Pratique du Shadowing: Speak English Fluently — Use STRESS Correctly! - Apprendre l'anglais à l'oral avec la vidéo
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Today I want to teach you a lesson about stress.
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Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,
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but stress in language because many of you hear all the words, but don't understand what someone's actually saying.
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Ready?
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Yeah, you said it.
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You understand every word they say, but not what they mean together.
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That's because language isn't just words words, we have intonation, and stress is one of those where we're trying to tell you what's important.
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Okay?
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So, I'm going to go to the board, and I'm going to teach you today how we can use stress to communicate better when we speak,
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but also to understand when someone's speaking to us.
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Ready?
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Let's go to the board.
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We're going to work on spotlight.
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I'm going to teach you the spotlight method to work with stress, and that's what this is here.
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A spotlight is used when you want to show something very specific.
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As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.
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It brings my attention to where I want it to, want you to go.
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Okay?
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So, let's give an example, all right?
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I didn't say she stole the money, okay?
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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Different type of spotlight.
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I lost mine.
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Okay.
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Okay, so what does that mean?
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You noticed I said it, same words, about seven or eight times, but each one was a little bit different.
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What I was doing that was trying to show you number one, this is what I call the frame.
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I said the same words, but not the same message.
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When I say something like, I didn't say she stole the money, it means someone else said it.
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Mr. E said it.
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Tony said it, but it wasn't me.
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When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,
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but it wasn't her, it was maybe him.
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I didn't say she stole the money.
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Something was stolen by that person, but not necessarily the money.
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I have said these same words over and over again, but each message is different.
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Now to you, if you're just learning English, you're like, they said the same thing.
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Why is this person angry?
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Why is this person angry?
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Why is this person.. why?
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The message was switched.
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Because same words don't mean the same message.
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When I stress I, for instance, right, stress tells you what is important.
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When I say I didn't say she stole the money, I'm telling you my involvement, me, I didn't have anything to do with it.
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So me, as the speaker, that's important, right?
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I'm saying I didn't do X.
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Or I could talk about the object.
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I didn't say she stole the money, so then I'm talking about the thing, not myself.
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I'm not important, because I didn't say that.
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Something was taken, and that's what is important.
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So stress tells you what is important.
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Now, when we come to number three, take one and two and put them together.
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Change the stress, change the meaning.
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You can't just randomly say words and think it's all okay.
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Sometimes, even worse, is when students go, I did not say she stole the money.
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Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.
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You're not telling me where to point my attention.
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And that's what the spotlight is for.
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What do you want me to really understand from what you say?
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And that's why sometimes when people are speaking, they can say something like, I didn't say she stole the money because I was pointing, right?
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So, I'm giving you information that's there, so you have to listen to the stress on the words.
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Now, if we take these three together, right, same words does not equal same message.
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Stress tells you what is important.
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Change the stress, change the message message, we can come up with a principle,
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which is an idea, a basic idea I want you to keep from this lesson, right?
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And the basic idea is this, stress the information you want the listener to see.
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Just like with my flashlight when it's dark, what do I want to see is where I point it, or the spotlight tells you, okay?
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Now simple enough message, I'm sure you got it, right?
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change the stress.
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I want to check to see if you really got it, okay?
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So, what I want to do is go here.
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It's called fluency.
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That's what you're here for, you don't want to just know English, you want to be fluent at it. So,
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I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.
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Let's check...
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Let's do the first one.
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See where I stress the word.
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Pay attention.
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Tom didn't go home last night.
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Tom didn't go home last night. Where was the stress?
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If you said didn't, you got it correctly.
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You listened.
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So I said, Tom didn't go home last night.
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I could have said, Tom didn't go home last night, which meant Tom went somewhere.
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But not to his house, right?
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So that stress would change the information you were receiving.
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So if you got the right word, didn't, you just passed the listening test.
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How about choose?
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Now, choosing, how would I say this?
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Okay?
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I want to say go.
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Go.
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Tom didn't go home last night.
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Tom didn't go home.
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And I want to emphasize it.
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How would I actually say it?
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Would I say, Tom didn't go home last night, or Tom didn't go home last night?
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Which one would I choose, A or B?
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If you said A, good.
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You chose the right one.
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You knew what I wanted to give the information, what I wanted you to pay attention to,
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and you chose which word to emphasize, which was the verb.
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What didn't he do?
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Didn't is an auxiliary verb, right?
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But I was really talking about the direction going.
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Good on you.
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Now, here's the third one.
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Tom didn't go home last night.
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That's the answer.
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What do I have to emphasize?
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You got it.
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Tom, which is the subject, right?
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The answer was Tom didn't go home.
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I emphasized that, so you have to pick which word if I want to get the message.
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And what was the message I was sending?
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Well, I'm picking
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Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.
