Pratique du Shadowing: The Railway Children 3: A New Home | Level 5 | - Apprendre l'anglais à l'oral avec YouTube

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The Railway Children, Chapter 3,
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The Railway Children, Chapter 3,
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A New Home The children and mother stared at the dark house.
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I wonder why the windows are closed.
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I asked Mrs. Viney to open them, mother said.
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Who's she? asked Bobby.
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The woman I asked to clean and make some supper for us.
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They walked to the back of the house.
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The cart clattered onto the cobblestones and stopped at the back door.
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The children knocked, but no one answered.
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The cart driver said that Mrs. Viney had probably gone home.
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The train had arrived very late.
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But she has the key, Mother said.
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Oh, I'm sure she left it under the doorstep, the cart driver said.
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That's what people do around here.
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He took a lantern off his cart and bent down.
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Here it is, sure enough.
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He unlocked the door.
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The cart driver put down his lantern and lit a candle.
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The kitchen was large, with a stone floor.
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The table was in the middle.
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The chairs, pots, pans, and crockery were in all corners of the room.
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There was no fire, just cold ashes.
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A rustling sound came from inside the walls.
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Oh, what's that? cried the girls.
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It's only the rats, said the cart driver.
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He left and shut the door,
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and a sudden wind blew out the candle.
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Oh dear, said Phyllis.
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I wish we hadn't come and she knocked a chair over
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only the rats said Peter in the dark what fun said mother feeling for the matches on the table.
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I'm sure they are mice, not rats.
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She struck a match and everyone looked at each other.
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Well, Mother said, you've often wanted something to happen and now it has.
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This is quite an adventure, isn't it?
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Let's go and eat the supper Mrs. Viney made.
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The dining room was next to the kitchen.
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The kitchen was white, but the dining room was made of dark wood from floor to ceiling.
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There was a table and chairs,
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but there was no supper.
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Let's look in the other rooms,
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said Mother, and they looked.
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In each room, there were furniture and boxes, but nothing to eat.
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Even in the pantry, there was only a rusty cake tin.
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What a horrible woman, said Mother.
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She's taken the money, but got us nothing to eat at all.
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Then we can't have any supper? said Phyllis unhappily.
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Yes, we can, said Mother.
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We can unpack one of the boxes.
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There's some food from the old house.
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They were all very, very tired,
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but they cheered up at their unusual supper.
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There were biscuits, sardines, raisins, and jam.
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After supper, they put sheets and blankets on the beds.
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Good night, darlings, said mother.
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I'm sure there aren't any rats.
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But I'll leave my door open,
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and if a mouse comes, you can scream.
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I'll come and tell the mouse to go away.
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Bobby, Peter, and Phyllis were not convinced by her answer.
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They left candles burning, and spent the first night in their new home.
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Little Fox

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Context & Background

The third chapter of The Railway Children, titled "A New Home," presents a captivating scene where the children and their mother arrive at a seemingly deserted house. As they explore their new surroundings, questions arise about their situation and the people they encounter. The dialogue between the characters reveals their feelings of uncertainty and curiosity, making it a rich source of conversational English. This scene offers a combination of descriptive language and everyday expressions, making it ideal for learners looking to enhance their English speaking skills through immersive storytelling.

Top 5 Phrases for Daily Communication

  • “I wonder why…” - A way to express curiosity about a situation.
  • “Who’s she?” - A common question format for inquiring about someone's identity.
  • “Let’s look in the other rooms.” - A suggestion for collective action, useful in various contexts.
  • “What a horrible woman!” - An expression of disapproval, reflecting strong feelings.
  • “We can unpack one of the boxes.” - A practical statement that can apply to multiple scenarios, especially in discussing planning or needs.

Step-by-step Shadowing Guide

To effectively improve your English speaking skills using this transcript, follow this shadowing technique:

  1. Listen Carefully: Watch the video closely, paying attention to the tone, intonation, and rhythm of the dialogue. Note how emotions are expressed through speech.
  2. Break Down the Dialogue: Select short segments of dialogue for focused practice. For example, practice the phrase “I wonder why…” by repeating it in various contexts or situations.
  3. Repeat and Imitate: Use the shadow speaks method by repeating what you hear in real time. Try to imitate the accents, pauses, and emotions conveyed by the characters.
  4. Focus on Pronunciation: Identify any challenging words or phrases and practice them until you feel confident. The phrase "horrible woman" may present a challenge; isolate it and practice clarity.
  5. Practice in Context: Lastly, try to incorporate the phrases you’ve learned into daily conversation. For instance, when discussing your day, say, “I wonder why the stores close early,” to contextualize your learning.

Engaging with materials like this from learn English with YouTube not only enhances your vocabulary but also boosts your confidence in speaking. Through dedicated practice, you can improve your language skills substantially while enjoying the journey of storytelling.

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.

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