Pratique du Shadowing: 17k - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
They were just earphones nonetheless.
2
Nothing would happen to the guy if I just took them.
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I mean, he wouldn't die or something because he'd lost his earphones, right?
4
I tried to let go of the idea
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and to concentrate as much as possible on what I was reading at the time, but I couldn't.
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All that I could think about was my desire to try those amazing earphones.
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into my bag without anyone noticing.
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I'll use them for a little while and return them afterwards.
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I said to myself, to justify what I'd just done, but deep inside, I knew that there was no chance I was going to return them.
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The boy came back, maybe a couple of minutes later, but he didn't notice that his earphones were missing.
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I smiled.
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This was too easy.
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I tried to act normal for the attention to myself.
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Once I was outside, I couldn't hold it in any longer.
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I laughed my heart out, and the same unbelievable feeling that I'd felt a few days ago
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while eating my unpaid -for chocolate bar washed over me again.
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I used my music player on my way home, and I was right.
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The music was much better being played through those bright -colored earphones.
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And just like that, I'd it,
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in addition to my chocolate bar and earphone adventures.
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I allowed myself to grab a keychain that belonged to my dad's friend when he'd come over for dinner, a brown lipstick that belonged to my aunt,
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our neighbor's baseball, which he used to play fetch with his dog, as well as my dad's black and silver lighter.
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I mean, I don't smoke, but I just took it because it had a beautiful shine to it.
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Different objects that belonged to other people piled up into a giant treasure trove, no use to me.
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I still found it kind of exciting to have these things that other people treasured.
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Even at school, I found joy in all of this.
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Whenever I'd go to the toilet, I used to take the tiny new things
28
that I'd managed to borrow throughout the day out of my bag and just stare at them for a little while.
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Then I put them back in my bag so
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that later I could add them to my ever -growing pile of treasure when I got back home.
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I used to hide my treasure in a big box and my dad to avoid a barrage of annoying questions.
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I came out of the bathroom holding my bag cautiously as I didn't want the tiny bottle of perfume
33
that I'd recently borrowed to break.
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It was my trophy for the day.
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I took it out during the lunch break from a bag
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that belonged to a girl that attended the same class as me.
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I ran into my math teacher in the corridor and I said hi to her.
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She answered back and asked me how I was doing, her car.
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I gladly accepted and walked along with her.
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I followed her to her private room.
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She told me that her car was parked in the schoolyard and since it was pretty far away, she wouldn't be able to solely move all the papers by herself.
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The papers were neatly divided into two boxes that were put on her desk.
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The first thing that I noticed though was not the boxes, but rather, the shiny gold pen that had a golden engraving on it.
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From a distance, I couldn't read what it said, was all the way on her desk.
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She carried one of the boxes with both hands and asked me to follow her.
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Once she turned her back, I grabbed the pen and hid it in my pocket as if it was nothing.
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Then, I carried the other box with both hands and quickly followed her.
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I helped her load the boxes into the trunk of her car, said goodbye, and went home.
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I was in my room checking some of the things
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that I'd borrowed throughout the day and arranging them in my special box.
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I totally forgot about gold pen, but I soon remembered it.
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When I saw the little pencil case, which was full of pencils that I'd taken earlier, from my weird classmate, I went to the chair on
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which I had carelessly laid my school dress and reached down to take the pen out of the pocket of the dress.
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I held it between my fingers for some time and stared at it for a while.
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It was finally time for me to know what the special golden engraving that was on the pen said.
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It turned out that it was nothing but a few meaningless engraved by the manufacturer of the pen, like the model number, ink type, and such information.
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I removed the pen cap, but once I did, a small piece of paper that was carefully folded fell out of its cap.
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I was so curious to know what it was, so I picked it up from the ground and carefully unfolded it so it didn't get torn apart.
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There wasn't much written on the little piece of paper, nothing but three words that made my hands shake.
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"I know what you did." The paper said, the words were written in thin red ink.
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I felt an indescribable feeling of astonishment and doubt.
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Who would put that piece of paper inside of the pen cap?
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Who would leave that message inside of the teacher's pen like that?
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Maybe it was nothing but a coincidence.
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There was no way the teacher was directing that message at me.
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No one knew about what I was doing.
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I shook my head in a desperate attempt to keep away all the notions and thoughts that were racing through my mind.
