Pratique du Shadowing: Social mobility and education: DISCUSSION - BBC Newsnight - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
When you're teaching, how much priority do you find yourself giving to the more gifted disadvantaged students as opposed to the others?
2
Well, it's not really as opposed to the others.
3
It's got to be as well as the others.
4
We can't just single out that one group.
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And, you know, philosophically and morally as a teacher, every student in the room is gifted.
6
In terms of our higher ability, obviously, we do need to push as much as we can.
7
Do you give them extra lessons?
8
Do they hang about after school?
9
Yes, we do.
10
Do you try and give them...
11
We look to do extra lessons after school.
12
It is an issue for us because of funding and because of staffing.
13
Being able to actually afford that resource is an issue for us.
14
We put on extra classes during registration times, throughout the day as well.
15
At certain times of the year, we might collapse a subject and intensify our maths and English and so on.
16
Of the kind of set who are being represented in this documentary, of the more academically bright students,
17
let's say, from the less advantaged backgrounds, preschool meals, basically, what sort of number do you think should be going to university
18
and what sort of number do you think will go to university?
19
Well, I suppose in a year group of 200,
20
a good 40% on paper should be able to go to university from our school given our intake and their predicted grades.
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in terms of how many will go to university, it's often a very different picture.
22
Much lower, though.
23
Much lower, much lower, yeah.
24
And there's obviously such a broad range of factors that mean that that is an issue for them.
25
Let me turn to you, Selina, because we have a traditional notion of social mobility.
26
My perception is people think it is a good thing, and social mobility is about basically helping people whose talent might otherwise be wasted and giving them that leg up,
27
making sure they get to exploit their potential.
28
Now is that the right notion of social mobility?
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Is that the desirable notion of social mobility?
30
No I'd argue
31
that part of the real problem with social mobility is it's been used by successive governments as really an opposition to equality.
32
I mean what's being described here is excellent practice in a non-selective school that seeks to value every child, that says every child matters.
33
But in fact what What we've seen with the kind of political
34
and media discourse around social mobility has been the idea
35
that there are only a few who are talented and somehow we have to get them on.
36
Now, historically, that just doesn't work.
37
The place where it was absolutely enshrined, one of the teachers on the documentary mentions the grammar schools,
38
we saw between 1945 and the 70s an education system which was all about selection at 11, selection of the so-called brightest.
39
Yes, which was taking them out.
40
Taking them out and giving them a particular kind of education.
41
Now what that was predicated on was the idea that children from working class backgrounds are disadvantaged, a word that has been used tonight, that their background doesn't give them anything,
42
that they need to be taken out of that, and that they can be assessed on brightness and prepared for university.
43
The fact is it didn't work and it didn't work
44
because we now know that you cannot test or define brightness at 11
45
or even 16 but also it didn't work because the fact is that education alone cannot lead to social mobility.
46
Are you saying it's not desirable to get those youngsters into university?
47
I mean you're not arguing that are you or are you arguing that?
48
No, I think that everybody who wants to go to a university should be able to go to a university.
49
And if I had my way, I would elect Jeremy Corbyn tomorrow.
50
I would see an end to these pernicious tuition fees.
51
I would properly fund comprehensive education.
52
And I would say, let's all rise up as a society and get rid of this ridiculous inequality.
53
Now, you see, and what do you do?
54
I mean, just suppose Jeremy Corbyn doesn't win an election tomorrow and can't deliver that, where resources are limited in a school like John's.
55
I mean, do you focus on some of the brighter ones and say, let's get you to university or not?
56
I don't think that that is what's being done in John's school.
57
And I think that that's absolutely right.
58
And the reason why it's right is because the fact is that these kids are not lacking aspiration.
59
They are lacking material resources because of government cuts.
60
Is that true, John?
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Is it aspiration or material resource?
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There's an element of aspiration, but I think that's a knock-on And of the material resources, I think Selina's absolutely right.
63
Social mobility for our students isn't just about getting a group to university.
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It's got to be about improving the housing, improving the income of the families, and actually wrapping around the whole child.
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We're seeing cuts constantly with mental health and wellbeing
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and all of those other aspects that are so vital to getting these students.
