Pratique du Shadowing: Just Shadow Me! Speak English Like an American 🇺🇸 - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
382 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Raise your hand if you would like to improve your speaking fluency.
2
I assume that you're raising your hand right now because that is what we're going to do, and we're going to do this practicing shadowing.
3
And this is a technique in which you're trying to say something in the exact same way, using the same pronunciation, the same intonation, the same speed.
4
And if you would like to develop and enhance your speaking fluency, please subscribe turn on notifications
5
that way i can become your teacher my name is wes
6
the channel is interactive english it is all about helping you
7
reach your fluency goals now in this lesson i i really want to focus on three main things first rhythm
8
and flow and in
9
that case i'm really talking about english as a stress time language second we're going to practice intonation rising and falling intonation.
10
And then third, connected speech.
11
There are different parts to connected speech, and we're really going to break it down.
12
Do a deep dive.
13
I will talk more about those three things in just a moment, but I would like to make this a fun lesson.
14
Really try to keep it simple.
15
And the way that we're going to do that is with a poem.
16
A poem by Dr. Seuss, Oh, the places you'll go.
17
This was one of my favorite poems when I was younger, and to be perfectly honest, it still is one of my favorite poems,
18
but I think it is a crystal clear example of using and developing a nice rhythm and flow, practicing rising and falling intonation,
19
as well as different parts of connected speech.
20
So that is why I want to use this poem.
21
And as we go through it, I want you to speak.
22
This is just, this is not, this is not an activity in which I want you to listen.
23
I actually want you to speak shadow and say it with me
24
and practice and practice and practice some more
25
So let's first circle back to shadowing So essentially
26
when you're shadowing you're basically saying something almost at the same time
27
or immediately after And in
28
that case it can kind of be like an echo Now
29
as we go through this you can just try to say
30
it with me at the exact same time think about it like we are singing a song together.
31
And I am going to say it in a way that is going to create a melody.
32
Because of that, I think this is an easy way to practice those three things.
33
Or at least you can tell me if you think it's easy once we get into it.
34
So let's just take a look at the beginning of the poem.
35
The first four lines.
36
Congratulations, today is your day.
37
You're off to great places.
38
You're off and away.
39
Now, going back to the three things that I want to focus on, rhythm and flow, intonation, and connected speech,
40
let's break this down one at a time.
41
So the first thing that you need to be aware of, or that I think you should be aware of, is that English is a stress time language.
42
What does that mean?
43
Basically, when you have a statement,
44
a question, the stressed words or syllables occur at approximately regular intervals.
45
And everything else in between may get reduced in order to fit that pattern.
46
The pattern that we're going to use is basically two beats.
47
Congratulations, today is your day.
48
You're off to great places.
49
You're off and away.
50
And that is the beat, the pattern that we're going to follow throughout the poem.
51
So every time I clap, that is a stressed word or syllable, right?
52
I can do it even as I'm just saying any sentence.
53
So I really want you to think about that.
54
The next thing that we're going to focus on is intonation.
55
Now, when it comes to intonation, we're mainly going to practice rising and falling.
56
Those are really the two main types.
57
And in short, rising intonation is when your voice glides to a higher pitch.
58
Today is your day.
59
And falling intonation is when your voice will glide to a lower pitch.
60
You're off to great places.
61
You're off and away.
62
Throughout the poem, we're mostly going to alternate between rising and falling intonation.
63
But let me quickly tell you, how did I determine whether to use rising or falling intonation?
64
I'm going to use rising intonation to create a level of suspense that the thought is not yet finished.
65
Today is your day.
66
Well, why?
67
Why is today my day?
68
What's going to happen?
69
I'm going to use falling intonation to, well, really have a sense of completion.
70
You're off to great places.
71
You're off and away.
72
Now, this is not a fixed rule because when it comes to poetry, there are many different ways to read and say poetry,
73
which is why I think it's beautiful.
74
But as we go through this, I just want to make it very clear what I am going to do and how I'm going to say it.
75
I want to tell this more like a story.
76
This is how I would read it to my children.
77
So let's just go ahead and talk very quickly about connected speech, because that is the final thing that I really want to hone in on.
78
Connected speech can be many things, linking, assimilation, reductions.
