Pratique du Shadowing: RELATIVE CLAUSES in 4 Steps - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
Hey, can you tell me about relative clauses?
2
Sure.
3
First, do you know what clauses are?
4
Mmm, not really.
5
Basically, if you put a bunch of words together and it sounds like a sentence on its own, then it's a clause.
6
So, is a clause and a sentence the same thing?
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A clause by itself can be a sentence, but you can also put two or more clauses together in one large sentence.
8
In fact, one way to do that is with relative clauses.
9
Okay.
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Why is it called a relative clause?
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Because one clause is related to the other.
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Kind of like in a family?
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Yeah.
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You and your cousin have grandparents in common, so you are related to your cousin.
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In the same way, a relative clause has a word or phrase in common with the main clause of its sentence.
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Okay.
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Can you give me an example?
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How about this sentence?
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I've got tickets to see Vanessa Jones who sings like an angel.
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We've got two clauses here.
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What's the first one?
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I got tickets to see Vanessa Jones.
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And who sings like an angel is the other clause.
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Both clauses talk about Vanessa Jones, so they have that in common.
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But who sings like an angel can't be a sentence by itself.
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Well, I guess it could be if it was a question.
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Right, that's a good point.
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Who is a pronoun, kind of like we or him or this.
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Who is a relative pronoun, which we use for questions and for...
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Relative clauses?
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Right.
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What are the common question words?
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Who, what, where, and when.
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Good.
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Quick note, for relative clauses, we need to change what to which.
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Okay, but what What about this clause?
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Like I said, who is a pronoun, so let's replace it with another pronoun for the singer.
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She sings like an angel.
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Yeah, that could be a sentence by itself.
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Or we could replace the pronouns with the noun they represent.
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Vanessa Jones sings like an angel.
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So we have two good clauses here, each in their own sentence.
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I got tickets to see Vanessa Jones.
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Vanessa Jones sings like an angel.
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Or we could put them together into one sentence.
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I got tickets to see Vanessa Jones, who sings like an angel.
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Let's take a look at how we put these classes together.
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We'll use a different pair.
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We watched Toy Story at Dave's house last night.
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Toy Story was the first Pixar film.
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Are these two sentences related?
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Yeah, they're both talking about Toy Story.
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Right.
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Our first step in putting the classes together is to find out the noun they have in common.
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Let's call it star instead of the noun that both clauses have in common every time.
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Works for me.
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The next step is to decide which is your main clause and which is your relative clause.
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So how do we do that?
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Sometimes it doesn't really matter.
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But often the main clause should fit better with the context.
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Are we talking about what you did last night or are we talking about Pixar?
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Oh, okay.
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I see.
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So the relative clause is less important than the main clause?
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Kinda.
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The relative clause usually gives us more information about something in the main clause.
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Okay, that makes sense.
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But sometimes the sentence sounds better or worse depending on which clause is relative.
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Why don't we try both ways and see how they sound?
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Alright.
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So let's say, Toy Story was the first Pixar film, is our relative clause this time.
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Alright.
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Put it after star in the main clause.
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But Toy Story is in the middle of the sentence.
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If we put the relative clause there, it's inside the main clause.
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That's fine.
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Think of it like a sandwich.
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Okay.
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The third step is to remove star from the relative clause.
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We just take it out?
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We'll replace it with a relative pronoun.
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That's step four.
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What's the best pronoun for star?
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Toy Story is a movie, and we should use which for things like that.
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Good.
86
Place it at the beginning of the green clause.
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And that's all?
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Yeah.
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What's our final sentence?
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We watched Toy Story, which was the first Pixar film, at Dave's house last night.
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I noticed that you paused before and after the relative clause, which is good.
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When we write them down, we put commas in those places.
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Gotcha.
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Now, let's go back to step two, and we'll make the opposite choice.
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The top clause is the relative one now.
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What do we do with it?
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Put it after Toy Story in the bottom clause, but before was the first Pixar film.
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Right.
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Now we remove star from the green clause, and then we add who, which, where, or when.
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We add which, just like last time.
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And put it before we watched?
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That's right.
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And we're done.
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Toy Story, which we watched at Dave's house last night, was the first Pixar film.
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Both sentences sounded good, I think.
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Yeah, I think so too.
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So I guess it depends on the context this time.
108
Right.
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But if it doesn't sound correct for some other clauses you're working on, try changing which clause is the relative one.
110
Gotcha.
111
What happens if I put the relative clause in the wrong spot?
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Then we get a misplaced modifier, which means you're giving information about the wrong thing.
113
Let's try this example.
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My friend Greg has a pet rabbit who is six feet tall.
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The relative clause should come just after star or what the two clauses have in common.
