Pratique du Shadowing: Self-Access Centre | IELTS LISTENING TEST | SECTION-3 - Apprendre l'anglais à l'oral avec la vidéo

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69 phrases
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You will hear the director of studies in an English language centre and a student representative talking about their self-access centre.
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First, you have some time to look at questions 21 to 24.
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Thank you.
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Hi, Yun.
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As you know, I've asked you here today to discuss the future of our self-access centre.
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We have to decide what we want to do about this very important resource for our English language students.
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So, can you tell me what the students think about this?
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Well, from the student's point of view, we would like to keep it.
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The majority of students say that they enjoy using it because it provides a variation on the classroom routine,
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and they see it as a pretty major component of their course.
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But we would like to see some improvements to the equipment, particularly the computers there aren't enough for one each at the moment
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and we always have to share well yes the teachers agree
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that it is a very valuable resource but one thing we have noticed is
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that a lot of the students are using it to check
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their personal emails we don't want to stop you students using it
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but we think the computers should be used as a learning resource not for emails some of us also think
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that we could benefit a lot more by relocating the self-access
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centre to the main university library building how do you think the students would feel about
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that yun well the library is big enough to incorporate the self-access centre
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but it wouldn't be like a class activity anymore
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Our main worry would be not being able to go to a teacher for advice.
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I'm sure there would be plenty of things to do, but we really need teachers to help us choose the best activities.
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Well, there would still be a teacher present, and he or she would guide the activities of the students.
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We wouldn't just leave them to get on with it.
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Yes, but I think the students would be much happier keeping the existing set up.
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They really like going to the self-access centre with their teacher and staying together as a group to do activities.
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If we could just improve the resources and facilities, I think it would be fine.
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Is the cost going to be a problem?
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It's not so much the expense that I'm worried about, and we've certainly got room to do it,
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but it's the problem of timetabling a teacher to be in there outside class hours.
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If we're going to spend a lot of money on equipment and resources, we really need to make sure that everything is looked after properly.
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Anyway, let's make some notes to see just what needs doing to improve the centre.
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Before you hear the rest of the conversation, you have some time to look at questions 25 to 30.
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now listen and answer questions 25 to 30 Now, what about the computers?
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I think it might be a good idea to install some new models.
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They would take up a lot less room, and so that would increase the workspace for textbooks and so on.
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That would be great.
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It is a bit cramped in there at times.
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What about other resources?
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Do you have a list of things that the students would like to see improved?
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Yes, one of the comments that students frequently make is
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that they find it difficult to find materials that are appropriate for their level, especially reading resources.
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So I think we need to label them more clearly.
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Well, that's easy enough.
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We can get that organised very quickly. In fact, I think we should review all of the study resources as some of them are looking a bit out of date.
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Definitely.
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The CD section especially needs to be more current.
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I think we should get some of the ones that go with our latest course books and also make multiple copies.
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Good.
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Now, I was also thinking about some different materials that we haven't got in there at all.
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What do you think of the idea of introducing some workbooks?
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If we break them up into separate pages
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and laminate them they'd be a great resource the students could study the main course book in class
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and then do follow-up practice in the self-access center
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that sounds good okay now finally we need to think about
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how the room is used I'll have to talk to the teachers
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and make sure we can all reach some agreement on a timetable to supervise the center after class
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but we also need to think about security too especially if we're going to invest in some new equipment.
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Um, what about putting in an alarm?
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Good idea.
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The other thing I'd like to do is talk to our technicians
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and see whether we could somehow limit the access to email.
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I really don't want to see that resource misused.
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What about if we agree to only use it before and after class?
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Yes, that would be fine.
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Okay, anyway, that's great for now.
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We'll discuss it further when we've managed to...
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That is the end of section 3.
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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 « Self-Access Centre ». Les mots qui reviennent le plus souvent : student, resource, teacher, centre, access. Cette vidéo contient 69 phrases et 877 mots à répéter en shadowing. La partie parlée dure 6:22. Le locuteur parle à un rythme régulier d’environ 138 mots par minute, confortable pour le shadowing. 91 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.

Vocabulaire clé de cette vidéo

Les 12 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

MotPrononciationSens
timetable nom/ˈtaɪmˌteɪbəl/horaire, emploi du temps
laminate verbe/ˈlæmɪneɪt/lamifier, stratifier
relocate verbe/ˌɹiˈloʊ̯keɪ̯t/déplacer
supervise verbe/ˈsuː.pə.vaɪz/superviser, encadrer
workbook nom/ˈwɝk.bʊk/cahier d'exercice
workspace nom/ˈwɝkˌspeɪs/espace de travail
technician nom/tɛkˈnɪʃən/technicien, technicienne
textbook nom/ˈtɛkst.bʊk/manuel, livre de classe
incorporate verbe/ɪŋˈkɔɹ.pɚ.eɪt/incorporer
variation nom/ˌvɛəɹiˈeɪʃn̩/variation
install verbe/ɪnˈstɔl/installer
classroom nom/ˈklɑːsɹʊm/salle de classe

Les verbes à particule que vous entendrez

MotPrononciationSens
get on with verberetourner à
set up verbe/ˌsɛt ˈʌp/mettre en place, installer

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

  • What do you think of the idea of introducing some workbooks?
  • I really don't want to see that resource misused.
  • We'll discuss it further when we've managed to...

Prononciation à surveiller

Le locuteur utilise 17 contractions et formes réduites, comme don't, I'm, we're. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « sh » et « zh »: technician /tɛkˈnɪʃən/, variation /ˌvɛəɹiˈeɪʃn̩/

Les sons difficiles pour les francophones :

  • /r/ anglais — langue recourbée, sans frotter la gorge: relocate /ˌɹiˈloʊ̯keɪ̯t/, incorporate /ɪŋˈkɔɹ.pɚ.eɪt/, variation /ˌvɛəɹiˈeɪʃn̩/, classroom /ˈklɑːsɹʊm/

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 timetable, laminate, relocate.

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 →