79
We will talk about each of those, and I'm really just going to talk about it as it comes up, and we will practice some of these different things.
80
So let's just look at those first four lines that you've already heard me say.
81
Congratulations.
82
Today is your day.
83
You're off to great places.
84
You're off and away.
85
Look at that second line.
86
There's rising intonation.
87
Today is your day.
88
Now is your, that S and Y, they're going to run up against each other and it's going to sound a little bit like J.
89
It's like we're going to place a J sound between these two words.
90
Is your, is your.
91
You do not have to force it as you transition from one sound to the next.
92
It's just going to occur naturally, but that is how we end up connecting these two words.
93
Today is your day.
94
Repeat after me.
95
Today is your day.
96
The next line, you're off to great places.
97
You're off.
98
You can hear me link that consonant and vowel.
99
So linking is when you link the final consonant sound of one word with the beginning vowel sound of the next word.
100
So that final R, that R sound, I am going to link it with the vowel sound in off.
101
You're off.
102
You're off to great places.
103
Two is a function word.
104
It's not really stressed.
105
So often, instead of sounding like the number two, it's going to get reduced.
106
So instead of two, it may sound like a much softer T.
107
You're off to great places.
108
Can you hear that T?
109
It's a much softer sound.
110
But let's just repeat this line after me.
111
You're off to great places.
112
And I'm going to keep using this stress timing as we go through this.
113
You're off to great places.
114
Good.
115
And then the last line, you're off and away.
116
Now, of course, we can link those first two words that you're off.
117
But one thing I want to point out, and is another word that's often reduced, and it may sound like And in that case,
118
we can really link that entire statement.
119
You're off and away.
120
And I'm trying to emphasize that linking.
121
You're off and away.
122
And just move right through the entire statement.
123
This is going to help your speech sound much smoother.
124
So just say that final line with me.
125
You're off and away.
126
You're off and away.
127
So let's say just this first part together.
128
We're going to end up saying this multiple times.
129
All right.
130
Keep in mind that stress timing.
131
Are you ready?
132
Congratulations.
133
Today is your day.
134
You're off to great places.
135
You're off and away.
136
All right.
137
Let's continue with the next part.
138
And now we get into alternating that rising intonation and falling intonation.
139
You have brains in your head, you have feet in your shoes, you can steer yourself any direction you choose.
140
So what's going on in terms of connected speech?
141
In that first line, brains in, of course we can link those two words together.
142
Brains in your head.
143
The next line, you have feet in your shoes.
144
There are two things that I want to mention.
145
The first is that linking will occur with the phrase feed in, But that final T in feet, I am going to pronounce that as a flap T.
146
This is a distinct part of the American accent.
147
When the T comes between two vowel sounds, often people in the U.S like me are going to pronounce it as a flap T.
148
It's going to sound like a soft D.
149
Your tongue is just going to come up and flap against the top part of your mouth.
150
Feed in, feed in.
151
You have feed in your shoes.
152
You have feed in your shoes.
153
And then the last two lines, there's not much going on in terms of connected speech.
154
So let's go ahead and say this one together.
155
Are you ready?
156
Keep in mind.
157
Let's keep working on that stress timing.
158
You have brains in your head.
159
You have feet in your shoes.
160
You can steer yourself any direction you choose.
161
Excellent.
162
Let's move right along.
163
You're on your own and you know what you know, and you are the guy who will decide where to go.
164
So you're on your own.
165
We can actually link two of those phrases in there.
166
You're on your own.
167
You're on your own.
168
And we can link those together.
169
The next line, and you know what you know.
170
And I've already mentioned, make it reduced to N.
171
And then what you, once again, assimilation may occur, that T and Y running up onto each other.
172
And it's like we're getting a slight ch sound in between these two words.
173
What you, what you, and you know what you know.
174
And you are the guy, once again, we'll reduce and to N, who will decide where to go.
175
The T in two, I am going to pronounce this as a flat T,
176
but I've also mentioned that two is often reduced and may sound like T.
177
Now, if I pronounce that T as a flat T, instead of T, it may sound a little more like D.
178
just listen for it.
179
Who will decide where to go.
180
Who will decide where to go.
181
Again, this is more about the American accent when I'm talking about that, that flat T, but let's say that last line together.
