Pratique du Shadowing: The Moth StorySLAM Winner: Matthew Dicks “MIT Restroom” - Apprendre l'anglais à l'oral avec la vidéo
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119 phrases
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1
Matthew Dix.
2
You're next.
3
Thank you.
4
Thank you.
5
I'm walking down a hallway yesterday in the mathematics building at MIT.
6
It's a long hallway.
7
They call it the infinite hallway because it's a building full of mathematical nerds.
8
And they really are nerds.
9
It's a building full of geniuses.
10
And it's really odd to be in a building where objectively
11
you know you are the stupidest person in the building right now.
12
But I was, I'm not an MIT student or a faculty member.
13
I was just there that day to teach people storytelling, people who put rockets in space and move atoms at a subatomic level.
14
I was talking to geniuses and I felt like an idiot.
15
I was in classrooms where the chalkboards were covered with these equations, but none of the equations had numbers in them.
16
Like there's a point in math, I guess, where numbers just fall away.
17
And there's just squiggles that I don't understand.
18
It's incredible.
19
I was walking down this hallway, and I walked past these two guys, 20-somethings, students, and I hear them talking.
20
And one of them is saying, well, if you take 4 and 1 half, and you divide it by the differential, then you're going to take the variable.
21
And that's what they're talking about.
22
I thought, like in a movie at MIT, that's what they would be talking about, but it's in real life.
23
And it was yesterday.
24
It was opening day at Fenway and the last day of the NCAA tournament.
25
And they were talking about math.
26
And I just knew I didn't belong.
27
And it was just like when I went to college.
28
I got to college late in life.
29
I started when I was 24.
30
And I was with a bunch of really smart people, like 18 and 19 and 20 year olds, who had done high school right and gotten into college the real way.
31
And when I went to college, at the same time I was managing a McDonald's restaurant full time.
32
And I had just been homeless for a period of time, and I had been in jail.
33
and I arrived on this beautiful pristine campus with these geniuses and I just felt like I never belonged.
34
I would see signs on the walls for frat parties
35
that I knew I would not be invited to
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and I would hear them talk about places to go on campus
37
that I couldn't get to
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because I had to go worry about whether the fryer later was working properly
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and I never told anyone who I went to college with this truth about me.
40
I just thought they would never want to know.
41
It was an imposter situation there as well.
42
And so I'm walking down this hallway of geniuses, and I'm going to the bathroom.
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I just finished my workshop.
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I gave everybody a break.
45
I open the door to the bathroom.
46
I walk in.
47
I'm six steps in when I look up, and I see there's three women at the sink.
48
And there's another one in the stall.
49
I can hear her peeing.
50
And the looks on their faces tell me this is not a gender-neutral restroom.
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And so I've walked into the women's room in the mathematical building at MIT.
52
And so I apologize and slink out.
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I close the door, I see the men's room.
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It's clearly marked, it's right there.
55
I look to see if the sign on the women's room door was marked, it was.
56
Like I can't even read at this place.
57
So I go into the men's room.
58
It's eight urinals, nobody else is in the room.
59
So I choose urinal number two.
60
I step up to it, I start doing my business.
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I hear a guy walk in behind me a second later, and then he sidles up to the urinal right next to me.
62
Which is weird.
63
If you don't use urinals, it's weird.
64
If there's eight guys, sure, we'll all get close and we'll pee.
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But if there's only one of us and there's eight, you just shouldn't bring exposed penises that close if it's not necessary.
66
We don't need to cuddle while we pee.
67
And I'm thinking, is this like a power move?
68
Is he trying to like dominate me?
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Or is he just weird?
70
Like, is he socially awkward and he doesn't understand how restrooms work?
71
And then I wondered, is this my hang up?
72
Like, do I have a problem?
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Do I have insecurity that I don't know about and I need to deal with?
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All of that goes through my head while I'm peeing.
75
And I wash my hands and I leave without even seeing the guy.
76
And I go back to my workshop.
77
And as I walk in, it occurs to me, I was just teaching the geniuses before I left
78
that we should find small moments in our lives to tell stories about.
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Those are the best ones to tell.
80
And it occurs to me, I just had two small moments.
81
They're not really worth the stage, but I'll share them.
82
It's a good example.
83
And so I do.
84
When all the geniuses sit down, I tell them about how I plowed into the women's restroom and I'm an idiot.
85
and then I tell them about how this crazy person stood next to me in the men's room, like a socially awkward, overly aggressive fool,
86
and how it got in my head while I was trying to do something else.
87
And then one of the geniuses raises his hand and he says, that was me in the restroom.
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And I go, oh God.
89
And he's been in front of me the whole time.
90
For an hour I've been talking to this guy, and he was the guy next to me.
91
He's a faculty member.
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He's a genius.
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And so I start to apologize, and he says, no, no, no, hold on.
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He says, I had a moment too.
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He said, I walked into that restroom in a fog.
