Pratique du Shadowing: Success at School vs Success in Life - Apprendre l'anglais à l'oral avec la vidéo
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34 phrases
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1
We want to do well at school for an obvious reason.
2
Because, as we're often told, it's the primary route to doing well at life.
3
Few of us are in love with the A grades themselves.
4
We want them because we're understandably interested in one day having a fulfilling career, a pleasant house and the respect of others.
5
But sometimes, more often than seems entirely reassuring, something pretty confusing occurs.
6
We come across people who triumphed at school but flunked at life and vice versa.
7
The former stars who once knew exactly how to satisfy their teachers may now be flatlining in a law office
8
or relocating to a provincial town in the hope of finding something better.
9
The path that seemed guaranteed to lead to success has run into the sand.
10
We shouldn't actually be surprised.
11
School curricula are not designed by people who necessarily have much experience of or talent at the world beyond.
12
School curricula are not reverse -engineered from fulfilled adult lives in the here and now.
13
They were intellectually influenced by all kinds of slightly random forces over hundreds of years of evolution, shaped by, among other things,
14
the curricula of medieval monasteries, the ideas of some 19th century German educationalists, and the concerns of aristocratic court societies.
15
This helps to explain the many bad habits that schools can inculcate.
16
They suggest that the most important things are already known, that what is is all that could be.
17
They can't help but warn us about the dangers of originality.
18
They want us to put up our hands and wait to be asked.
19
They want us to keep asking other people for permission.
20
They teach us to deliver on rather than change expectations.
21
They teach us to redeploy ideas rather than originate them.
22
They teach us to respect people in authority rather than imagine that in rather inspiring ways,
23
no one actually knows quite what's going on.
24
They teach us everything other than the two skills
25
that really determine the quality of adult life Knowing how to choose the right job for us
26
and knowing how to form satisfactory relationships
27
They'll instruct us in Latin
28
and how to measure the circumference of a circle long before they teach us these core subjects Work
29
and love That said it isn't
30
that all we need to do to succeed at life is
31
flunk school a good life requires us to do two very tricky things.
32
Be a very good boy or girl for twenty years
33
and simultaneously never really believe blindly in the long -term validity or seriousness of what we're being asked to study.
34
We need to be outwardly, entirely obedient, while inwardly, intelligently and unashamedly rebellious.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « Success at School vs Success in Life ». Cette vidéo contient 34 phrases et 450 mots à répéter en shadowing. La partie parlée dure 3:00. Le locuteur parle à un rythme naturel d’environ 150 mots par minute, proche d’une conversation courante. 84 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| flunk verbe | /flʌŋk/ | louper |
| fulfill verbe | /fʊlˈfɪl/ | combler, satisfaire |
| aristocratic adjectif | /ˌæɹɪstəˈkɹætɪk/ | aristocratique |
| blindly adverbe | /ˈblaɪndli/ | à l’aveuglette |
| circumference nom | /sɚˈkʌmfɹəns/ | circonférence |
| inculcate verbe | /ˈɪn.kʌl.keɪt/ | inculquer |
| instruct verbe | /ɪnˈstɹʌkt/ | instruire, enseigner |
| intellectually adverbe | intellectuellement | |
| intelligently adverbe | intelligemment | |
| obedient adjectif | /əˈbidiənt/ | obéissant |
| originality nom | /əˌɹɪd͡ʒɪˈnælɪti/ | originalité |
| originate verbe | /əˈɹɪd͡ʒɪneɪt/ | venir de |
| outwardly adverbe | /ˈaʊtwɚdli/ | extérieurement |
| reassure verbe | /ˌɹi.əˈʃʊɹ/ | tranquilliser, rassurer |
| rebellious adjectif | /ɹəˈbɛliəs/ | rebelle, rétif |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come across verbe | avoir l'air de |
| put up verbe | placer |
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 | are not designed · are already known · be asked |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who triumphed · people who necessarily |
Prononciation à surveiller
Le locuteur utilise 7 contractions et formes réduites, comme we're, can't, isn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: reassure /ˌɹi.əˈʃʊɹ/, unashamedly /ˌʌnəˈʃeɪmɪdli/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, provincial /pɹəˈvɪn(t)ʃəl/
- Mots longs — placez bien l’accent: aristocratic /ˌæɹɪstəˈkɹætɪk/, originality /əˌɹɪd͡ʒɪˈnælɪti/, originate /əˈɹɪd͡ʒɪneɪt/, unashamedly /ˌʌnəˈʃeɪmɪdli/, satisfactory /sætɪsˈfækt(ə)ɹi/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: originality /əˌɹɪd͡ʒɪˈnælɪti/, originate /əˈɹɪd͡ʒɪneɪt/
- /r/ anglais — langue recourbée, sans frotter la gorge: aristocratic /ˌæɹɪstəˈkɹætɪk/, circumference /sɚˈkʌmfɹəns/, instruct /ɪnˈstɹʌkt/, originality /əˌɹɪd͡ʒɪˈnælɪti/, originate /əˈɹɪd͡ʒɪneɪt/
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 flunk, fulfill, aristocratic.
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.