182
Who will decide where to go.
183
Okay.
184
Let's say all of these lines together.
185
Keep in mind intonation, the stress timing.
186
I'm going to keep clapping.
187
You're on your own and you know what you and you are the guy who will decide where to go.
188
Let's continue.
189
You'll look up and down streets, look them over with care.
190
About some you will say, I don't choose to go there.
191
So that first line, you'll look up and down streets.
192
Of course, look up, and then we'll reduce and to n.
193
We can link those three words together.
194
Look up and, look up and down streets.
195
You'll look up and down streets.
196
Look them over with care.
197
So even in the poem, the th is removed.
198
This is really elision.
199
And elision is when certain sounds or syllables get removed.
200
And this often occurs in just casual conversation.
201
And in the poem, they go ahead and do this.
202
So instead of look them, that TH elides and you have look them, look them.
203
And then we can link it with the vowel sound and over look them over with care.
204
Look them over with care about some.
205
You will say nothing to report on here as far as connected speech goes.
206
And then the last line, I don't choose to go there to.
207
You hear me say that to choose to go there, choose to go there.
208
Let's say all of these lines together right now, shadow, say it with me.
209
You look up and down streets, look them over with care.
210
About some you will say, I don't choose to go there.
211
All right, you're doing great.
212
Hopefully you're able to follow all of these different things that I'm throwing at you right now.
213
See, it's not so easy, is it?
214
All right, but let's keep going.
215
With your head full of brains and your shoes full of feet, you're too smart to go down any not so good street.
216
So in this case, I'm using rising, rising, rising, and then falling intonation.
217
Again, I'm using that rising intonation just to keep it more open.
218
The thought is not finished.
219
But once again, there's more than one way to do this.
220
Let's talk about connected speech.
221
With your head full of brains, full of, we can link those two words together.
222
And your shoes full of feet, and we'll reduce to N and once again, full of, we'll link that together.
223
You're too smart to go down.
224
Two, I'll reduce it to ta and really smart.
225
We end with that, that stop T and we are going to stop the flow of air, but then you can release into that softer ta.
226
Smart ta, smart ta.
227
You're too smart to go down any not so good street.
228
I didn't come up with anything as far as connected speech goes.
229
So let's practice these four together.
230
Keep in mind, I'm going to use that rising, rising, rising, and then falling intonation at the end.
231
Are you ready?
232
With your head full of brains and your shoes full of feet, you're too smart to go down any not so good street.
233
Then we have, and you may not find any, you'll want to go down.
234
In that case, of course, you'll head straight out of town.
235
So what's happening?
236
And you may not find any.
237
I think now you can just hear it every time instead of
238
and you hear me say n and you may not find any.
239
We can link those two words find any and you may not find any.
240
You'll want to go down.
241
You hear that to that weaker to in that case of course, nothing to report on.
242
I guess you could link in that case of course, but there is a comma there and I'm trying to, I want to adhere to that comma,
243
that short pause, which in that case, you may not hear linking in that case, of course, but if you were to link it, not a big deal.
244
You'll head straight out of town.
245
So straight out of, we can link those three words together the final T in straight.
246
You'll hear me pronounce that flap T, the final T in out.
247
You're going to hear me pronounce the flap T straight out of, straight out of.
248
Again, that's the American accent.
249
Just say this line after me.
250
You'll head straight out of town.
251
Good.
252
Now let's say all four lines together.
253
Ready?
254
And you may not find any.
255
You will want to go down.
256
In that case, of course, you'll head straight out of town.
257
All right, let's keep going.
258
The next part, it's opener there in the wide open air.
259
It's opener there, nothing really as far as connected speech is concerned, in the wide open air.
260
You can hear me link that wide open and I'm moving that consonant sound over in the wide open air.
261
I will say we're moving away from the four lines with just these two.
262
This is not me making any sort of distinction here.
263
This is just in the book.
264
Let's move on.
265
Out there things can happen and frequently do to people as brainy and footsie as you.
266
So once again, I'm going back to that rising, rising, rising, falling intonation.
267
Let's talk about connected speech.
268
Out there things can happen.
269
Nothing going on here.
270
And frequently do.
271
And of course, we've reduced that to N.
