Pratique du Shadowing: Keira Knightley OBE - Made By Dyslexia Interview - Apprendre l'anglais à l'oral avec la vidéo
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54 phrases
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School when I was about five was amazing because I was absolutely top of every class, well top of my class.
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And I was reading in front of people and I thought of myself as being unbelievably intelligent.
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And then when I was six they realised
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that I hadn't been reading at all and that my mum read to me all the time.
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We had lots of books at home and I'd memorised them.
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And it was only when somebody finally gave me a book
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that my mum hadn't read me that they realised
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that I hadn't been reading at all and couldn't read at all read at all.
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So when I was six I went from being the top of the class to the absolute bottom of the class.
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And I still remember what a shock that was.
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And I still remember how I saw myself completely differently from that moment.
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I was really, really lucky.
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I was at a brilliant state primary school.
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And also my brother had been there before and and he'd been diagnosed with dyslexia, so they'd already dealt with him.
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And the teachers there said to my parents, you need to find a carrot to dangle in front of Kira.
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There's no reason that she shouldn't be able to read, and there's no reason that she shouldn't be able to, you know, do well at school.
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But you need to find a carrot.
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And really fortunately for me, I wanted to act.
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So it was my head teacher, who was a brilliant man called David Cooper, who said to my mum, if she wants to act, then you let her act.
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But she's only allowed to do it if her grades either stay the same or go up.
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If she drops a grade, then you take the carrot away.
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I think I've always been very creative.
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You know, I was always, it was art, it was drama, it was music.
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I was always very good at creative writing.
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I was top of those classes.
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It's just that my spelling was awful.
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Again, the teachers that I had recognised how important it was
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that I knew that the points that I was making and the pieces of creative writing, the stories that I were telling, were great and were valid and were interesting and that they gave me a mark for that.
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and that the spelling and the punctuation was entirely different.
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Because when you split them up, you're not saying you're not intelligent enough.
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What you're saying is, hey, you're not very good at this bit and that's fine, that's fine.
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Deal with that bit, but well done because that was a great story.
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Because actually, you know, confidence is the most important thing and
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if you tell a child that they're not good at something and you tell a child that they're stupid, then they'll feel like they are.
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And so I think it's really important to say you're not stupid.
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Your brain simply works differently than other people
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and you can find different ways around it and you'll be good at other things.
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You may not be a brilliant speller, you may not be a very fast reader, but you will learn how to read and you will learn as much spelling as you need to,
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you know, but you'll be better at different things and I think that's unbelievably important to know as a kid.
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My spelling makes people laugh.
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It makes me laugh actually and my reading, if I'm sight reading, oh it's a complete joke.
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I mean I'll make, it'll mean something else completely.
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It won't make any sense at all, which you know for what I do for a living was quite difficult
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because if you give me a page of dialogue now I can just about do it
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but I mean it jumps about and you know it takes me a while, I really need to learn it, I need to sit with it.
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I always have to say, you cannot give me a rewritten scene on the day and think that I'm going to be able to perform it well.
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If you give me a rewritten scene the day before and I have a night to work on it, I will be able to do it well.
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I think I was really lucky that it was diagnosed when I was six.
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So that early diagnosis was key to absolutely everything.
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So I think probably because of my dyslexia, my work ethic has always been really high.
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I think it's vital that teachers are trained about dyslexia, about spotting it and about working with dyslexic kids.
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It's absolutely vital.
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Because the world is changing and imagination is key to everything
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and there's going to be a lot of kids whose potential are lost unless we train our teachers to effectively teach them.
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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 « Keira Knightley OBE - Made By Dyslexia Interview ». Les mots qui reviennent le plus souvent : teacher, reading, spelling, dyslexia, carrot. Cette vidéo contient 54 phrases et 815 mots à répéter en shadowing. La partie parlée dure 3:57. Le locuteur parle vite, environ 207 mots par minute : attendez-vous à des liaisons et à des sons réduits. 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
Les 12 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| spelling nom | /ˈspɛl.ɪŋ/ | orthographe |
| dyslexia nom | /(ˌ)dɪsˈlɛk.si.ə/ | dyslexie |
| carrot nom | /ˈkæɹət/ | carotte |
| diagnose verbe | /ˈdaɪ.əɡˌnoʊs/ | diagnostiquer |
| rewrite verbe | /ɹiˈɹaɪt/ | réécrire, récrire |
| unbelievably adverbe | incroyablement | |
| dangle verbe | /ˈdæŋ.ɡəl/ | pendre, pendouiller |
| dyslexic adjectif | /dɪsˈlɛksɪk/ | dyslexique |
| punctuation nom | /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/ | ponctuation |
| speller nom | /ˈspɛ.lə(ɹ)/ | épeleur, épeleuse |
| fortunately adverbe | /ˈfɔɹ.t͡ʃə.nɪt.li/ | heureusement, par bonheur |
| diagnosis nom | /daɪəɡˈnəʊsɪs/ | diagnostic, diagnose |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go up verbe | monter, s'élever |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I think I've always been very creative.
- It's just that my spelling was awful.
- I mean I'll make, it'll mean something else completely.
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 | been diagnosed · was diagnosed · are trained |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've always been · has always been |
Prononciation à surveiller
Le locuteur utilise 25 contractions et formes réduites, comme you're, hadn't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: dyslexia /(ˌ)dɪsˈlɛk.si.ə/, punctuation /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: punctuation /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
- /r/ anglais — langue recourbée, sans frotter la gorge: carrot /ˈkæɹət/, rewrite /ɹiˈɹaɪt/, speller /ˈspɛ.lə(ɹ)/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
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 spelling, dyslexia, carrot.
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.