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I was thinking about what you had just talked about, and I just went up to a urinal, and I started using it, and then I thought, oh my God, why did I choose this one?
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And then he looked, and he said, I looked, I looked and I saw it was you.
98
He said, oh my god, it's Matt the Storyteller.
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What do I do?
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What do you do when you're standing next to a storyteller who's peeing next to you?
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He said, I had that moment too.
102
And I think, oh my god.
103
He's a genius, but he's just a guy who has weird urinal moments like I do.
104
And his name is Tom.
105
Later on, he gives me a tour of the nanotech facility.
106
He gives me nanotech swag and a bag to bring home to my kids.
107
He offers me to tour MIT the next time with my family when we come back.
108
And I start to think, maybe I did have a hang-up, but it was back in college when I didn't want to tell anyone that I was different than them.
109
Like, maybe if I had told them I'm a manager at McDonald's, they wouldn't have thought anything of it.
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Maybe they would have thought well of it.
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And maybe if I had told them I was homeless before I showed up to college, they wouldn't have judged me.
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Like maybe I have been thinking that these people are more than people.
113
Like they're geniuses.
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I am not smarter than anyone at MIT.
115
But maybe they're not better than me too.
116
Maybe people are just people.
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And maybe I have a lot to learn.
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Thank you.
119
Matthew Dicks.
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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 « The Moth StorySLAM Winner: Matthew Dicks “MIT Restroom” ». Les mots qui reviennent le plus souvent : geniuses, urinal, Mit, restroom, hallway. Cette vidéo contient 119 phrases et 1291 mots à répéter en shadowing. La partie parlée dure 6:48. Le locuteur parle vite, environ 190 mots par minute : attendez-vous à des liaisons et à des sons réduits. Seuls 79 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| restroom nom | /ˈɹɛstˌɹum/ | toilettes, cabinet d'aisance |
| pee nom | /ˈpiː/ | pipi |
| mathematics nom | /mæθ(.ə)ˈmæt.ɪks/ | mathématiques |
| nanotechnology nom | /ˌnænoʊtɛkˈnɑləd͡ʒi/ | nanotechnologie |
| storyteller nom | conteur, conteuse | |
| socially adverbe | /ˈsoʊʃəli/ | socialement |
| equation nom | /ɪˈkweɪ.ʒən/ | équation |
| mathematical adjectif | /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ | mathématique |
| workshop nom | /ˈwɝk.ʃɑp/ | atelier |
| apologize verbe | /əˈpɑləˌd͡ʒaɪz/ | s'excuser, faire l'apologie de |
| chalkboard nom | /ˈt͡ʃɔːk.bɔː(ɹ)d/ | tableau noir, ardoise |
| cuddle verbe | /ˈkʌd.l̩/ | câliner |
| impostor nom | /ɪmˈpɑstɚ/ | imposteur, impostrice |
| objectively adverbe | /əbˈd͡ʒɛktɪvli/ | objectivement |
| pristine adjectif | /ˈprɪˌstin/ | virginal, immaculé |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| hang up verbe | suspendre |
| come back verbe | revenir |
| go through verbe | traverser |
| sit down verbe | s'asseoir |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I close the door, I see the men's room.
- If you don't use urinals, it's weird.
- We don't need to cuddle while we pee.
- And I'm thinking, is this like a power move?
- Is he trying to like dominate me?
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 continu have/has been + -ing — une action commencée avant et toujours en cours | I've been talking · have been thinking |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | were covered · would not be invited · was marked |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who put · anyone who I · guy who has |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've walked · he's been |
Prononciation à surveiller
Le locuteur utilise 33 contractions et formes réduites, comme I'm, don't, they're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: mathematics /mæθ(.ə)ˈmæt.ɪks/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/
- Les sons « sh » et « zh »: socially /ˈsoʊʃəli/, equation /ɪˈkweɪ.ʒən/, workshop /ˈwɝk.ʃɑp/, differential [dɪfəˈɹənʃəɫ]
- Mots longs — placez bien l’accent: mathematics /mæθ(.ə)ˈmæt.ɪks/, nanotechnology /ˌnænoʊtɛkˈnɑləd͡ʒi/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, apologize /əˈpɑləˌd͡ʒaɪz/, objectively /əbˈd͡ʒɛktɪvli/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: nanotechnology /ˌnænoʊtɛkˈnɑləd͡ʒi/, apologize /əˈpɑləˌd͡ʒaɪz/, chalkboard /ˈt͡ʃɔːk.bɔː(ɹ)d/, objectively /əbˈd͡ʒɛktɪvli/
- /r/ anglais — langue recourbée, sans frotter la gorge: urinal /ˈjʊɹɪnəl/, restroom /ˈɹɛstˌɹum/, chalkboard /ˈt͡ʃɔːk.bɔː(ɹ)d/, pristine /ˈprɪˌstin/, differential [dɪfəˈɹənʃəɫ]
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 restroom, pee, mathematics.
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.