272
to people as brainy, people as, we can link that together, and footsie as you.
273
So and is reduced to N.
274
Let's practice these four.
275
Say it with me.
276
Out there things can happen and frequently do to people as brainy and footsie as you.
277
And then there's, and then things start to happen.
278
Don't worry, don't stew.
279
Just go right along.
280
You'll start happening too.
281
Back to our rising intonation, falling, rising, falling.
282
But when it comes to connected speech, that first part, and then things start to happen, of course, and is reduced to N, as well as to, that softer T.
283
Just listen, and then things start to happen.
284
Repeat after me, and then things start to happen.
285
Good.
286
Don't worry, don't stew.
287
Not much with connected speech.
288
Just go right along, right along once again you're gonna hear me pronounce
289
that final T and write as a flat T
290
and then I can link it with the vowel sound in
291
along right along say it with me just go right along you'll start happening to nothing to report on
292
but let's go ahead ahead, say these four lines with me.
293
Are you ready?
294
And then things start to happen.
295
Don't worry.
296
Don't stew.
297
Just go right along.
298
You'll start happening too.
299
And finally, oh, the places you'll go.
300
So nothing when it comes to connected speech, but this is where we're going to end it.
301
And I want to circle back to the beginning and we're going to do the entire poem together.
302
This is actually not the entire poem.
303
The story continues.
304
I just want to look at this first part
305
and practice it together because I still think this is a longer shadowing practice, and I think it's good.
306
Remember, we're focusing on those three things, rhythm and flow, intonation, and connected speech.
307
You've practiced this already.
308
We're developing that rhythm and flow with the stress timing.
309
I told you whether or not we're going to use rising or falling intonation, and we looked at some of the different parts of connected speech.
310
So let's put it all together.
311
I want you to shadow.
312
Say this with me.
313
Try to say it at the exact same time.
314
And in that case, think of it like we're singing a song together.
315
Okay, so we'll say this twice.
316
The first time I will clap for the stress timing as we go through it, and I'll include those stressed words or syllables, trying to make it easier.
317
The second time that we do this, I'm just, I'm not going to clap.
318
I'm just going to say it and just put the words up there as you would see them in the book.
319
So let's do this twice.
320
And again, I want you to say it out loud with me.
321
Practice your speaking fluency and let's just begin.
322
Here we go.
323
Congratulations.
324
Today is your day.
325
You're off to great places.
326
You're off and away.
327
You have brains in your head.
328
You have feet in your shoes.
329
You can steer yourself any direction you choose.
330
You're on your own, and you know what you know, and you are the guy who will decide where to go.
331
You'll look up and down streets, look them over with care.
332
About some you will say, I don't choose to go there.
333
With your head full of brains and your shoes full of feet, you're too smart to go down any not-so-good street.
334
And you may not find any you'll want to go down.
335
In that case, of course, you'll head straight out of town.
336
It's opener there in the wide open air.
337
Out there, things can happen and frequently do to people as brainy and footsie as you.
338
And then things start to happen.
339
Don't worry.
340
Don't stew.
341
Just go right along.
342
You'll start happening too.
343
Oh, the places you'll go.
344
Excellent.
345
Well done.
346
Let's do it again.
347
One more time.
348
I hope that as I was clapping, it's easier to focus and maintain that speed,
349
developing your rhythm and flow that you can kind of pick up on that boom, boom, boom, that beat that we're working on,
350
as well as using rising and falling intonation.
351
And hopefully you were using the same pronunciation when I was using some of those reductions like N, T, or linking many of those phrases.
352
So again, I know I'm throwing a lot at you, but this is something that you can just repeat, repeat, repeat.
353
Keep practicing because it's going to help you develop the three main things that we've been working on.
354
Let's say it one more time.
355
I'm not going to clap.
356
I'm just going to say it.
357
But once again, I want you to shadow and say it with me.
358
Ready?
359
Here we go.
360
Congratulations.
361
Today is your day.
362
You're off to great places.
363
You're off and away.
364
You have brains in your head, you have feet in your shoes, you can steer yourself any direction you choose.
365
You're on your own and you know what you know and you are the guy who will decide where to go.
366
You'll look up and down streets, look them over with care, about some you will say, I don't choose to go there.
