Pratique du Shadowing: Vol 2 - test 4 - section 3 - Apprendre l'anglais à l'oral avec la vidéo

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72 phrases
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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Helen and Paul, congratulations to you both for doing so well the past semester.
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You too have exhibited an impeccable performance during your first year in the nursing programme.
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I'd like to get some feedback from the two of you to better improve the programme
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and to provide guidance for our prospective students.
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I'd like to start with you, Helen. So...
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First of all, Which aspect of the programme impressed you?
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Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
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But as I stepped into the classroom for the first time, I was surprised by the diversity.
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Most were in their 20s, but there were also those in their 30s or even 40s.
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As it turns out, the intergenerational communication has sparked intense debate and new thinking,
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and I think that's something special about the programme that I appreciate very much.
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What about you, Paul?
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What do you think of the programme? For me?
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The group project we carried out last semester is another key feature of the programme.
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The whole class was divided into eight different groups, working on eight prospective cases.
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Team building sessions were conducted in a collaborative way most of the time.
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Comprised of five members, our group studied acute pancreatitis.
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During the process, we broke the task into different parts and assigned them to each member.
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We were then able to tackle the complex problem by pooling our knowledge and skills.
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More importantly, stronger links were established between the group members.
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Because of the project, we've all become good friends.
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That's true.
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According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
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So tell me Paul, what else do you like about the programme?
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I want to be a registered nurse working in a public hospital after graduation.
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So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
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However, I was amazed by the amount of written assignments since
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I thought the course should have focused more on practice oriented learning.
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involves critical thinking, which challenges me to develop my points more thoroughly.
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I thus manage to gain a diversity of perspectives.
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The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
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including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
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So, I'm afraid written work is unavoidable.
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Also this year, we've added a module of law.
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How do you feel about that?
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At first we felt that learning law is kind of redundant and too time consuming.
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After a few sessions we realised that it is necessary in dealing with future medical disputes.
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Before you hear the rest of the talk, you have some time to look at questions 25 to 30.
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Now, listen and answer questions 25 to 30.
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Do you have any suggestions for prospective students?
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What bothers me most is handing in essays on time.
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I almost missed the deadline once, because there were three essays due within the same week.
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So rationalising your time is critical.
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Well, that's true.
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The lectures deliver so much useful information.
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I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
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How was the research?
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I heard that it was quite challenging.
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How did you manage to overcome the difficulties?
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That's true.
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The majority of us had no clue how to carry out the research at first.
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Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
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She taught me about finding the appropriate resources and choosing the proper research methods.
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Have you checked out the online forum?
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that they come across and get support from the faculty members.
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Some of my classmates didn't do so well during the placement tests.
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I feel that background reading is necessary.
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Lastly, do you have anything to say to the freshmen?
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I was really ambitious at first, trying to get straight A's on my transcript.
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I made tons of notes and worked hard even on the optional assignments to get extra credit.
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I stressed myself out before having an emotional breakdown.
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After consulting my advisor, I found it important to set realistic goals.
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Don't push yourself too hard.
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It is wise to sort out your priorities.
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Thank you for coming here today and providing valuable feedback on the programme.
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Have a great summer break.
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That is the end of section 3.
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You now have half a minute to check your answers.
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Now turn to section 4.

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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 « Vol 2 - test 4 - section 3 ». Les mots qui reviennent le plus souvent : programme, Paul, practice, questions, member. Cette vidéo contient 72 phrases et 804 mots à répéter en shadowing. La partie parlée dure 7:13. Le locuteur parle à un rythme régulier d’environ 111 mots par minute, confortable pour le shadowing. 82 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 11 de ses 72 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.

Vocabulaire clé de cette vidéo

Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

MotPrononciationSens
prospective adjectif/pɹəˈspɛktɪv/prospectif
classmate nom/ˈklæs.meɪt/camarade, camarade de classe
semester nom/sɪˈmɛstɚ/semestre, trimestre
classroom nom/ˈklɑːsɹʊm/salle de classe
assignment nom/əˈsaɪn.mənt/affectation
enroll verbe/ɪnˈɹəʊl/s'inscrire, s'enrôler
impeccable adjectif/ɪmˈpɛkəbəl/impeccable
intergenerational adjectifintergénérationnel
pancreatitis nompancréatite
practicum nom/ˈpɹæk.tɪ.kəm/travaux pratiques
teamwork nomtravail d'équipe, travail en équipe
unavoidable adjectif/ˌʌnəˈvɔɪdəbəl/inévitable
redundant adjectif/ɹɪˈdʌn.dənt/redondant
librarian nom/laɪˈbɹɛə̯ɹi.ən/bibliothécaire
internship nom/ˈɪntɜːnʃɪp/stage

Les verbes à particule que vous entendrez

MotPrononciationSens
carry out verbe/ˈkæ.ɹi aʊt/sortir, transporter dehors
check out verbemater, regarder
come across verbeavoir l'air de
dig up verbedéplanter
sort out verberésoudre
turn out verbese finir, se terminer

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

  • What do you think of the programme?
  • How do you feel about that?
  • Do you have any suggestions for prospective students?
  • How did you manage to overcome the difficulties?
  • Have you checked out the online forum?

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

StructureDans la vidéo
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitwas enrolled · was divided · were conducted
Present perfect have/has + participe passé — une action passée qui compte encore maintenanthave exhibited · has sparked · we've added

Prononciation à surveiller

Le locuteur utilise 7 contractions et formes réduites, comme I'd, we've, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « th »: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
  • Les sons « sh » et « zh »: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
  • Mots longs — placez bien l’accent: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

Les sons difficiles pour les francophones :

  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: module /ˈmɑd͡ʒul/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, lecture /ˈlɛk.t͡ʃə/
  • /r/ anglais — langue recourbée, sans frotter la gorge: prospective /pɹəˈspɛktɪv/, classroom /ˈklɑːsɹʊm/, enroll /ɪnˈɹəʊl/, orient /ˈɔɹ.iˌɛnt/, practicum /ˈpɹæk.tɪ.kəm/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme prospective, classmate, semester.

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.

Technique du shadowing : lire le guide complet étape par étape →