Pratique du Shadowing: Which TWO points did students most frequently make about their musical background before PART 3 - Apprendre l'anglais à l'oral avec la vidéo

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75 phrases

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Part 3.

You will hear two music students discussing the results of a survey they have done.

First, you have some time to look at questions 21 to 26.

Now listen carefully and answer questions 21 to 26.

So, Gareth, we need to organise the findings from our survey or music students for the final presentation.

Yes, Lorna.

I think we've got some very interesting results.

Obviously, we need to start by saying

that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.

And then we should talk about the students' musical backgrounds before coming to university.

The most important points to make are

that although most people have actually composed music during the course

that wasn't the case when they arrived

and the other thing they had in common was the piano

well they'd had access to a piano at some point

but not all had studied it formally i thought the most interesting finding was

that before coming here almost everyone was involved in a chamber orchestra

or band or singing in a choir and playing in front of live audiences but varying enormously in size.

Some had only played in tiny venues.

I think it's worth saying that.

OK.

And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.

But in most cases, one of the instruments was dominant.

Right.

We need to talk about attitudes to music practice.

The most striking thing here is

that even students who you'd expect to practice for hours every

day until they get it perfect say it's being terrified of failing that really makes them practice.

I know I'm the same.

Me too.

It's interesting what was said about practicing alone.

Some people preferred that because they could focus more on their weak points.

But that wasn't a majority view.

What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.

That's right.

OK, after that we should talk a bit about the pieces that students select for assessed performances.

There wasn't quite so much consensus on this, was there?

A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.

But they were in the minority.

I think the first thing to say is

that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.

OK.

And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students

before you hear the rest of the discussion you have some time to look at questions 27 to 30

Now listen and answer questions 27 to 30.

So finally, we need to look at the findings for students' attitudes to performing.

We should point out that this includes informal and formal public performances, as well as assessed ones.

Yes, that's important.

I expected to find that performing solo would make students very nervous, but in fact that isn't the case.

They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.

Right.

I was surprised by what students said about deciding which pieces to perform.

I thought they'd all say this was easy.

For me, it's always been quite straightforward.

Which pieces do I like best?

And which pieces can I play well?

And my repertoire is quite limited anyway.

But the most commonly cited answer was that it took them ages to make their minds up.

I suppose it's because there are so many factors involved.

You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.

You need to think about all these things, and you can't do that in a hurry.

That's true.

Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.

That can really be fun.

But most of the music students had never even considered it.

Right.

For performing with musicians who play the same instrument, almost everyone put the same thing.

Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.

Yes, that's a good point.

Okay, what I think we should sort out now...

Thank you.

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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 « Which TWO points did students most frequently make about their musical background before PART 3 ». Les mots qui reviennent le plus souvent : students, piece, performing, questions, musician. Cette vidéo contient 75 phrases et 775 mots à répéter en shadowing. La partie parlée dure 8:18. Le locuteur parle lentement, environ 93 mots par minute, ce qui laisse le temps d’imiter chaque son. 86 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.

Vocabulaire clé de cette vidéo

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

Mot	Prononciation	Sens
musician nom	/mjuˈzɪʃən/	musicien, musicienne
assess verbe	/əˈsɛs/	estimer, évaluer
compose verbe	/kəmˈpəʊz/	composer
enormously adverbe		énormément
intimidate verbe	/ɪnˈtɪmɪdeɪt/	intimider
proficiency nom	/pɹəˈfɪʃənsi/	compétence
repertoire nom	/ˈɹɛp.əɹ.twɑɹ/	répertoire
terrify verbe	/ˈtɛɹɪfaɪ/	terrifier
hugely adverbe	/ˈhjuːd͡ʒli/	colossalement
stimulate verbe	/ˈstɪm.jəˌleɪt/	stimuler
preferably adverbe	/ˈpɹɛf.ɹəˌbli/	de préférence, préférablement
straightforward adjectif	/ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/	facile, aisé
informal adjectif	/ɪnˈfɔɹ.m(ə)l/	informel
choir nom	/kwaɪɚ/	chœur, chorale
orchestra nom	/ˈɔː.kɪs.tɹə/	orchestre

Les verbes à particule que vous entendrez

Mot	Sens
point out verbe	pointer
show off verbe	crâner, faire le malin
sort out verbe	résoudre

Des phrases à répéter

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

I think we've got some very interesting results.
I think it's worth saying that.
I know I'm the same.
I thought they'd all say this was easy.
Which pieces do I like best?

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 have/has + participe passé — une action passée qui compte encore maintenant	have done · have actually composed · it's always been
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	was involved · was said
Propositions relatives who / which + proposition — une précision sur une personne ou une chose	students who you · pieces which are

Prononciation à surveiller

Le locuteur utilise 12 contractions et formes réduites, comme wasn't, they'd, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « sh » et « zh »: musician /mjuˈzɪʃən/, proficiency /pɹəˈfɪʃənsi/, genre /ˈ(d)ʒɑnɹə/
Mots longs — placez bien l’accent: intimidate /ɪnˈtɪmɪdeɪt/, proficiency /pɹəˈfɪʃənsi/

Les sons difficiles pour les francophones :

/h/ — il se souffle, il n’est pas muet: hugely /ˈhjuːd͡ʒli/, hurry /ˈhʌ.ɹi/
/r/ anglais — langue recourbée, sans frotter la gorge: proficiency /pɹəˈfɪʃənsi/, repertoire /ˈɹɛp.əɹ.twɑɹ/, terrify /ˈtɛɹɪfaɪ/, preferably /ˈpɹɛf.ɹəˌbli/, straightforward /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/

Comment s’entraîner avec cette vidéo

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

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 →

Pratique du Shadowing: Which TWO points did students most frequently make about their musical background before PART 3 - Apprendre l'anglais à l'oral avec la vidéo

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Des phrases à répéter

La grammaire de cette vidéo

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

Qu'est-ce que la technique du Shadowing ?