Pratique du Shadowing: Learn English with TIE: Rhythm - Apprendre l'anglais à l'oral avec la vidéo

Hi, welcome back to the Tutorium in Intensive English.

My name is Katie, and in today's pronunciation module,

we're going to be kind of combining everything we've learned and applying it.

So it should be kind of fun.

I'm excited.

So get ready and bear with me.

And here we go.

Before we get started on today's practice, I want to review some of the important concepts that we have talked about so far.

First, let's review thought groups.

Remember, thought groups, that's where we add pausing, right?

We have to pause, we have to breathe.

And we have to group these phrases and clauses, we have to decide where do we pause, right?

Where does it make sense to pause?

And usually we want to pause between thoughts, right?

That's what we call them thought groups.

And we use our grammar a lot to help us decide where to pause between these groups.

um clauses phrases they want to stay together right we wouldn't want to break up an adjective

and the noun that it modifies right so grammar

and the relationships between the words can really help inform where

we put those pauses with thought groups comes the idea of content

and function words right inside each thought group we have

that thought right and there are content

and function words in there some of them you know our

content words are stressed our function words are not stressed they're

reduced they might be completely reduced we might delete some sounds um

and this creates that pattern of stressed and unstressed sounds

that gives english its rhythm right and

so within each thought group there's going to be a content word

that receives the main stress now there are going to be

other content words in there they'll be stressed they might not

have the same degree of stress right there's going to be one word

that is the loudest the longest

and the highest pitch we talked a lot about linking right we link words together based on sounds this creates smooth

transitions between words.

We don't want to hear every sound always between words.

We want to link those.

We want to have a smooth transition between the beginning, the end of one word, and the beginning of the next word.

We're going to smoosh things together and that also creates rhythm.

Finally, reductions.

Reductions are super important to creating that rhythm in English.

like I said, we don't want to pronounce every single sound.

We don't always hear every sound at the end of a word.

If we did, it wouldn't really sound like natural speech, right?

It would sound different, it would sound affected.

So reductions are really important.

We reduce those function words.

We may reduce, you know, an unstressed syllable inside of a content word.

So that's really important.

All these things are working together when we pronounce English.

So let's get started.

I have this dialogue here.

This is a conversation between me and Jordan, and we're talking about a lamp.

So I purchased a lamp at a thrift store, and I'm telling Jordan about it.

And this is a true story.

I actually did buy an old lamp that I am trying to restore.

So I went ahead and I divided this into thought groups.

So I'm just going to read through this once so we can kind of feel those pauses.

Now remember, thought groups, there's more than one answer, right?

So some of these are a little shorter than I would naturally pause from where I would naturally pause.

I'm a native speaker, so I can speak in pretty long thought groups, but we can always shorten those up, right?

If you need more pausing, you're not as fluent.

Create a thought group.

All right.

So Jordan is going to start us off.

Hey, Katie, how's it going?

I feel like I haven't seen you in such a long time.

I see that pause was really brief.

So a thought group pause doesn't have to be long.

I feel like I haven't seen you in such a long time.

What have you been up to?

Hey, not too much.

I've been trying to learn how to rewire an old lamp I bought at a thrift store.

Oh, cool.

Have you done anything like that before?

Do you usually find some good stuff at the thrift store?

Oh yeah, but I've never tried to do this before.

I always see so many cool vintage lamps, but they're so expensive.

I can never afford them.

So I decided to clean up an old lamp and fix the wiring.

That's pretty cool.

How much was the lamp that you bought?

It was only $2.

Can you believe that?

I also had to buy the rewiring kit.

So that was about $10, but that's way less than some of these restored lamps you see for $150.

That's awesome.

I love to look for old furniture that I can make new again.

It's so fun to fix something up and restore it to its former glory.

I totally agree.

Have you finished any restoration projects lately?

So you notice as I read through that, when we pause on a thought group, it's not always a dramatic long pause.

In fact, it's usually not.

It's usually just a beat and then we're on to the next thought group, but there's a definite kind of boom, then we move on.

Okay.

All right.

So we're going to focus in on just this small portion of our dialogue.

And this looks kind of wacky.

So let me explain what's going on here.

We're going to talk about stress for a minute.

100

And you'll notice how we have some words in green.

101

Those words or syllables that are highlighted in green, they're also the largest font.

102

And those words represent the focal point of each thought group.

