Pratique du Shadowing: Teaching groups: How to get them talking #9 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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The dog is walking so the dog's footsteps are going to be in the video.
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Hey guys, so recently I've been getting quite a lot of feedback from you
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which has been great because that means that you're watching my videos and that they actually mean something to you.
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So yeah, thanks.
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One question that I got that I thought was pretty interesting was
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how to get your students to interact with one another on your lessons.
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and I thought that this could be quite an important topic to talk about
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because it's a problem that I had in the beginning as well.
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I love teaching one -on -one.
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I think it's the best way to teach English just because
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you get so much more time to spend with one person and maybe that's for a different video.
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But sometimes you have to teach in groups.
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And with teaching in groups, there come different problems.
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One of which I experienced, and this was the fact that when you have a group of people, you have many different personalities,
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which means you get shy people, and you get very talkative people and what usually happens is that the talkative people,
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well, talk a lot and the shy people kind of disappear into the background.
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Another thing that I noticed is that in groups it's a lot more difficult for people to open up.
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So even if these are people who aren't shy, they might feel uncomfortable to speak when they're in a group just because they're
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not really confident about their language and about speaking in front of their peers or their colleagues in another language.
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So over the past couple of years, I have used a couple of different methods to get my students
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talking on my lessons
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and interacting with each other in my lessons some of these
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ideas are in mine i also have to google them up
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and find them on the internet but i'd love to share them with you guys
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So one of the first things I like to do on my lessons, on my group lessons, are warm -ups.
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One of the warm -ups, which is I guess the most basic and most obvious one, is I start by asking my students how they are.
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and asking a little bit about their lives, what they've been up to, and kind of seeing where the discussion goes on from there.
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Because sometimes it can, I don't know,
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somebody can do something or have done something over the weekend that will join with somebody else's story and
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you'll get a discussion going on.
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Sometimes, however, I got students who like to give me easy answers.
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Easy answers being, Oh, I don't know, nothing much.
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Or I just stayed at home.
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Or I'm fine and they wouldn't
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elaborate on that idea which made things very difficult for me
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because it's hard to have a discussion when somebody keeps on ending it. with you.
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So for the students that gave me very quick and easy answers, I found another way.
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What I would do is on the next lesson, I would get the students to talk not about themselves but about the person sitting next to them.
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So if it's an introductory lesson, what
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What is great is I would get them to introduce the person sitting next to them
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That usually ended in quite a laugh and it made the atmosphere like a More.
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easy going and if that didn't work then i had another i had this other thing that worked.
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I have an envelope with these random words and I would get my students to pick out a random word,
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and we would kind of go around in a circle
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where one person would start a story that had to contain this word, and then the next person would continue with their word.
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These could be short words like, I don't know, beard and bust and I don't know, cat too.
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If you want to be more ambitious, these could be words that you used in your previous lesson.
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So it could be like a vocabulary practice
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so another way to get your students talking
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but this is a bit of a brutal way is talking
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with a timer this is what my english teacher used to do to us in in primary school
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and although it was really stressful i do only have positive memories about it
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which is why i do it with my students otherwise i wouldn't put them through this turmoil
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but um the point of talking topic and they have to talk about this topic for um,
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you can decide if it's two minutes or three minutes or five minutes I would stick to like
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two minutes in the beginning, because it really can get quite difficult.
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And the topics can be really random.
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And also you don't have to think of the topics yourself.
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You can give your students the opportunity to give topics to one another.
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And the last thing that I'll share with you is my personal favorite that works every time.
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It's the most important thing because it's what makes my lessons work and this is a
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Topics of interest and when I say topics of interests, I mean getting to know your students well enough
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to be able to prepare topics for them that they are interested in and that's spark their enthusiasm on your lessons.
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This does take a bit of work because it means
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that you have to spend the first couple of lessons building a connection with your students and a relationship.
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But it really pays off because as a teacher it makes The next.
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series of lessons you have with this group really easy.
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because you don't have to motivate them to talk.
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They will talk on their own because it'll be topics that they are passionate about.
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So after speaking with my one group, I found out that they were quite upset with their management and the way the management was treating them as employees.