367
With your head full of brains and your shoes full of feet, you're too smart to go down any not so good street and you may not find any, you'll want to go down.
368
In that case, of course, you'll head straight out of town.
369
It's opener there in the wide open air.
370
Out there, things can happen and frequently do to people as brainy and footsie as you.
371
And then things start to happen.
372
Don't worry, don't stew, just go right along.
373
You'll start happening too.
374
Oh, the places you'll go.
375
All right, give yourself a round of applause as we went through this,
376
again, the main takeaway is that you are using stress timing to develop that rhythm and flow,
377
that you are practicing rising and falling intonation, as well as some of those different parts of connected speech.
378
And once again, my hope is that this was clear, it was easy to understand, and also you could have a little fun with it,
379
because I think poetry is a great way to practice these three things if this is one of your speaking goals,
380
and it'll just make your speech a lot more captivating and dynamic.
381
If you were actually practicing and saying this out loud with me, let me know by hitting that like button.
382
As always, thank you so much for watching, and I will see you next time. So long.
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
C11
Rhythm & Flow in English | Thought Groups, Word Stress, & Connected Speech
Daily ConversationUniversity StudentsWorking Adults
C14
Advanced (C1) Phrases That Will Transform Your Speaking Skills
Daily ConversationUniversity StudentsWorking Adults
B22
Upper-Intermediate (B2) Phrases to Supercharge Your Vocabulary 💪
Daily ConversationUniversity Students
B14
Speak Like an American: Accent & Pronunciation Training 🇺🇸
Business EnglishDaily ConversationUniversity Students
B26
Upper-Intermediate Phrases (B1 + B2) You Definitely Need to Know
Business EnglishDaily ConversationHigh School Students
C17
HOW TO SPEAK WITH A STANDARD AMERICAN ACCENT 🇺🇸
Daily Conversation
B24
SPEAK LIKE AN AMERICAN! 🇺🇸 1-Hour Deep-Dive into the American Accent & Pronunciation
Daily ConversationWorking Adults
B23
Advanced English Phrases Native Speakers Actually Use 🚀
Daily ConversationWorking Adults
B12
American Accent Workout 🇺🇸 Repeat These Sentences Every Day!
Business EnglishDaily ConversationUniversity Students
B29
Sound More American FAST: Master Connected Speech in 45 Minutes!
Business EnglishDaily ConversationUniversity Students
B16
5 Ways on How to Achieve English Fluency
Business EnglishDaily ConversationHigh School Students
C14
MASTER the American Accent with 9 Simple Words 🇺🇸
University StudentsWorking Adults
B17
COPY MY AMERICAN ACCENT! 🇺🇸 (How to 100% Improve Your Speaking Fluency)
Business EnglishDaily ConversationUniversity Students
C213
Advanced (C2) Verbs to Build Your Vocabulary
Business EnglishUniversity StudentsWorking Adults
C13
POLITICAL VOCABULARY 🇺🇸 Advanced Words & Phrases You Should Know
Business EnglishUniversity StudentsWorking Adults
C29
Advanced Verbs (C2) to Build Your Vocabulary
Business EnglishUniversity StudentsWorking Adults
C19
Advanced (C1) Phrases to Strengthen Your Vocabulary
University StudentsWorking Adults
C25
Advanced (C2) Phrases to Build Your Vocabulary
Cambridge Exam PrepBusiness EnglishUniversity Students
C222
1-HOUR LESSON - C2 Vocab Every Serious Learner Must Know
Cambridge Exam PrepBusiness EnglishUniversity Students
C236
Advanced Expressions (C2) to Build Your Vocabulary
Business EnglishUniversity StudentsWorking Adults
FOR YOU
Vidéo recommandée
B1115
215 phrases
Improve English Listening with Shadowing Practice | Repeat After Me Twice
Business EnglishDaily ConversationHigh School Students
B19
8 phrases
Practice Speaking & Reading Out Loud With This English Shadowing Exercise
American AccentBusiness EnglishDaily ConversationHigh School Students
B1153
6 phrases
Shadowing Practice: How to Speak English Without Fear 🌟 #Shorts #shadowingenglish
Daily ConversationHigh School StudentsUniversity Students
B117
88 phrases
Shadowing for Fluency High-Level English Speaking Practice
