Pratique du Shadowing: IELTS PART 2 + 3: Describe a time when someone you know found a clever solution to a problem - Apprendre l'anglais à l'oral avec la vidéo
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64 phrases
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Describe a time when someone you know found a clever solution to a problem.
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I'd like to tell you how my older brother came up
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with a brilliant way to stop his son from eating too much junk food.
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Actually, I didn't witness it in person, but I saw it in a video he posted on social media.
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It happened quite recently, around two months ago.
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At the time, his son had developed a habit of eating unhealthy snacks on a daily basis.
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No matter how hard his parents tried to talk him out of it, he kept asking for them.
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My brother then came across an idea online and decided to give it a try.
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First, he used an AI tool to create what looked like
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an ultrasound scan of a stomach with some creepy -looking worms moving around inside it.
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He then pretended to be a doctor and performed an ultrasound scan on his son's belly.
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When his son saw the footage, he completely freaked out and started crying.
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From that moment on, he promised to try his best to stay away from unhealthy snacks.
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It was quite hilarious but clever at the same time.
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To tell you the truth, I'd never imagined that someone could use AI for something like that.
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I called my brother afterwards and asked him whether it had actually worked.
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And believe it or not, it had.
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The whole thing actually reminded me of my own childhood.
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You know, my parents used to tell me
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that something nasty might grow inside my stomach if I ate too much junk food.
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Even though it scared me at the time, it did help me stay away from unhealthy snacks.
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So based on my experience, I could understand why my brother tried this method.
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It might not work for every child, but in his son's case, it worked like a charm,
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which is why I thought it was such a clever solution.
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Do you think children are born clever, or do they learn to be clever?
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That's an interesting one, I must say.
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I think it can be both.
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Geniuses aside, some children may be naturally more intelligent than their peers, partly because of genetics.
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Others may not be so pried at first,
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but they can develop their intelligence over time by doing mentally stimulating activities like reading, studying, or solving puzzles.
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Then there are also kids who are born smart and work hard to become even better.
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How important are schools in helping children become more clever?
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I'd say schools play a crucial role in that.
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You know, schools provide an environment where children can discover their strengths and weaknesses.
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With their teacher's support, they can get a clearer picture of what they're good at and where they need to improve,
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which can help them develop in a more well -rounded way.
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That said, the role of parents is just as important, since nobody understands a child better than their mom and dad.
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Do you agree or disagree that very clever children are usually happy?
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I partly agree with this idea.
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It's true that smart kids tend to have an easier time academically since they can learn much faster than others.
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They may also receive a lot of praise and admiration from people around them,
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but that doesn't necessarily mean that they're happier than those who aren't as clever.
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For me personally, the way they're raised, the environment they grow up in,
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and the experiences they have growing up play a much bigger role in their levels of happiness.
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Why may a person be very good at one thing but not another?
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Oh, I guess that's perfectly normal because as far as I know, to become excellent at something,
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you need to spend a huge amount of time practicing and learning, potentially thousands of hours.
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That's why it's extremely hard for one person to master many different things.
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Of course, there are some people who excel in multiple fields, but they're only a small minority.
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Why does society need people with different types of intelligence?
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Well, I'm not an expert on intelligence, but I suppose it probably comes down to variety.
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I mean, if society only had people with one type of intelligence,
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there would be an oversupply of workers in one field and a shortage in others.
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And that definitely wouldn't be ideal for a sustainable economy.
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For example, if everyone were a doctor, then it would be the engineers, entertainers, or teachers.
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Do you think people can become very good at anything if they try hard enough?
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I wouldn't say so.
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I don't deny that with enough effort and practice, you can become reasonably good at almost anything.
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But it takes more than just hard work to achieve greatness.
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You will also need a bit of talent and, in some cases, certain physical attributes.
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For example, in professional sports, factors like height, body type,
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or natural athletic ability can give some people a significant advantage.
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And these aren't things that you can completely change through hard work.
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At the end of the day, it really depends on what you are trying to become good at.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « IELTS PART 2 + 3: Describe a time when someone you know found a clever solution to a problem ». Les mots qui reviennent le plus souvent : clever, intelligence, brother, unhealthy, snacks. Cette vidéo contient 64 phrases et 862 mots à répéter en shadowing. La partie parlée dure 5:28. Le locuteur parle à un rythme naturel d’environ 158 mots par minute, proche d’une conversation courante. 85 % 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 de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| clever adjectif | /ˈklɛv.ɚ/ | habile, agile |
| snack nom | /snæk/ | casse-croûte m or casse-croute, hors-d'œuvre |
| unhealthy adjectif | /ʌnˈhɛl.θi/ | malsain, mauvais pour la santé |
| stomach nom | /ˈstʌmək/ | estomac |
| partly adverbe | /ˈpɑɹtli/ | en partie |
| scan verbe | /skæn/ | scanner, fouiller |
| ultrasound nom | /ʌl.tɹə.saʊnd/ | ultrason |
| naturally adverbe | /ˈnæt͡ʃ.(ə.)ɹə.li/ | naturellement |
| necessarily adverbe | /ˌnɛs.əˈsɛɹ.ə.li/ | absolument, nécessairement |
| happiness nom | /ˈhæpinɪs/ | bonheur |
| ideal adjectif | /aɪˈdi(ə)l/ | idéal |
| worker nom | /ˈwɝ.kɚ/ | travailleur, travailleuse |
| afterwards adverbe | /ˈæf.tɚ.wɚdz/ | après, ultérieurement |
| solve verbe | /sɒlv/ | résoudre, régler |
| minority nom | /maɪˈnɒɹ.ɪ.ti/ | minorité |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come across verbe | avoir l'air de |
| come up verbe | se montrer, sortir du bois |
| grow up verbe | grandir |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- That's an interesting one, I must say.
- I'd say schools play a crucial role in that.
- Do you agree or disagree that very clever children are usually happy?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | kids who are · those who aren · people who excel |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are born |
Prononciation à surveiller
Le locuteur utilise 15 contractions et formes réduites, comme they're, I'd, aren't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: unhealthy /ʌnˈhɛl.θi/, athletic /æθˈlɛt.ɪk/
- Les sons « sh » et « zh »: potentially /pəˈtɛnʃ(ə)li/, crucial /ˈkɹuː.ʃəl/, shortage /ˈʃɔː(ɹ)tɪd͡ʒ/, admiration /ˌæd.məˈɹeɪ.ʃən/
- Mots longs — placez bien l’accent: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, minority /maɪˈnɒɹ.ɪ.ti/, potentially /pəˈtɛnʃ(ə)li/, intelligent /ɪnˈtɛlɪd͡ʒənt/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: unhealthy /ʌnˈhɛl.θi/, happiness /ˈhæpinɪs/, hilarious /hɪˈlɛə.ɹi.əs/, habit /ˈhæb.ɪt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: junk /d͡ʒʌŋk/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, genius /ˈd͡ʒin.jəs/, footage /ˈfʊtɪd͡ʒ/, intelligent /ɪnˈtɛlɪd͡ʒənt/
- /r/ anglais — langue recourbée, sans frotter la gorge: partly /ˈpɑɹtli/, ultrasound /ʌl.tɹə.saʊnd/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, minority /maɪˈnɒɹ.ɪ.ti/
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 clever, snack, unhealthy.
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.