Pratique du Shadowing: Ocean Biodiversity | IELTS LISTENING TEST | SECTION-4 - Apprendre l'anglais à l'oral avec la vidéo

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Section 4 You will hear part of a student presentation about the variety of different species that live in the world's oceans.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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I've been looking at ocean biodiversity, that's the diversity of species that live in the world's oceans.
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About 20 years ago, biologists developed the idea of what they called biodiversity hotspots.
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These are the areas which have the greatest mixture of species.
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So one example is Madagascar.
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These hotspots are significant because they allow us to locate key areas for focusing efforts at conservation.
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Biologists can identify hotspots on land fairly easily,
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but until recently very little was known about species distribution and diversity in the oceans,
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and no one even knew if hotspots existed there.
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Then a Canadian biologist called Boris Worm did some research in 2005 on data on ocean species
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that he got from the fishing industry.
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Worm located five hotspots for large ocean predators, like sharks, and looked at what they had in common.
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The main thing he'd expected to find was that they had very high concentrations of food,
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but to his surprise that was only true for four of the hotspots.
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The remaining hotspot was quite badly off in that regard,
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but what he did find was that in all cases the water at the surface of the ocean had relatively high temperatures,
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even when it was cool at greater depths.
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So this seemed to be a factor in supporting a diverse range of these large predators.
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However, this wasn't enough on its own because he also found that the water needed to have enough oxygen in it,
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so these two factors seemed necessary to support the high metabolic rate of these large fish.
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A couple of years later, in 2007, a researcher called Lisa Balance, who was working in California,
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also started looking for ocean hotspots, but not for fish.
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What she was interested in was marine mammals, things like seals, and she found three places in the oceans which were hotspots,
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and what these had in common was that these hotspots were all located at boundaries between ocean currents,
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and this seems to be the sort of place that has lots of the plankton that some of these species feed on.
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So now people who want to protect the species that are endangered need to get as much information as possible.
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For example, there's an international project called the Census of Marine Life.
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They've been surveying oceans all over the world, including the Arctic.
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One thing they found there, which stunned other researchers, was that there were large numbers of species which live below the ice,
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sometimes under a layer up to 20 metres thick.
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Some of these species had never been seen before.
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They've even found species of octopus living in these conditions.
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And other scientists working on the same project
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but researching very different habitats on the ocean floor have found large numbers of species congregating around volcanoes,
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attracted to them by the warmth and nutrients there.
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However, biologists still don't know how serious the threat to their survival is for each individual species.
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So a body called the Global Marine Species Assessment is now creating a list of endangered species on land,
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so they consider things like the size of the population, how many members of one species there are in a particular place,
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and then they look at their distribution in geographical terms, although this is quite difficult when you're looking at fish because they're so mobile,
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and then thirdly they calculate the rate at which the decline of the species is happening.
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So far only 1,500 species have been assessed, but they want to increase this figure to 20,000.
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For each one they assess, they use the data they collect on that species to produce a map showing its distribution.
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Ultimately, they will be able to use these to figure out not only where most species are located, but also where they are most threatened.
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So, finally, what can be done to retain the diversity of species in the world's oceans?
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Firstly, we need to set up more reserves in our oceans, places where marine species are protected.
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We have some, but not enough.
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In addition, to preserve species such as leatherback turtles, which live out in the high seas but have their nesting sites on the American coast,
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we need to create corridors for migration, so they can get from one area to another safely.
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As well as this, action needs to be taken to lower the levels of fishing quotas to prevent overfishing of endangered species.
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And finally, there's the problem of bycatch.
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This refers to the catching of unwanted fish by fishing boats.
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They're returned to the sea, but they're often dead or dying.
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If these commercial fishing boats used equipment which was more selective so that only the fish wanted for consumption were caught,
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this problem could be overcome.
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Okay, so does anyone have any questions That is the end of section 4.
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You now have half a minute to check your answers.

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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 « Ocean Biodiversity ». Les mots qui reviennent le plus souvent : species, ocean, hotspot, fish, biologist. Cette vidéo contient 60 phrases et 855 mots à répéter en shadowing. La partie parlée dure 7:38. Le locuteur parle à un rythme régulier d’environ 112 mots par minute, confortable pour le shadowing. 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 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

MotPrononciationSens
biologist nom/baɪˈɒləd͡ʒɪst/biologiste, biologue
locate verbe/ˈloʊˌkeɪt/localiser
endangered adjectif/ɪnˈdeɪn.d͡ʒɚd/en danger
biodiversity nom/ˌbaɪoʊdəˈvɚsəti/biodiversité
predator nom/ˈpɹɛd.ə.tɚ/prédateur
researcher nom/ˈɹiˌsɝ.t͡ʃɚ/chercheur, chercheuse
assess verbe/əˈsɛs/estimer, évaluer
bycatch nomprise accessoire, capture accessoire
leatherback nom/ˈlɛ.ðɚ.bæk/tortue luth
mammal nom/ˈmæməl/mammifère
octopus nom/ˈɑktəpʊs/pieuvre, poulpe
overfishing nomsurpêche
plankton nom/ˈplæŋ(k).tən/plancton
thirdly adverbe/ˈθɚdli/troisièmement, tertio
nutrient nom/ˈnuː.tɹi.ənt/nutriment

Les verbes à particule que vous entendrez

MotPrononciationSens
figure out verbecerner
set up verbe/ˌsɛt ˈʌp/mettre en place, installer

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

StructureDans la vidéo
Present perfect continu have/has been + -ing — une action commencée avant et toujours en coursI've been looking · They've been surveying
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitwas known · are endangered · been seen
Propositions relatives who / which + proposition — une précision sur une personne ou une choseareas which have · oceans which were · people who want
Present perfect have/has + participe passé — une action passée qui compte encore maintenantThey've even found · have found · have been assessed

Prononciation à surveiller

Le locuteur utilise 10 contractions et formes réduites, comme they're, they've, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « th »: leatherback /ˈlɛ.ðɚ.bæk/, thirdly /ˈθɚdli/, warmth /wɔɹmθ/, threaten /ˈθɹɛt.n̩/
  • Mots longs — placez bien l’accent: biologist /baɪˈɒləd͡ʒɪst/, biodiversity /ˌbaɪoʊdəˈvɚsəti/, metabolic /mɛtəˈbɒlɪk/

Les sons difficiles pour les francophones :

  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: biologist /baɪˈɒləd͡ʒɪst/, endangered /ɪnˈdeɪn.d͡ʒɚd/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, geographical /d͡ʒiəˈɡɹæfɪkl̩/, mixture /ˈmɪkst͡ʃɚ/
  • /r/ anglais — langue recourbée, sans frotter la gorge: predator /ˈpɹɛd.ə.tɚ/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, congregate /ˈkɒŋɡɹəɡeɪt/, nutrient /ˈnuː.tɹi.ənt/, firstly /ˈfɜɹstli/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme biologist, locate, endangered.

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 →