67
When I ask you, what's the main barrier to progress of those children?
68
Is it home?
69
Is it chaotic lives?
70
Is it the teaching resources?
71
Is it the school?
72
What do you see as the critical I think this is the crux of the issue, which is why there isn't a magic bullet to solve this problem.
73
It is everything, you know.
74
They have home lives which are chaotic, which are difficult.
75
I mean, I know through my own children, if I've had a stressful day, I'm not necessarily going to be devoting the time to educate at home in the way that I should.
76
So if your life is constantly chaotic, if, as we see with Shakira on the documentary, there's a disability at home,
77
you know, her mum desperately wants better for her, but is totally at a loss as how to do that.
78
And, Selina, just to very briefly pin you down, basically, you're telling people don't go with the notion of social...
79
The notion of social mobility that's popularly talked about is not the right metric against which to judge success.
80
If we are saying that success means that people can lead lives
81
that they find fulfilling and where they can provide for their family,
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then we need to expand employment opportunities and stop asking schools to do the work that government should be doing.
83
The education system at the moment isn't obviously doing that fully.
84
Thank you both.
85
Thanks both very much indeed.
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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 « Social mobility and education: DISCUSSION - BBC Newsnight ». Les mots qui reviennent le plus souvent : mobility, resource, notion, student. Cette vidéo contient 85 phrases et 1130 mots à répéter en shadowing. La partie parlée dure 6:13. Le locuteur parle vite, environ 182 mots par minute : attendez-vous à des liaisons et à des sons réduits. 85 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 17 de ses 85 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 |
|---|---|---|
| mobility nom | /mə(ʊ)ˈbɪlɪti/ | mobilité |
| notion nom | /ˈnoʊʃən/ | notion |
| aspiration nom | /ˌæspəˈɹeɪʃən/ | aspiration |
| chaotic adjectif | /keɪˈɑtɪk/ | chaotique |
| brightness nom | /ˈbɹaɪtnəs/ | brillance |
| disadvantage nom | /ˌdɪsədˈvæntɪd͡ʒ/ | désavantage |
| desirable adjectif | /dɪˈzaɪəɹəbəl/ | souhaitable, désirable |
| oppose verbe | /əˈpoʊz/ | s'opposer à |
| enshrine verbe | /ɪnˈʃɹaɪn/ | enchâsser |
| intensify verbe | /ɪnˈtɛnsɪfaɪ/ | intensifier |
| pernicious adjectif | /pɚˈnɪʃəs/ | nocif, malsain |
| philosophically adverbe | philosophiquement, avec philosophie | |
| predicate nom | /ˈpɹɛd.ɪ.kɪt/ | prédicat |
| youngster nom | /ˈjʌŋstɚ/ | ado, enfant |
| preschool adjectif | /ˈpɹiːskuːl/ | préscolaire |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- We can't just single out that one group.
- Do you give them extra lessons?
- Are you saying it's not desirable to get those youngsters into university?
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 gifted · being represented · be wasted |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | system which was · Yes, which was · issue, which is |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | we've seen · has been |
Prononciation à surveiller
Le locuteur utilise 21 contractions et formes réduites, comme didn't, doesn't, isn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: notion /ˈnoʊʃən/, aspiration /ˌæspəˈɹeɪʃən/, enshrine /ɪnˈʃɹaɪn/, pernicious /pɚˈnɪʃəs/, tuition /tjuːˈɪʃən/
- Mots longs — placez bien l’accent: mobility /mə(ʊ)ˈbɪlɪti/, aspiration /ˌæspəˈɹeɪʃən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, desirable /dɪˈzaɪəɹəbəl/, academically /ˌæk.əˈdɛm.ɪk.ə.li/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, educate /ˈɛd͡ʒ.əˌkeɪt/
- /r/ anglais — langue recourbée, sans frotter la gorge: aspiration /ˌæspəˈɹeɪʃən/, brightness /ˈbɹaɪtnəs/, desirable /dɪˈzaɪəɹəbəl/, enshrine /ɪnˈʃɹaɪn/, predicate /ˈpɹɛd.ɪ.kɪt/
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 mobility, notion, aspiration.
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.