103

Remember how I said each thought group is going to have one word that receives the major stress?

104

Those are these words.

105

Okay.

106

So, hey, Katie, how's it going?

107

I feel like I haven't seen you in such a long time.

108

What have you been up to?

109

Hey, not too much.

110

I've been trying to learn how to rewire an old lamp I bought at a thrift store.

111

So those words we hear the most.

112

Now, there are other content words within some of those thought groups.

113

For example, in the thought group, I feel like I haven't seen you.

114

We have feel, like, and here haven't, even though this normally wouldn't be a content word.

115

Since it is a negative, it is stress, right?

116

That not makes it a stress word.

117

so feel like haven't and seen are all content words

118

so they're all going to receive more stress than i i

119

and you right those are pronouns those are function words we're

120

going to reduce those we're not going to give them a lot of attention now you can see feel

121

and haven't are bold so the words

122

that you see in bold are receiving more stress than the content words

123

that are not bolded right

124

so I feel like I haven't seen you I feel like

125

I haven't seen you hey Katie how's it going I feel

126

like I haven't seen you in such a long time

127

so we don't want to go too low in our in our tone on you

128

because more is coming I feel like I haven't seen you

129

in such a long time what have you been up to

130

hey not too much I've been trying to learn how to rewire an old lamp

131

an old lamp i bought at a thrift store so here in this part of our conversation

132

how to rewire an old lamp old is technically a content word

133

but it doesn't get a lot of attention

134

if you listen to me say this i've been trying to

135

learn how to rewire an old lamp old is not a

136

doesn't receive as much attention how to rewire a little lamp

137

old lamp lamp gets the most right how to rewire an old lamp.

138

Not too much.

139

I've been trying to learn how to rewire an old lamp.

140

An old lamp I bought at a thrift store.

141

So if I give you this dialogue,

142

now pay attention while I read and try and see if you can feel where those stresses are in my speech.

143

Hey Katie, how's it going?

144

I feel like I haven't seen you in such a long time.

145

What have you been up to?

146

hey not too much i've been trying to learn how to rewire an old lamp i bought at a thrift store

147

all right so there is our stress it's a little complicated

148

when we break it down that's why we just did a

149

small piece okay now brace yourselves we are going to talk about linking and reductions OK,

150

so everything inside one thought group is going to link or possibly reduce.

151

Okay, so that's where we're going to have all of our links happening.

152

So we're not going to link across a thought group because that would be, it would ruin the thought group.

153

So first we have, hey, Katie.

154

So we just kind of have to practice, hey, Katie.

155

Hey, Katie.

156

How's it?

157

Now here we have a consonant vowel link, right?

158

The Z sound, how zit, is going to connect onto the it.

159

Kind of like the word zit.

160

It's not the best visual, but there it is.

161

How zit. And this is T.

162

We don't want to release that T.

163

Remember we talked about our stop consonants.

164

They're not going to release.

165

So we're going to close our mouth.

166

Like we're going to make that T sound and then we're going to move right into the G.

167

So we're going to link all these words together.

168

How's it going?

169

How's it going?

170

How's it going?

171

How's it going?

172

My tone goes, um, how's it going?

173

It goes down, right?

174

Because this is a WH question.

175

Hey, Katie, how's it going?

176

How's it going?

177

Okay, let's talk about the next thought group.

178

I feel like I haven't seen you.

179

So here we have one long L, L, L, link, same consonant.

180

I feel like, I feel like,

181

like chi, because we have K consonant attaching to a vowel sound. So, Kai.

182

I feel like Kai.

183

I haven't.

184

I haven't.

185

Kind of practiced that.

186

I haven't.

187

I feel like I haven't.

188

Now, here, we're not going to pay any attention to that T.

189

We're just going to say haven't.

190

We're going to close our mouth, but we don't even hear a T at all.

191

I feel like I haven't seen, haven't seen, seen you, seen you.

192

So that new goes on to the U sound.

193

I feel like I haven't seen you.

194

I feel like I haven't seen you, and I'm holding my tone.

195

More is coming.

196

So my tone, we can kind of work tone into this slide, too.

197

I feel like I haven't seen you.

198

More is coming.

199

And now we're gonna get onto our next thought group in such a long time.

200

So let's look at how these play out. In such.

201

Now these are just two consonants linking together.

202

So there's no magical rule about this.