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The rest did go home.
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So, by telling you that, I picked out
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Tom as the one person I wanted you to identify.
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And you see how I said the sentences, they're almost the same.
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Not to a native speaker, because they would have said, why did you say
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Tom like that?
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You wouldn't, but they would have noticed.
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But now you will, because you did well at the listening, the choosing, and the reverse.
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And the reverse is just where I give you the answer, and I want you to think back at the question,
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like where would that come from?
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Why would they do that?
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I'm getting you to think a little bit about where the information comes from.
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All right?
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So, you did well in the frame, all right, we got our principle down,
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you got some fluency, but here's the deal.
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You're not going to be able to do this after a 10 -minute lesson.
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That's just not the way how the world works.
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So, how am I going to help you to get good at doing this for yourself at home when you're by yourself?
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Well, I've got some field work for you.
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Field work.
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If you've got a garden, it's when you go out and you pick out the weeds and whatnot.
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But if you're in the army, field work is where you do your job.
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It's going out in the field.
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Scientists do it as well.
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You go out into the field and practice.
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See if this is, you know, will work for you or you can get better.
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My field work is for your practice.
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The first thing I want you to do is to move it.
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I like to move it, move it.
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I like to...
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No. Now, if your family's going, what's wrong with you?
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They're right.
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Sit down.
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When I mean move it, remember what I did at the beginning of this lesson.
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I said, I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she...
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I moved it.
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Now by moving it, what I was doing is changing the stress.
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But that's not all I want you to do.
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When you move it, I want you to examine and say, well, when I move it, how does the message change?
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I didn't say she stole the money.
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It wasn't me.
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Maybe it was him.
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Didn't say that it's not true, but it wasn't me.
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So, I go, the message is saying, the speaker's saying, not me.
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I didn't say she stole the money.
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What's the difference?
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She stole it.
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I go, no, no one, no, nobody said she stole it.
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She might have borrowed the money.
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She might have lost the money, because that verb, I said, no, I didn't say she stole it.
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She could have lost it, she could have borrowed it.
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By saying that, I'm saying this word does not apply in this sentence.
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So I don't want you just to move the words.
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That's easy, but it doesn't mean anything.
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Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?
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And remember the spotlight we talked about, you're putting a spotlight.
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This is the information I want them to pay attention to.
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Hunt it.
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Dun, dun, dun, dun.
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Some of you aren't hunters because you're vegetarians and vegans, and I respect that greatly.
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But in this case, hunt it means look for it.
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It's great that you produce this yourself, but because you're learning a language,
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you want to be able to see it to see how it changes messages.
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So I've been doing it this whole video, even when I'm not doing the special sentences, and other videos I've done, you can go over them,
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hunt, go watch my videos, look where I put emphasis or, like, a stress on something,
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and then try and look at what I was trying to tell you, what I repeated, because in videos like this,
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I will repeat and go blah and then show you.
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That's very obvious, so that's good.
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But you can do it on YouTube videos, you can do it when you're watching politicians.
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I did not steal the money.
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No, I did not steal the money.
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Huh?
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Those aren't the same sentences.
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He's like, I didn't steal it, I borrowed it, all right?
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So hunt it.
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Watch television and notes.
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Pay attention in the real world.
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Before you go into the real world, right, look for it.
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Where do people stress?
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Why don't people just talk like this all the time?
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It would be very robotic and boring, but even in the movies, nothing like that happens.
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Where's the bomb?
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No, like, where is the bomb?
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Like, where's the bomb?
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Is there a bomb?
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They're telling you, where should your attention go?
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Now correct it.
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Correct it?
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How do I correct it?
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This is where this becomes very useful.
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Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?
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You said you would do it on Tuesday.
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I didn't say I would do it on Tuesday, right?
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Okay?
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It means, I said I would do it, but I never said Tuesday.
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So I've used stress to tell them that.
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Or you could say, I didn't say, I didn't say I would do that, means that never happened.
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Hmm?
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One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.
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The other one could be, I didn't say this at all.
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Correct it.
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Use the stress method to listen, or sorry, when you speak, and that's why I said this lesson is about listening and speaking, to correct people.
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show where they made the mistake.
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It could be, you know, what was said, what thing they were speaking about, right?
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So, you can correct it in conversation.
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Cool?
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All right.
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So, we've got...
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Here's your fieldwork.
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Move it, right?
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I like to move it, move it.
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Move it through a sentence, and then don't just do that.
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Write down how it changes the sentence so you can get the understanding.
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Next, hunt it.
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Watch television, watch politicians, watch movies.
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Where are they stressing?
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What are they trying to tell you?" and correct it.
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You can pretend on this one, or you can try it out in real life, right?
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So, I didn't say...
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I didn't say Tuesday.
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I didn't say Tuesday, and that changes the message.