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And this sparked quite an interesting discussion that I saw that even those
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who usually don't participate in my lessons had this fire that they wanted to share how unfair they felt certain situations were.
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And what I did in the next couple of lessons is I
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pulled on these emotional strings and I found different videos on, for example, TED or articles about
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successful companies that really treat their employees well
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and this sparked up more discussions and we could learn new vocabulary from these articles and these talks.
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And together we kind of drew up ideas of the ideal
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working environment that we would like to have or what things we would change within the company.
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And this was pretty amazing because
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They had a lot to say and I was basically just there to listen
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and to either correct mistakes or add in the correct vocabulary and they were doing all the talking.
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So yeah, so if you find the topics that interest your group,
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what you can then do is find short videos on YouTube about this topic or TED Talks or
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articles that you can then either send to your students before the next lesson
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or you can use them to watch and discuss the next time that you meet with them.
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So those were my tips on how I get my students to interact with one another on my lessons.
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If you guys have any questions or maybe there are some problems that you guys encounter on your group lessons, maybe I can help out.
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Otherwise, thanks for watching.
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Don't forget to like and subscribe and I will see you soon.
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Bye!
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Bye.
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Bye.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « Teaching groups: How to get them talking ». Les mots qui reviennent le plus souvent : lesson, students, topic, word, discussion. Cette vidéo contient 92 phrases et 1296 mots à répéter en shadowing. La partie parlée dure 8:33. Le locuteur parle à un rythme naturel d’environ 151 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.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| spark nom | /ˈspɑɹk/ | étincelle, flammèche |
| interact verbe | /ɪn.təˈɹækt/ | interagir |
| talkative adjectif | /ˈtɔ.kə.ɾɪv/ | bavard, loquace |
| footstep nom | /ˈfʊtstɛp/ | empreinte, trace de pas |
| introductory adjectif | /ˌɪntɹəˈdʌktəɹi/ | d'introduction, introductif |
| turmoil nom | /ˈtɜːmɔɪl/ | chaos, désordre |
| motivate verbe | /ˈmoʊ.tɪ.veɪt/ | motiver |
| timer nom | /ˈtaɪmɚ/ | minuteur |
| envelope nom | /ˈɛnvə(ˌ)loʊp/ | enveloppe |
| stressful adjectif | /ˈstɹɛsfəl/ | stressant |
| ambitious adjectif | /æmˈbɪʃ.əs/ | ambitieux |
| colleague nom | /ˈkɒliːɡ/ | collègue, confrère |
| subscribe verbe | /səbˈskɹaɪb/ | abonner, s'abonner |
| enthusiasm nom | /ɪnˈθuziæzəm/ | enthousiasme, passion |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| find out verbe | découvrir, savoir |
| help out verbe | dépanner |
| open up verbe | ouvrir |
| pay off verbe | soudoyer |
| pick out verbe | distinguer, faire la distinction |
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 | has been · they've been · have done |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who aren · ups, which is · students who like |
| Superlatifs the -est / the most … — le plus haut ou le plus bas d’un groupe | the best · the most basic · the most important |
| Passé continu was/were + -ing — une action en cours à un moment du passé | was treating · were doing |
Prononciation à surveiller
Le locuteur utilise 22 contractions et formes réduites, comme don't, they're, wouldn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: ambitious /æmˈbɪʃ.əs/, passionate /ˈpæʃənɪt/
- Mots longs — placez bien l’accent: vocabulary /vəˈkæb.jə.lə.ɹi/, introductory /ˌɪntɹəˈdʌktəɹi/, enthusiasm /ɪnˈθuziæzəm/, elaborate /ɪˈlæb.ə.ɹeɪt/, uncomfortable /ʌnˈkʌm.fɚ.tə.bl̩/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: vocabulary /vəˈkæb.jə.lə.ɹi/, spark /ˈspɑɹk/, interact /ɪn.təˈɹækt/, introductory /ˌɪntɹəˈdʌktəɹi/, stressful /ˈstɹɛsfəl/
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 vocabulary, spark, interact.
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.