203

It's just practicing the movement from the N to the such. In such.

204

in such now such a cha that's a consonant vowel link in such a

205

long we don't want to release this this kind of ng sound

206

so that is gonna we're gonna close our mouths like we're going to say long

207

but we're never gonna say that we're gonna say long

208

and then go right into time in such a long time in such a long time

209

and here my tone is going to drop

210

because i have a period i'm finished with this thought completely

211

i feel like i haven't seen you in such a long

212

time okay now we have our what have you been up

213

to now what have you just smush together we have some reductions

214

and a lot of linking happening here what of

215

so the t becomes a d right what of what of

216

what of view the v from the have attaches to you

217

we have a consonant vowel link what have you what have you been up

218

so consonant vowel link n attaches to up what have you been up to don't release

219

that stop consonant p close your mouth like you're going to make a p

220

and then go right into our t sound what have you been up to what have you been up to

221

and my tone falls because this is a WH question.

222

What have you been up to?

223

Up to.

224

Now, pitch goes up on up and then drops on to, right, because up is our strongest stress.

225

What have you been up to?

226

Now, hey, Katie comes in with her response.

227

Hey, long T, not too, not too, not too much, too much.

228

Kind of that rounded vowel, too much.

229

Kind of easy to go into an M, right?

230

M is made with both of our lips.

231

Our lips are rounded from that long vowel sound right into the M.

232

Not too much.

233

Not too much.

234

And we drop our tone because that was the end, right?

235

I'm going to go into a new thought.

236

Kind of ended my sentence there.

237

I've been.

238

So here we have two consonants.

239

We just have to practice our mouth moving from a v

240

to a b i've been i've been i've been

241

trying again n to t i've been trying been trying i've been trying trying to

242

but this is going to reduce to i've been trying to I've been trying, trying to, I've been trying to learn.

243

I've been trying to learn.

244

My tone is holding, kind of goes up almost a little bit because more is coming.

245

I've been trying to learn how to.

246

Now here, the T becomes a D sound because I'm kind of between two stressed things.

247

The how and the re, right?

248

The re is kind of emphasized the rewire.

249

So that T in two, it becomes a D sound and two reduces to da.

250

How to.

251

I've been trying to learn how to, how to,

252

how to rewire so that r in wire is going to connect to un rewire run old

253

so we have two skips there the n goes on to old how to rewire run old rewire run old

254

so run run old that's a tough one can we do

255

that in one swoop how to rewire an old lamp don't

256

release your D old lamp how to rewire an old lamp

257

now I dropped too far we don't want to drop our tone all the way

258

because more is coming how to rewire an old lamp lamp here comes the end rewind old lamp

259

I bought at a thrift store.

260

So that T, bought, becomes a D sound.

261

Bought at a.

262

Bought at a.

263

Bought at a.

264

And that D attaches to our vowel.

265

Bought at a.

266

Thrift store.

267

Again, with thrift store, I don't say that T at all.

268

Doesn't become a D, it just is deleted.

269

all right I bought I bought at a thrift store bought dad thrift store there we have it

270

and thrift store

271

so we put this whole thing together hey Katie how's it

272

going I feel like I haven't seen you in such a

273

long time what have you been up to hey not too

274

much I've been trying to learn how to rewire an old lamp I bought at a thrift store.

275

That is everything.

276

Okay.

277

So everything's combined.

278

We have all of our links and reductions.

279

We talked a little bit about tone.

280

We worked that in there too.

281

So I hope that this was helpful going through this together.

282

This is a process.

283

Okay.

284

So this is something that comes with a lot of practice, a lot of time, a lot of listening, But now that you are aware of these things,

285

start to pay attention to them when you're listening to, you know, TED Talks or watching television or interacting with native speakers in real life.

286

Pay attention to their speech.

287

Pay attention to their pausing, their tone, their stress.

288

Listen for links, you know, listen for reductions and your ears will get better at hearing it.

289

And eventually, you know, you feel confident and your English becomes fluent enough, you can start to try to incorporate some of it into your speaking as well.

290

All right.

291

Keep practicing until I see you again.

✨ Vidéo recommandée

166 phrases

Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « Learn English with TIE: Rhythm ». Les mots qui reviennent le plus souvent : word, lamp, sound, rewire, bought. Cette vidéo contient 291 phrases et 2798 mots à répéter en shadowing. La partie parlée dure 19:36. Le locuteur parle à un rythme régulier d’environ 143 mots par minute, confortable pour le shadowing. Seuls 81 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.