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pen cap back on the pen
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and put the pen inside the box with the rest of the other objects that I'd stolen.
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I was about to put the box back in the closet when I heard the words echoing in my mind again.
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But this time, it was my teacher's voice.
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I know what you did.
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I felt suspicious.
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And the only explanation that I could think of at the time was that my teacher had caught me red -handed.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 74 phrases et 1055 mots à répéter en shadowing. La partie parlée dure 5:55. Le locuteur parle à un rythme naturel d’environ 179 mots par minute, proche d’une conversation courante. Seuls 80 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.
Vocabulaire clé de cette vidéo
15 mots moins courants de la vidéo, avec leur prononciation et leur sens :
- belong /bɪˈlɒŋ/ (verbe) — avoir sa place. To have its proper place.
- treasure /ˈtɹɛʒəɹ/ (nom) — trésor. A collection of valuable things; accumulated wealth; a stock of money, jewels, etc.
- borrow /ˈbɑɹ.oʊ/ (verbe) — emprunter. To receive (something) from somebody temporarily, expecting to return it.
- pocket /ˈpɑ.kɪt/ (nom) — poche. A bag stitched to an item of clothing, used for carrying small items.
- carefully /ˈkɛɹf(ə)li/ (adverbe) — soigneusement. With care; attentively, circumspectly.
- desk /dɛsk/ (nom) — bureau, pupitre. A table, frame, or case, in past centuries usually with a sloping top but now usually with a flat top, for the use of writers and readers. It often has a…
- shake /ˈʃeɪk/ (verbe) — secouer, agiter. To cause (something) to move rapidly in opposite directions alternatingly.
- pile /paɪl/ (nom) — monceau, tas. A mass of things heaped together; a heap.
- pencil /ˈpɛnsəl/ (nom) — crayon. A writing utensil with a graphite (commonly referred to as lead) shaft, usually blended with clay, clad in wood, and sharpened to a taper.
- stare /stɛɚ/ (verbe) — fixer, mirer. To look fixedly (at something).
- finger /ˈfɪŋɡɚ/ (nom) — doigt. A slender jointed extremity of the human hand, (often) exclusive of the thumb, and the corresponding part, irrespective of including a thumb, in many other…
- thin /ˈθɪn/ (adjectif) — mince. Having little thickness or extent from one surface to its opposite.
- adventure /ədˈvɛn.t͡ʃə/ (nom) — aventure. A feeling of desire for new and exciting things.
- wash /wɑʃ/ (verbe) — laver. To clean with water.
- curious /ˈkjʊɹ.i.əs/ (adjectif) — curieux. Tending to ask questions, or to want to explore or investigate; inquisitive; (with a negative connotation) nosy, prying.
Les verbes à particule que vous entendrez
- come back (verbe) — revenir. To return to a place.
- get back (verbe) — retourner. Return to where one came from.
- put on /ˌpʊt ˈɒn/ (verbe) — mettre, enfiler. To don (clothing, equipment, or the like).
- think about /ˈθɪŋk əˌbaʊt/ (verbe) — penser à, réfléchir à. To ponder.
- turn out (verbe) — se finir, se terminer. To end up; to result.
Prononciation à surveiller
Le locuteur utilise 22 contractions et formes réduites, comme I'd, couldn't, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thin /ˈθɪn/, mathematics /mæθ(.ə)ˈmæt.ɪks/, nonetheless /ˌnʌnðəˈlɛs/
- Les sons « sh » et « zh »: treasure /ˈtɹɛʒəɹ/, shake /ˈʃeɪk/, wash /wɑʃ/, explanation /ˌɛkspləˈneɪʃən/, notion /ˈnoʊʃən/
- Mots longs — placez bien l’accent: explanation /ˌɛkspləˈneɪʃən/, manufacturer /ˌmænjʊˈfæktʃəɹə/, mathematics /mæθ(.ə)ˈmæt.ɪks/, unbelievable /ˌʌnbɪˈliːvəbl̩/, coincidence /kəʊˈɪnsɪdəns/
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 belong, treasure, borrow.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| « Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai | used to play · used to take · used to hide |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | being played · was parked · were put |
| Passé continu was/were + -ing — une action en cours à un moment du passé | was reading · were missing · was doing |
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.