 mots à répéter en shadowing. La partie parlée dure 7:54. Le locuteur parle lentement, environ 104 mots par minute, ce qui laisse le temps d’imiter chaque son. 83 % 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 |
|---|---|---|
| eucalyptus nom | /ˌjuː.kəˈlɪp.təs/ | eucalyptus, eucalypte |
| rainforest nom | /ˈɹeɪn.fɔɹ.ɪst/ | pluvisylve, pluvisilve |
| miner nom | /ˈmaɪnə(ɹ)/ | mineur |
| vegetation nom | /ˌvɛd͡ʒəˈteɪʃən/ | végétation |
| insect nom | /ˈɪn.sɛkt/ | insecte |
| ecosystem nom | /ˈikoʊˌsɪstəm/ | écosystème |
| lime nom | /laɪm/ | lime, limette |
| tropical adjectif | /ˈtɹɑ.pɪ.kəl/ | tropical |
| biodiversity nom | /ˌbaɪoʊdəˈvɚsəti/ | biodiversité |
| disinfectant nom | /dɪs.ɪnˈfɛktənt/ | désinfectant |
| ecologist nom | /iːˈkɒləd͡ʒɪst/ | écologue, écologiste |
| hydroxide nom | /haɪˈdɹɒks.aɪd/ | hydroxyde |
| inject verbe | /ɪnˈd͡ʒɛkt/ | injecter |
| nectar nom | /ˈnɛk.təɹ/ | nectar |
| prematurely adverbe | /ˌpɹiːməˈtjʊə(ɹ)li/ | prématurément |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | being washed · was injected · are affected |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | eucalyptus, which is · solution which has · rainforest, which is |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has been · has led |
Prononciation à surveiller
Le locuteur utilise 4 contractions et formes réduites, comme I'm, wasn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: vegetation /ˌvɛd͡ʒəˈteɪʃən/, flourish /ˈflʊ̈ɹ.ɪʃ/, shade /ʃeɪd/
- Mots longs — placez bien l’accent: eucalyptus /ˌjuː.kəˈlɪp.təs/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, ecosystem /ˈikoʊˌsɪstəm/, biodiversity /ˌbaɪoʊdəˈvɚsəti/, disinfectant /dɪs.ɪnˈfɛktənt/
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 eucalyptus, rainforest, miner.
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.