Pratique du Shadowing: Thử thách Luyện Nghe Tiếng Anh Cơ Bản 15 phút mỗi ngày - Part 120 - Apprendre l'anglais à l'oral avec la vidéo

Part 1 Good morning.

Thanks for coming in to see us here at the Agency, Joe.

I'm one of the Agency representatives, and my name's Sally Baker.

Hi, Sally.

I think we spoke on the phone, didn't we?

That's right, we did.

So, thank you for sending in your CV.

We've had quite a careful look at it, and I think we have two jobs that might be suitable for you.

OK.

The first one is in a company based in North London.

They're looking for an administrative assistant.

OK.

What sort of company is it?

They're called Home Solutions, and they design and make furniture.

Oh, I don't know much about that, but it sounds interesting.

Yes, well, as I said, they want someone in their office, and looking at your past experience, it does look as if you fit quite a few of the requirements.

So, on your CV, it appears you've done some data entry?

Yes.

So that's one skill they want.

Then they expect the person they appoint to attend meetings and take notes there.

OK.

I've done that before, yes.

And you need to be able to cope with general admin.

Filing and keeping records and so on.

That should be OK.

And in my last job, I also had to manage the diary.

Excellent.

That's something they want here too.

I'd suggest you add it to your CV.

I don't think you mentioned that, did you?

No. So, as far as the requirements go, they want good computer skills, of course, and they particularly mention spreadsheets.

That should be fine.

And interpersonal skills, which would be something they'd check with your references.

I think that should be okay, yes.

Then they mention that they want someone who is careful and takes care with details.

Just looking at your CV, I'd say you're probably all right there.

I think so, yes.

Do they want any special experience?

I think they wanted some experience of teleconferencing.

Oh, I've got three years' experience of that.

Let's see.

Yes, good.

In fact, they're only asking for at least one year, so that's great.

So is that something that might interest you?

It is, yes.

The only thing is, you said they were in North London, so it would be quite a long commute for me.

OK.

So, the second position might suit you better as far as the location goes.

That's for a warehouse assistant, and that's in South London.

Yes, that would be a lot closer.

And you've worked in a warehouse before, haven't you?

Yes.

So, as far as the responsibilities for this position go, they want someone who could manage the stock, obviously, and also deliveries.

That should be OK.

You've got to keep track of stuff, but I've always been quite good with numbers.

Good.

That's their first requirement.

And they want someone who's computer literate, which we know you are.

Sure.

Then they mention organisational skills.

They want someone who's well organised.

Yes, I think I am. And tidy?

Yes.

They go together, really, don't they?

Sure.

Then the usual stuff.

They want someone who can communicate well, both orally and in writing.

OK.

And for the last warehouse job I had, one of the things I enjoyed most was being part of a team.

I found that was really essential for the job.

Excellent.

Yes, they do mention that they want someone who's used to that, yes.

Now, when you were working in a warehouse last time, what sorts of items were you dealing with?

It was mostly bathroom and kitchen equipment, sinks and stoves and fridges.

So you're okay moving heavy things?

Sure.

I'm quite strong and I've had the training.

Good.

Now, as far as experience goes, they mention they want someone with a licence and that you You have experience of driving in London,

so you can cope with the traffic and so on.

Yes, no problem.

And you've got experience of warehouse work.

And the final thing they mention is customer service.

I think looking at your CV, you're OK there.

Right.

So, what about pay?

Can you tell me a bit more about that, please?

Part 2.

My guest on the show today is Alice Riches, who started the Street Play scheme where she lives in Beachwood Road.

For those of you that don't already know, street play involves local residents closing off their street for a few hours

so that children have a chance to play in the streets safely.

She started it in her own street, Beechwood Road, and the idea caught on.

And there are now street play schemes all over the city.

So when did you actually start the scheme, Alice?

Well, I first had the idea when my oldest child was still a toddler.

So that's about six years ago now.

But it took at least two years of campaigning before we were actually able to make it happen.

So the scheme's been up and running for three years now.

We'd love to be able to close our road for longer, for the whole weekend, from Saturday morning until Sunday evening, for example.

100

At the moment, it's just once a week.

101

But when we started, it was only once a month but we're working on it.

102

So what actually happens when Beachwood Road is closed?

103

We have volunteer wardens, mostly parents but some elderly residents too, who block off our road at either end.

104

The council have provided special signs but there's always a volunteer there to explain what's happening to any motorists.

105

Generally they're fine about it, we've only had to get the police involved once or twice.

106

Now I should explain that the road isn't completely closed to cars but only residents cars are allowed.

