Pratique du Shadowing: storyfun 5 unit 3 treasure - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Students' Book Page 20 3.
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Treasure Emma was on holiday, but she was really bored.
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There were too many people in the hotel pool.
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She had no one to play volleyball with and her parents just wanted to sit in the sun.
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Emma walked along the beach and sat down by a rock.
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What a boring day, she thought.
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Then something hit her on the head.
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It was a beach ball.
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Sorry, a little boy said.
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He picked up his ball and stood in front of her.
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He was only about six or seven.
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Emma wanted him to go away.
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What do you want?
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Emma asked him.
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Nothing?
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But you look unhappy.
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What's the matter?
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I'm bored.
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Emma said.
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We could look for treasure The little boy said Emma thought that was a silly idea Where are your parents?
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She asked They're on our ship Out there by the island I'm the son of a pirate The boy said Emma laughed
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There's no ship and you can't be a pirate Pirates are only in films and stories.
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The boy didn't move.
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Believe me, he smiled.
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I am the brave son of a brave pirate and our ship is there.
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You can't see it because you believe we're only in films and stories.
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Emma thought the little boy was funny and suddenly she didn't feel bored.
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Okay, she said and stood up.
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Let's explore the beach and look for treasure.
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The boy pointed at some rocks.
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Shall we begin looking there?
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He whispered.
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Between the rocks, there were lots of pools of seawater.
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They were full of small sea creatures, beautiful stones and shells.
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Those stones and shells are lovely, aren't they?
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The little boy said, they're a kind of treasure.
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Mmm, Emma said.
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Then she saw something blue in the rock pool too.
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What's that?
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It's a glove, isn't it?
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Yes, the little boy said.
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Perhaps someone lost it here.
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He picked up the wet glove.
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This is a kind of treasure as well, he said, and put it in a large bag that he carried on his shoulder.
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Then they climbed over the rocks to the next pool.
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They were looking unusual in that one too.
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What is it?
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Emma asked.
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It looks like a silver fork.
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Can you get it for me?
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Of course I can, the little boy said.
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He pulled out the silver fork and put it in his bag too.
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Then Emma saw something else.
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There was an old pair of sunglasses in another rock pool.
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The little boy pulled his sleeve up over his elbow and took the sunglasses out of the water.
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More wonderful treasure!
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He laughed.
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Then they arrived at a fourth pool.
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The water there was really deep and the rocks around it hurt their knees.
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It's quite dangerous here, Emma said.
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I don't want to stay here.
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Let's go back instead.
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But the little boy said, Look, there's a ring under that black and gold fish.
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I can get that for you too.
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It's the very, very best kind of treasure. Are you sure?
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Emma said.
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That fish looks angry, doesn't it?
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And it's got really scary big teeth.
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It might bite your fingers.
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That ugly crab might climb out and bite your toes too.
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Don't worry.
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These things aren't frightening, he said.
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I'm the brave son of a brave pirate.
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Deep water, fish with big teeth or ugly crabs are no problem for a child like me.
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The little boy took the glove, fork, and the old pair of sunglasses out of his bag.
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He put on the glove and put the old pair of sunglasses on the fork.
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Then, slowly, slowly, put his hand,
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then his elbow, down, down into the deep water.
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The brave little boy soon hooked the ring out of the water with the end of the sunglasses.
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He gave it to Emma.
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Here you are, he said.
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No problem them.
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The ring was so pretty, Emma couldn't speak.
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But when she looked up to thank the little boy, he wasn't there.
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She was very surprised.
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Where did he disappear to?
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Emma didn't know, but she carried the ring carefully back to the hotel to show her parents.
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They weren't sitting in the sun, so Emma went upstairs to their room.
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Emma's mother was there.
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She looked very worried and sad.
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What's the matter, Mum?
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Emma asked.
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I lost my beautiful gold ring when I went for a swim.
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I was having fun in the waves, but it suddenly came off my finger.
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Emma opened her hand. Is this it?
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She asked.
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Yes, her mother said.
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Where did you find it?
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A pirate's son fished it out of a rock pool for me, Emma answered.
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Emma looked out of the hotel window.
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A pirate ship was sailing away and a little boy was waving to her.
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And this time Emma could see them both, the boy and the pirate ship.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau A2 s’appuie sur la vidéo « storyfun 5 unit 3 treasure ». Les mots qui reviennent le plus souvent : Emma, boy, rock, pirate, treasure. Cette vidéo contient 102 phrases et 823 mots à répéter en shadowing. La partie parlée dure 7:29. Le locuteur parle à un rythme régulier d’environ 110 mots par minute, confortable pour le shadowing. 82 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 16 de ses 102 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 |
|---|---|---|
| treasure nom | /ˈtɹɛʒəɹ/ | trésor |
| pirate nom | /ˈpaɪɹət/ | pirate, corsaire |
| brave adjectif | /bɹeɪv/ | courageux |
| sunglasses nom | lunettes de soleil | |
| fork nom | /fɔɹk/ | fourchette |
| bore verbe | /boɹ/ | ennuyer, barber |
| glove nom | /ɡlʌv/ | gant |
| finger nom | /ˈfɪŋɡɚ/ | doigt |
| ugly adjectif | /ˈʌɡli/ | laid, moche |
| shell nom | /ʃɛl/ | coquille, coquillage |
| bite verbe | /baɪt/ | mordre |
| climb verbe | /ˈklaɪ̯m/ | grimper, monter |
| elbow nom | /ˈɛlboʊ̯/ | coude |
| crab nom | /kɹæb/ | crabe, tourteau |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| pick up verbe | soulever |
| come off verbe | se détacher, se décoller |
| go away verbe | partir, s'en aller |
| go back verbe | rentrer, retourner |
| look up to verbe | respecter |
| pull out verbe | se retirer |
| sit down verbe | s'asseoir |
| stand up verbe | se lever, se mettre debout |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What do you want?
- Let's explore the beach and look for treasure.
- Shall we begin looking there?
- Can you get it for me?
- Where did you find 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 |
|---|---|
| Passé continu was/were + -ing — une action en cours à un moment du passé | were looking · weren't sitting · was having |
| Possibilité avec « might / may » might/may + verbe — quelque chose de possible mais pas certain | might bite · might climb |
Prononciation à surveiller
Le locuteur utilise 20 contractions et formes réduites, comme didn't, I'm, aren't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: treasure /ˈtɹɛʒəɹ/, shell /ʃɛl/, unusual /ʌnˈjuːʒ(u)əl/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hook /hʊk/, unhappy /ʌnˈhæpi/, whisper /ˈ(h)wɪspɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: treasure /ˈtɹɛʒəɹ/, pirate /ˈpaɪɹət/, brave /bɹeɪv/, fork /fɔɹk/, bore /boɹ/
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 treasure, pirate, brave.
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.