Pratique du Shadowing: [Lecture Ready3] Ch03 Lecture2 - Apprendre l'anglais à l'oral avec la vidéo
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111 phrases
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Hi, good morning.
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Good to see you're all here so bright and early.
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I think you'll enjoy today's lecture because it's on a topic most of you know about and are a part of.
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It's new trends in children's media use.
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And why is it an important topic to discuss, you may be asking yourself?
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Well, let's start by thinking about your day so far.
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What media have you used?
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How many different types of media have you used since waking up and coming to this class?
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Did you check your email?
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Did you turn on the television as you were getting dressed or eating breakfast?
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As you were traveling here, did you have some kind of music playing in your car?
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Or did you use your iPod on the bus?
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Did you read a newspaper?
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How many different types of media have you used already today?
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Okay, so now let's think.
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How is your experience different from, say, 50 years ago?
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What are some of the key changes?
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Well, in the middle of the 20th century, people in the U .S had only TV,
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radio, records, movies, and print media.
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Today, early in the 21st century, we have many more options.
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Let's see, there's both the larger variety of technology available.
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That is the number of different devices and types we use is greater.
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We have VCRs, DVRs, CDs, DVDs, computers.
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And we also have online activities now.
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Email, gaming, music streaming.
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Just to name a few.
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And it is also constantly changing.
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And the rate of the change is getting faster.
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Okay, and technology is getting cheaper too.
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It's less expensive now, so more people can own it.
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It's also getting more portable.
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Okay, so you can carry it around and have access to it, use it in more places.
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And lastly, with the internet and cable satellite technology, people now have more sources.
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More places you can get entertainment and information from.
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Overall, media use is just getting more convenient.
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Just look at that list.
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It's amazing, isn't it?
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How our lives are becoming increasingly full of media.
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That means that today's children are growing up in an increasingly media -rich environment.
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So today we're going to look at some new trends in media use
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and talk about some of the more surprising results of this.
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Let's start by looking at the overall amount of media exposure and use today.
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Now, a 2004 study by the Kaiser Family Foundation found that on average,
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a child, kids between the ages of 8 and 18,
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spend nearly 6 .5 hours a day outside of school doing media -related activities, using media.
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Think about that.
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That's more than most adults spend in a full -time job.
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But what's more interesting is that children have exposure to 8 .5 hours of media per day.
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Okay, I can see the wheels turning.
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You're thinking, wait, how can they have 8 .5 hours of exposure
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if they only spend 6 .5 hours a day with media?
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Well, what we can conclude from these numbers is that children are using several types of media concurrently concurrently.
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They're using different types of media at the same time.
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This is one of the new trends in media use, multitasking.
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So for example, while they are listening to music, they may also be playing a video game or reading,
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or they may be surfing the internet and watching television at the same time.
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So we can infer that today's youth are becoming more skilled at paying attention to more than one thing at a time,
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okay, at doing more than one task at a time.
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Or is the opposite true?
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Maybe all this media is just making it harder for them to focus on one thing.
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They get bored more easily if there
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There isn't a lot of stimulation from different sources.
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The truth is, we're not sure.
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We're not sure exactly what the positive and negative impacts will be at this point.
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What's interesting is that even though children are using many more types of media,
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they're spending about the same amount of time with media as children did five years ago.
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This means that children can't really fit any more media time into their average day.
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They've hit a media time ceiling.
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But they can use media more intensively by increasing their multitasking.
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Now as it turns out, that's exactly what they're doing. For example,
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one recent study suggests that 26 % of media time is spent using two or more types of media concurrently on multitasking.
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Another interesting trend is the number of children who have access to media in their bedrooms.
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Okay, so let me back this up with some findings.
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The number of children in the U .S who have a VCR
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or DVD player in their room in 1999 was only 36%.
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In 2004, 54%.
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Okay?
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Now that was a dramatic increase.
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And as you can imagine, children who have TVs in their bedrooms spend more time watching TV.
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They watch about three and a half hours a day.
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But children who don't have TVs in their bedrooms watch about two hours a day.
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That's a big difference.
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Okay?