107

If people really need to get in

108

or out of Beechwood Road it's not a problem as long as they drive at under 20 kilometres per hour.

109

But most people just decide not to use their cars during this time or they park in another street.

110

The wardens are only there to stop through traffic So can anyone apply to get involved in street play?

111

Absolutely We want to include all kids in the city Especially those who live on busy roads It's here

112

that demand is greatest

113

Obviously there isn't such demand in wealthier areas Where the children have access to parks or large gardens

114

or in the suburbs where there are usually more places for children to play outside.

115

I'd recommend that anyone listening who likes the idea should just give it a go.

116

We've been surprised by the positive reaction of residents all over the city and that's not just parents.

117

There are always a few who complain but they're a tiny minority.

118

On the whole, everyone is very supportive and say they're very happy to see children out on the street.

119

even if it does get quite noisy.

120

There have been so many benefits of street play for the kids.

121

Parents really like the fact that the kids are getting fresh air instead of sitting staring at a computer screen, even if they're not doing anything particularly energetic.

122

And of course, it's great that kids can play with their friends outside without being supervised by their parents.

123

But for me, the biggest advantage is that kids develop confidence in themselves to be outside without their parents.

124

The other really fantastic thing is that children get to know the adults in the street.

125

It's like having a big extended family.

126

It certainly does have a lot of benefits.

127

I want to move on now and ask you about a related project in King Street.

128

Right.

129

Well, this was an experiment I was involved in where local residents decided to try and reduce the traffic along King Street,

130

which is the busiest main road in our area, by persuading people not to use their cars for one day.

131

We thought about making people pay more for parking, but we decided that would be really unpopular.

132

So instead, we just stopped people from parking on King Street, but left the other car parks open.

133

It was surprising how much of a difference all this made.

134

As we'd predicted, air quality was significantly better, but what I hadn't expected was how much quieter it would be, even with the buses still running.

135

Of course, everyone said they felt safer, but we were actually amazed that sales in the shops went up considerably that day.

136

We thought there'd be fewer people out shopping, not more.

137

That's really interesting.

138

So the fact that the street was...

139

Part 3 Tom, could I ask you for some advice, please?

140

Yes, of course.

141

If you think I can help.

142

What's it about?

143

It's my first media studies assignment and I'm not sure how to go about it.

144

You must have done it last year.

145

Is that the one comparing the coverage of a particular story in a range of newspapers?

146

That's right.

147

Oh yes.

148

I really enjoyed writing it.

149

So, what sort of things do I need to compare?

150

Well, there are several things.

151

For example, there's the question of which page of the newspaper the item appears on.

152

You mean because there's a big difference between having it on the front page and the bottom of page 10, for instance.

153

Exactly.

154

And that shows how important the editor thinks the story is.

155

Then there's the size.

156

How many column inches the story is given.

157

How many columns it spreads over.

158

And I suppose that includes the headline?

159

It certainly does.

160

It's all part of attracting the reader's attention.

161

What about graphics?

162

whether there's anything visual in addition to the text?

163

Yes, you need to consider those too, because they can have a big effect on the reader's understanding of the story, sometimes a bigger effect than the text itself.

164

Then you'll need to look at how the item is put together.

165

What structure is it given?

166

Bear in mind that not many people read beyond the first paragraph, so what has the journalist put at the beginning?

167

And if, say, there are conflicting opinions about something, does one appear near the end where people probably won't read it?

168

And newspapers sometimes give wrong or misleading information, don't they?

169

Either deliberately or by accident.

170

Should I be looking at that, too?

171

Yes, if you can.

172

Compare what's in different versions.

173

And as far as possible, try and work out what's true and what isn't.

174

And that relates to a very important point.

175

What's the writer's purpose?

176

Or at least the most important one, if they have several.

177

It may seem to be to inform the public,

178

but often it's that they want to create fear or controversy or to make somebody look ridiculous.

179

Gosh, I see what you mean.

180

And I suppose the writer may make assumptions about the reader.

181

That's right.

182

About their knowledge of the subject, their attitudes and their level of education,

183

which means writing so that the readers understand without feeling patronised.

184

All of that will make a difference to how the story is presented.

185

Does it matter what type of story I write about?

186

No. National or international politics, the arts, anything, as long as it's covered in two or three newspapers.

187

Though, of course, it'll be easier and more fun if it's something you're interested in and know something about.

188

And on that basis, a national news item would be worth analysing.

189

I'm quite keen on politics, so I'll try and find a suitable topic.

190

What did you choose for your analysis, Tom?

191

I was interested in how newspapers expressed their opinions explicitly.

192

So I wanted to compare editorials in different papers.

