Pratique du Shadowing: RE2 Unit 9A - Apprendre l'anglais à l'oral avec la vidéo
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32 phrases
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Track 17 Reading 9A The Teenage Brain Parents,
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teachers, and anyone who regularly deals with teenagers knows how difficult the adolescent years can be.
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Adolescents have always been known to do wild, even dangerous things.
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This was thought to be due to the foolishness of youth.
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Now, brain imaging technology allows scientists to study the physical development of the brain in more detail than ever before.
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Their discoveries have led to a new theory of why teens act the way they do.
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A work in progress.
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Recently, scientists discovered that though our brains are almost at their full size by the age of six, they are far from fully developed.
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Only during adolescence do our brains truly grow up.
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During this time, they go through great changes, like a computer system being upgraded.
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This upgrade was once thought to be finished by about age 12.
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Now, scientists have concluded that our brains continue to change until age 25.
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Such changes make us better at balancing our impulses with the need to follow rules.
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However, a still -developing brain does this clumsily.
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The result, scientists claim, is the unpredictable behaviour seen in teenagers.
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Pleasure seekers The studies confirm that teens are more likely to take risks and behave in extreme ways.
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Fortunately, the news isn't all negative.
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As brain scientist BJ Casey points out, the teen brain inspires such behaviour in order to help teenagers prepare for adult life.
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One way the brain does this is by changing the way teens measure risk and reward.
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Researchers found that when teens think about rewards, their brains release more of the chemicals that create pleasure than an adult brain would.
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Researchers believe this makes the rewards seem more important than the risks
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and makes teens feel the excitement of new experiences more keenly than adults do.
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Research into the structure of the teen brain also found that it makes social connections seem especially rewarding.
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As such, teens have an intense need to meet new people.
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Scientists suggest this is because as teens, we begin to realize that our peers may one day control the world we live in.
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Because it is still developing, the teen brain can change to deal with new situations.
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It therefore connects social rewards with even more pleasure.
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In this way, the brain encourages teens to have a wide circle of friends, which is believed to make us more successful in life.
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Unfortunately, this hunt for greater rewards can sometimes lead teens to make bad decisions.
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However, it also means that teens are more likely, and less afraid, to try new things or to be independent.
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The scientists' findings suggest that in the long run,
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the impulses of the teen brain are what help teens leave their parents' care and live their own lives successfully.
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Vocabulaire et conseils d’expression pour cette leçon
Les mots qui reviennent le plus souvent : brain, teen, scientist, reward, teenagers. Cette vidéo contient 32 phrases et 463 mots à répéter en shadowing. La partie parlée dure 3:30. Le locuteur parle à un rythme régulier d’environ 132 mots par minute, confortable pour le shadowing. 84 % 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| scientist nom | /ˈsaɪəntəst/ | scientifique, savant |
| reward nom | /ɹɪˈwɔɹd/ | récompense, salaire |
| teenager nom | /ˈtiːnˌeɪ̯d͡ʒə/ | adolescent, adolescente |
| upgrade verbe | /əpˈɡɹeɪd/ | monter en gamme |
| researcher nom | /ˈɹiˌsɝ.t͡ʃɚ/ | chercheur, chercheuse |
| impulse nom | /ˈɪmpʌls/ | impulsion |
| discovery nom | /dɪˈskʌv.ɹi/ | découverte |
| encourage verbe | /ɪnˈkʌɹ.ɪd͡ʒ/ | encourager |
| successfully adverbe | /səkˈsɛs.fə.li/ | avec succès |
| confirm verbe | /kənˈfɝm/ | confirmer |
| discover verbe | /dɪˈskʌvə/ | découvrir |
| connect verbe | /kəˈnɛkt/ | accoupler, connecter |
| excitement nom | /ɪkˈsaɪtmənt/ | excitation |
| peer nom | /pɪɹ/ | pair, pareil (pareille f) |
| behave verbe | /bɪˈheɪv/ | se comporter |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go through verbe | traverser |
| grow up verbe | grandir |
| point out verbe | pointer |
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 known · was thought · being upgraded |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have always been known · have led · have concluded |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | anyone who regularly · friends, which is |
Prononciation à surveiller
- Mots longs — placez bien l’accent: adolescent /ˌæd.əˈlɛs.ənt/, successfully /səkˈsɛs.fə.li/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/, adolescence /ˌædəˈlɛsəns/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: teenager /ˈtiːnˌeɪ̯d͡ʒə/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
- /r/ anglais — langue recourbée, sans frotter la gorge: reward /ɹɪˈwɔɹd/, upgrade /əpˈɡɹeɪd/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, discovery /dɪˈskʌv.ɹi/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/
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 scientist, reward, teenager.
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.