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So here it looks like both clauses are talking about the rabbit.
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The rabbit is six feet tall?
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Does that sound right to you?
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No. No. Then who is six feet tall?
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My friend Greg.
121
Ah.
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Then let's say my friend Greg, who is 6 feet tall, has a pet rabbit.
123
Ugh, but it's not as funny that way.
124
Hmm, true.
125
Anything else I should know?
126
Yeah, there's another relative pronoun, which we use with possessives.
127
If we're talking about Steve in the main clause, but Steve's hat in the relative clause, we say whose hat.
128
Okay, that makes sense.
129
One more thing.
130
We've talked about the common link between the clauses being nouns, but they can also be verb phrases.
131
Hmm, like what?
132
Take this example.
133
Penny always picks her nose, which is really gross.
134
Ew, that is so gross.
135
Yeah, well, you know, she's five years old, so.
136
Anyway, what does witch refer to?
137
Her nose?
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Is her nose really gross?
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No. Well, I don't know.
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I I haven't seen her nose.
141
Heh, then what is probably really gross?
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Picking her nose!
143
Yeah.
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It's not just one thing, it's the whole situation.
145
Okay.
146
So, when a relative clause refers to a situation, we use which as the pronoun?
147
Usually.
148
Gotcha.
149
So, when do we use relative clauses?
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Whenever you want to put thoughts together in one sentence.
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Oh right.
152
But like you said before, the relative clause usually gives us more information about something in the main clause.
153
Right.
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Relative clauses let you express all that at once.
155
Cool.
156
Another reason is to change the flow of the paragraph or of your speech or whatever.
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If you have a bunch of short sentences, it sounds very choppy.
158
I see.
159
There's a lot of starting and stopping.
160
Right.
161
So it helps to put some of the sentences together.
162
This can give you some variation in the rhythm.
163
And when your words flow together more, you sound more natural.
164
Right, exactly.
165
So when you want to write or sound smoother, consider using relative clauses.
166
Definitely will.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « RELATIVE CLAUSES in 4 Steps ». Les mots qui reviennent le plus souvent : clause, relative, sentence, pronoun, Toy. Cette vidéo contient 166 phrases et 1282 mots à répéter en shadowing. La partie parlée dure 7:48. Le locuteur parle à un rythme naturel d’environ 164 mots par minute, proche d’une conversation courante. 82 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 34 de ses 166 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| clause nom | /klɔːz/ | proposition |
| pronoun nom | /ˈpɹoʊ.naʊn/ | pronom |
| noun nom | /naʊn/ | nom, nom substantif |
| rabbit nom | /ˈɹæbɪt/ | lapin |
| gotcha | /ˈɡɑ.tʃə/ | j’t’ai eu |
| depend verbe | /dɪˈpɛnd/ | dépendre |
| phrase nom | /ˈfɹeɪ̯z/ | expression |
| choppy adjectif | /ˈt͡ʃɑ.pi/ | haché, saccadé |
| grandparent nom | /ˈɡɹæn(d)pɛəɹənt/ | grand-parent, aïeul |
| misplace verbe | /mɪsˈpleɪs/ | égarer |
| modifier nom | /ˈmɑdɪfaɪɚ/ | modificateur, modificateuse |
| possessive adjectif | /pəˈzɛs.ɪv/ | possessif |
| verb nom | /vɝb/ | verbe |
| pause nom | /pɔːz/ | pause |
| paragraph nom | /ˈpæɹəɡɹæf/ | paragraphe, alinéa |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| find out verbe | découvrir, savoir |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Hey, can you tell me about relative clauses?
- First, do you know what clauses are?
- Can you give me an example?
- Why don't we try both ways and see how they sound?
- We just take it out?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | Story, which was · clause, which is · modifier, which means |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | We've talked · haven't seen |
| Conseil avec « should » should + verbe — dire ce qu’il vaut mieux faire | should fit · should use · should come |
| Présent continu am/is/are + -ing — ce qui se passe en ce moment | Are we talking · you're working · you're giving |
Prononciation à surveiller
Le locuteur utilise 18 contractions et formes réduites, comme we'll, doesn't, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: gotcha /ˈɡɑ.tʃə/, choppy /ˈt͡ʃɑ.pi/, sandwich /ˈsæn(d).wɪd͡ʒ/
- /r/ anglais — langue recourbée, sans frotter la gorge: pronoun /ˈpɹoʊ.naʊn/, rabbit /ˈɹæbɪt/, phrase /ˈfɹeɪ̯z/, grandparent /ˈɡɹæn(d)pɛəɹənt/, paragraph /ˈpæɹəɡɹæf/
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 clause, pronoun, noun.
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.