193

But when I started looking, I couldn't find two on the same topic that I felt like analysing.

194

In that case, I won't even bother to look.

195

So in the end, I chose a human interest story, a terribly emotional story about a young girl who was very ill, and lots of other people,

196

mostly strangers, raised money so she could go abroad for treatment.

197

Actually, I was surprised.

198

Some papers just wrote about how wonderful everyone was, but others considered the broader picture, like why treatment wasn't available here.

199

Hmm.

200

I usually find stories like that raise quite strong feelings in me.

201

I'll avoid that.

202

Perhaps I'll choose an arts topic, like different reviews of a film or something about funding for the arts.

203

I'll think about that.

204

Yes, that might be interesting.

205

OK, well, thanks a lot for your help, Tom.

206

It's been really useful.

207

You're welcome.

208

Good luck with the assignment, Hazel.

209

Nowadays, we use different products for personal cleanliness, laundry, dishwashing and household cleaning.

210

But this is very much a 20th century development.

211

The origins of cleanliness date back to prehistoric times.

212

Since water is essential for life, the earliest people lived near water and knew something about its cleansing properties,

213

at least that it rinsed mud off their hands.

214

During the excavation of ancient Babylon,

215

evidence was found that soap-making was known as early as 2800 BC.

216

Archaeologists discovered cylinders made of clay, with inscriptions on them saying that fats were boiled with ashes.

217

This is a method of making soap, though there's no reference to the purpose of this material.

218

The early Greeks bathed for aesthetic reasons and apparently didn't use soap.

219

Instead, they cleaned their bodies with blocks of sand,

220

pumice and ashes, then anointed themselves with oil and scraped off the oil

221

and dirt with a metal instrument known as a strigil.

222

They also used oil mixed with ashes.

223

Clothes were washed without soap in streams.

224

The ancient Germans

225

and Gauls are also credited with discovering how to make a substance called soap made of melted animal fat and ashes.

226

They used this mixture to tint their hair red.

227

Soap got its name, according to an ancient Roman legend, from Mount Sappo, where animals were sacrificed,

228

leaving deposits of animal fat.

229

Rain washed these deposits, along with wood ashes, down into the clay soil along the River Tiber.

230

Women found that this mixture greatly reduced the effort required to wash their clothes.

231

As Roman civilization advanced, so did bathing.

232

The first of the famous Roman baths, supplied with water from their aqueducts, was built around 312 BC.

233

The baths were luxurious, and bathing became very popular.

234

And by the 2nd century AD, the Greek physician Galen recommended soap for both medicinal and cleansing purposes.

235

After the fall of Rome in 467 AD and the resulting decline in bathing habits,

236

much of Europe felt the impact of filth on public health.

237

This lack of personal cleanliness and related unsanitary living conditions were major factors in the outbreaks of disease in the Middle Ages,

238

and especially the Black Death of the 14th century.

239

Nevertheless, soap-making became an established craft in Europe, and associations of soap-makers guarded their trade secrets closely.

240

Vegetable and animal oils were used with ashes of plants, along with perfume, apparently for the first time.

241

Gradually, more varieties of soap became available for shaving and shampooing, as well as bathing and laundering.

242

A major step toward large-scale commercial soap-making occurred in 1791,

243

when a French chemist, Nicolas Leblanc, patented a process for turning salt into soda ash, or sodium carbonate.

244

Soda ash is the alkali obtained from ashes that combines with fat, to form soap.

245

The Leblanc process yielded quantities of good quality, inexpensive soda ash.

246

Modern soap-making was born some twenty years later, in the early nineteenth century, with a discovery by Michel-Eugène Chevrolet,

247

another French chemist, of the chemical nature and relationship of fats, glycerine, and fatty acids.

248

His studies established the basis for both fat and soap chemistry, and soap-making became a science.

249

Further developments during the 19th century made it easier and cheaper to manufacture soap.

250

Until the 19th century, soap was regarded as a luxury item, and was heavily taxed in several countries.

251

As it became more readily available, it became an everyday necessity,

252

a development that was reinforced when the high tax was removed.

253

Soap was then something ordinary people could afford, and cleanliness standards improved.

254

With this widespread use came the development of milder soaps for bathing

255

and soaps for use in the washing machines that were available to consumers by the turn of the 20th century.

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.

Pratique du Shadowing: Thử thách Luyện Nghe Tiếng Anh Cơ Bản 15 phút mỗi ngày - Part 120 - Apprendre l'anglais à l'oral avec la vidéo

About This Lesson

Key Vocabulary & Phrases

Practice Tips

Qu'est-ce que la technique du Shadowing ?