Vocabulaire clé de cette vidéo

Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

Mot	Prononciation	Sens
lamp nom	/ˈlæ̝mp/	lampe
rewire verbe	/ɹiːˈwaɪə(ɹ)/	recâbler
pause nom	/pɔːz/	pause
thrift nom	/ˈθɹɪft/	parcimonie, économie
distress nom	/dɪˈstɹɛs/	détresse
consonant nom	/ˈkɑn.sə.nənt/	consonne
vowel nom	/ˈvaʊ.əl/	voyelle
attach verbe	/əˈtæt͡ʃ/	attacher
rhythm nom	/ˈɹɪð.əm/	rythme
restore verbe	/ɹɪˈstoɹ/	restaurer, rétablir
bold adjectif	/ˈbəʊld/	hardi, effronté
dialogue nom	/ˈdaɪəˌlɑɡ/	dialogue, conversation
syllable nom	/ˈsɪl.ə.bəl/	syllabe
unstressed adjectif	/ʌnˈstɹɛst/	non accentué, inaccentué
fluent adjectif	/ˈfluənt/	parler couramment

Les verbes à particule que vous entendrez

Mot	Prononciation	Sens
break up verbe		rompre, couper
clean up verbe		nettoyer
go ahead verbe	/ˌɡoʊ əˈhɛd/	vas-y, allez-y
go down verbe		descendre
go through verbe		traverser
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 :

What have you been up to?
Have you done anything like that before?
How much was the lamp that you bought?
Have you finished any restoration projects lately?
My tone goes, um, how's it going?

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 continu have/has been + -ing — une action commencée avant et toujours en cours	I've been trying
Present perfect have/has + participe passé — une action passée qui compte encore maintenant	we've learned · have talked · haven't seen
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	are stressed · be stressed · are highlighted
Superlatifs the -est / the most … — le plus haut ou le plus bas d’un groupe	the loudest · the highest · the largest

Prononciation à surveiller

Le locuteur utilise 109 contractions et formes réduites, comme haven't, we're, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « th »: thrift /ˈθɹɪft/, rhythm /ˈɹɪð.əm/, breathe /bɹiːð/
Les sons « sh » et « zh »: smush /smʌʃ/, shorten /ˈʃɔɹtn̩/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, restoration /ɹɛstəˈɹeɪʃən/
Mots longs — placez bien l’accent: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, incorporate /ɪŋˈkɔɹ.pɚ.eɪt/, technically /ˈtɛk.nɪˌkəl.i/, restoration /ɹɛstəˈɹeɪʃən/

Les sons difficiles pour les francophones :

/tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: attach /əˈtæt͡ʃ/, adjective /ˈæd͡ʒ.ɪk.tɪv/, module /ˈmɑd͡ʒul/, vintage /ˈvɪn.tɪd͡ʒ/, magical /ˈmæd͡ʒ.ɪ.kəl/
/r/ anglais — langue recourbée, sans frotter la gorge: rewire /ɹiːˈwaɪə(ɹ)/, thrift /ˈθɹɪft/, distress /dɪˈstɹɛs/, rhythm /ˈɹɪð.əm/, restore /ɹɪˈstoɹ/

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 lamp, rewire, pause.

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.

Technique du shadowing : lire le guide complet étape par étape →

Pratique du Shadowing: Learn English with TIE: Rhythm - Apprendre l'anglais à l'oral avec la vidéo

Rhythm for English Speaking (How British People Really Speak English)

American English pronunciation: Word Stress: content Words

English Tips | The Tommy Podcast | Episode 12

Linking sounds rules #1 & 2

Why is English Pronunciation So CONFUSING? | Silent Letters

10 MIN Daily Pronunciation Practice for English Learners [Challenge mode🔥]

Muscle Memory: Repeat-After-Me + SHADOWING for English Speaking Fluency

Learn English with TV | Rachel and Joey from Friends

The 7 Habits of Highly Successful Students (Part 2) 🏆

English Intonation Essentials

Why I Teach English Differently

Speak English With Me – Think in English Day 2 | English Speaking Practice

Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Des phrases à répéter

La grammaire de cette vidéo

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

Qu'est-ce que la technique du Shadowing ?