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That's 1 .5 hours more in a typical day.
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10 .5 hours more per week.
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Now that's significant.
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And TVs are not alone.
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Other media is also used more when it is located in the child's bedroom.
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So, what can we conclude about the increased intensity of media use by children?
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Well, not everyone agrees.
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Some research suggests lower test scores and shorter attention spans,
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which makes some people think that increased media use only has a harmful effect on kids.
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And some people worry that today's kids are too dependent on visual media, that they don't have the patience to read long texts,
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which could hurt them in school and colleges.
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But other people don't have such negative opinions.
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They believe that so much exposure to all kinds of media is just preparing them for real life.
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Life today is filled with media and images.
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They'll eventually have to live and work in that world, so their media use is just preparing them for that.
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These children are really good at shifting their attention from one thing to another, at focusing their attention on what interests them.
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Some experts say this skill of monitoring and coordinating more than one task at a time, but ignoring what isn't important,
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may actually be useful, a benefit.
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After all, managers and CEOs often supervise many people, many different projects at a time.
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So this could be a useful ability.
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Combine their multitasking skills with confidence with different media tools, and these kids may actually have essential skills for the workplace of tomorrow.
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So let's wrap up now, and I want to leave you with a thought.
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We need to continue to study the changes in children's media use.
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But we shouldn't immediately infer that the changes are negative, that they're bad for kids.
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We have to consider how new technology and exposure to it
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and different ways of using media may actually help our kids in the long run.
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Okay, that's it for today.
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Bye.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « [Lecture Ready3] Ch03 Lecture2 ». Cette vidéo contient 111 phrases et 1179 mots à répéter en shadowing. La partie parlée dure 8:38. Le locuteur parle à un rythme régulier d’environ 137 mots par minute, confortable pour le shadowing. 89 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 17 de ses 111 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| exposure nom | /ɪkˈspəʊ.ʒə(ɹ)/ | exposition |
| bedroom nom | /ˈbɛdˌɹum/ | chambre, chambre à coucher |
| skill nom | /skɪl/ | habileté, compétence |
| topic nom | /ˈtɑpɪk/ | sujet, thème |
| increasingly adverbe | de plus en plus | |
| conclude verbe | /kənˈkluːd/ | conclure |
| ignore verbe | /ɪɡˈnɔː/ | ignorer, ne pas prêter attention à |
| dramatic adjectif | /dɹəˈmætɪk/ | dramatique |
| monitor nom | /ˈmɑ.nɪ.tɚ/ | moniteur, monitrice |
| satellite nom | /ˈsætəlaɪ̯t/ | satellite |
| dependent adjectif | /dɪˈpɛndənt/ | dépendant |
| patience nom | /ˈpeɪ̯.ʃəns/ | patience |
| wrap verbe | /ɹæp/ | envelopper, emballer |
| ceiling nom | /ˈsilɪŋ/ | plafond |
| convenient adjectif | /kənˈviː.niənt/ | commode, pratique |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| turn out verbe | se finir, se terminer | |
| wake up verbe | /ˌweɪk ˈʌp/ | se réveiller |
| wrap up verbe | emballer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What media have you used?
- Did you check your email?
- Did you read a newspaper?
- How many different types of media have you used already today?
- The truth is, we're not sure.
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 | is spent · is located · is filled |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | children who have · children who don |
Prononciation à surveiller
Le locuteur utilise 20 contractions et formes réduites, comme they're, don't, isn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: exposure /ɪkˈspəʊ.ʒə(ɹ)/, patience /ˈpeɪ̯.ʃəns/, stimulation /stɪm.jʊˈleɪ.ʃən/
- Mots longs — placez bien l’accent: intensity /ɪnˈtɛnsɪti/, coordinate /koʊˈɔɹ.dəˌneɪt/, stimulation /stɪm.jʊˈleɪ.ʃən/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: exposure /ɪkˈspəʊ.ʒə(ɹ)/, bedroom /ˈbɛdˌɹum/, dramatic /dɹəˈmætɪk/, wrap /ɹæp/, harmful /ˈhɑɹmfl̩/
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 exposure, bedroom, skill.
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.