American AccentBusiness EnglishDaily ConversationHigh School Students
B12
329 phrases
Practice English with Wednesday Addams | Shadowing Sounds & Intonation
Business EnglishDaily ConversationHigh School Students
B14
219 phrases
English SHADOWING STORY Speaking Fluent English with Practice
American AccentBusiness EnglishDaily ConversationHigh School Students
B115
358 phrases
Real English Conversation Practice: Shadow This with Only 210 Words
Business EnglishDaily ConversationHigh School Students
B14
344 phrases
Why You Understand English But Can’t Speak? Slow English for Fluency & Shadowing | Easy Podcast
Business EnglishDaily ConversationHigh School Students
B12
169 phrases
Shadow Me! | Episode 4 | English with Ferrol
Business EnglishDaily ConversationHigh School Students
B11
111 phrases
90 Day English Shadowing Challenge — Day 1 Speak English Fluently in 90 Days
Business EnglishDaily ConversationHigh School Students
B15
304 phrases
Improve English by Shadowing Real Conversations | Daily English Speaking Practice
Business EnglishDaily ConversationHigh School Students
B14
138 phrases
Easy to Learn English Speaking with Shadowing English Conversation Practice
Business EnglishDaily ConversationHigh School Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « Just Shadow Me! Speak English Like an American 🇺🇸 ». Les mots qui reviennent le plus souvent : intonation, rising, speech, sound, connected. Cette vidéo contient 382 phrases et 3871 mots à répéter en shadowing. La partie parlée dure 22:40. Le locuteur parle à un rythme naturel d’environ 171 mots par minute, proche d’une conversation courante. 89 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| intonation nom | /ɪntəˈneɪʃən/ | intonation |
| shoe nom | /ˈʃu/ | chaussure, soulier |
| poem nom | /ˈpoʊ.əm/ | poème |
| distress nom | /dɪˈstɹɛs/ | détresse |
| pronounce verbe | /pɹəˈnaʊns/ | déclarer |
| rhythm nom | /ˈɹɪð.əm/ | rythme |
| vowel nom | /ˈvaʊ.əl/ | voyelle |
| clap verbe | /klæp/ | applaudir |
| flap nom | /flæp/ | pan |
| footsie nom | /ˈfʊtsi/ | faire du pied |
| stew verbe | /stu/ | mijoter |
| syllable nom | /ˈsɪl.ə.bəl/ | syllabe |
| steer verbe | /stɪɹ/ | conduire, guider |
| consonant nom | /ˈkɑn.sə.nənt/ | consonne |
| accent nom | /ækˈsɛnt/ | accent |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| go down verbe | descendre | |
| go through verbe | traverser | |
| go ahead verbe | /ˌɡoʊ əˈhɛd/ | vas-y, allez-y |
| come up verbe | se montrer, sortir du bois | |
| end up verbe | se terminer, se finir | |
| come up with verbe | inventer, imaginer | |
| point out verbe | pointer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- You're off to great places.
- Why is today my day?
- The next line, you're off to great places.
- We're going to end up saying this multiple times.
- Let's continue with the next part.
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 already heard · I've already mentioned · I've also mentioned |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is often reduced · is removed · is reduced |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | guy who will |
| Possibilité avec « might / may » might/may + verbe — quelque chose de possible mais pas certain | may get · may sound · may occur |
Prononciation à surveiller
Le locuteur utilise 151 contractions et formes réduites, comme you're, you'll, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: intonation /ɪntəˈneɪʃən/, shoe /ˈʃu/, assimilation /əˌsɪməˈleɪʃən/, elision /ɪˈlɪʒ.(ə)n̩/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/
- Mots longs — placez bien l’accent: intonation /ɪntəˈneɪʃən/, assimilation /əˌsɪməˈleɪʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/, interactive /ˌɪn.tɚˈæk.tɪv/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: adhere /ædˈhɪə/, enhance /ɪnˈhæns/
- /r/ anglais — langue recourbée, sans frotter la gorge: distress /dɪˈstɹɛs/, pronounce /pɹəˈnaʊns/, rhythm /ˈɹɪð.əm/, brainy /ˈbɹeɪni/, steer /stɪɹ/
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 intonation, shoe, poem.
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.