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Correct someone by using your English.
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Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.
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What I want to go to is forum.
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And the forum, in case you don't know it because it's a fancy word, it's you people, you're the forum, you're watching.
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You are watching this video, you are going into the comment section, and that's where I would like you to go.
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When I am done this lesson, I've got one thing to give you more, I would like you to go into the comment section,
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whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.
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I didn't say, she bought my car.
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Why?
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Okay, here's where it gets interesting.
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Number one, I want you to capitalize, so if you say, say, for example, you might do this.
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You might do this.
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I didn't say she bought my car, or you could do this.
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I didn't say she bought my car.
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So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.
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And then other people can check and tell you if you're right or wrong.
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Because now you're writing it down and you're going to go, did I stress the right part for the information I want the spotlight on?
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Do I really understand this lesson?
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And then with other people help you, it's great to have more than one teacher, especially live, right?
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Because every day we have the videos up, people come by regularly and check and we'll give you hints.
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I've seen people write many comments.
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Anyway, I want to finish up this lesson.
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And as I finish it up, I want to not just leave you with your homework.
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I want to give you some place you can go to, to learn more.
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And it's not just on the stress method.
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Some of it is.
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Okay?
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But it's how to speak better and how to listen better.
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And these are some other lessons I've done, and I call this section further.
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So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,
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reading and writing in other videos.
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In this case, improve your pronunciation with the grab -and -break method.
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Check that video out.
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Okay, I've also got another one.
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Secret to English fluency is not speaking.
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All right?
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I know, this whole video is on speaking.
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Oh, yeah, but guess what?
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It's not the secret.
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So, now you can combine these lessons, right?
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And finally, the two essential skills you need for great conversations.
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So by using this for listening and using this for conversation,
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you're going to find that your ability to speak and understand English is going to grow like crazy.
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Anyway, listen, thank you for taking the time and listening.
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And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,
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vid as in video dot com to see these videos, of course, and other great teachers we have there.
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It's been a pleasure.
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Have a good one.
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See you soon.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Speak English Fluently — Use STRESS Correctly! ». Les mots qui reviennent le plus souvent : stress, stole, word, Tom, message. Cette vidéo contient 294 phrases et 2794 mots à répéter en shadowing. La partie parlée dure 16:18. Le locuteur parle à un rythme naturel d’environ 171 mots par minute, proche d’une conversation courante. 87 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 67 de ses 294 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| steal verbe | /stiːl/ | voler |
| lesson nom | /ˈlɛs.ən/ | leçon |
| spotlight nom | /ˈspɒtˌlaɪt/ | projecteur |
| emphasize verbe | /ˈɛm.fə.saɪz/ | souligner, accentuer |
| forum nom | /ˈfɔːɹəm/ | forum |
| borrow verbe | /ˈbɑɹ.oʊ/ | emprunter |
| verb nom | /vɝb/ | verbe |
| skill nom | /skɪl/ | habileté, compétence |
| reverse nom | /ɹɪˈvɝs/ | contraire |
| principle nom | /ˈpɹɪn.sɪ.pəl/ | principe |
| politician nom | /ˌpɑ.ləˈtɪʃ.ən/ | politique, politicien |
| necessarily adverbe | /ˌnɛs.əˈsɛɹ.ə.li/ | absolument, nécessairement |
| hunter nom | /ˈhʌntɚ/ | chien de chasse |
| juice nom | /d͡ʒuːs/ | jus |
| greatly adverbe | /ˈɡɹeɪ̯t.li/ | grandement |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| pick out verbe | distinguer, faire la distinction |
| come up with verbe | inventer, imaginer |
| finish up verbe | fignoler |
| go out verbe | sortir |
| go through verbe | traverser |
| sit down verbe | s'asseoir |
| write down verbe | noter, écrire |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- How would I actually say it?
- What do I have to emphasize?
- He's like, I didn't steal it, I borrowed it, all right?
- They're telling you, where should your attention go?
- How do I correct it?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have said · I've done · I've used |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is used · was stolen · was switched |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | emphasize, which was · Tom, which is |
Prononciation à surveiller
Le locuteur utilise 126 contractions et formes réduites, comme didn't, you're, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
- Mots longs — placez bien l’accent: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hunter /ˈhʌntɚ/, wherever /(h)wɛɹˈɛvɚ/, highlight /ˈhaɪˌlaɪt/, homework /ˈhoʊmˌwɝk/, hint /hɪnt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: juice /d͡ʒuːs/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/
- /r/ anglais — langue recourbée, sans frotter la gorge: forum /ˈfɔːɹəm/, borrow /ˈbɑɹ.oʊ/, reverse /ɹɪˈvɝs/, principle /ˈpɹɪn.sɪ.pəl/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/
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 steal, lesson, spotlight.
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.