Pratique du Shadowing: Why Do We Lose Control of Our Emotions? - Apprendre l'anglais à l'oral avec la vidéo
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87 phrases
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Kids want to know.
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Imagine that you really want to play soccer at lunchtime, but when the bell rings, you can't find your shoes.
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When you finally get out to the field, the teams have been picked and it's too late for you to play.
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Maybe you got so mad that this small problem became a big problem in an instant.
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When we lose control of our emotions like this, we can call it flipping your lid, kind of like the way a pot might do if it was too full and too hot.
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A little while later, after you've cooled down, you might even feel sad when you realize that when you had a big reaction to a little problem, you could have hurt someone's feelings.
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What if I told you that this happens to everyone?
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Your parents, friends, teachers, and everyone else you know can flip their lid and lose control of their emotions sometimes.
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We all need to work on managing our feelings.
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Have you ever wondered why we can have such a hard time keeping our emotions under control?
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It can be really tough being a kid these days.
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There's just so much going on every day, at home, at school, even after school.
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Sometimes it's hard to keep a lid on things, and we act in ways that are not kind or caring, even though we don't mean to be hurtful.
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There are so many situations that we encounter every day that can cause our emotions to bubble up.
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Maybe you felt upset or frustrated when you were working on a problem
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or activity at school and just can't seem to get it right.
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Maybe something unexpected or embarrassing happened to you in front of your friends.
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Maybe you had something important to say, but didn't get a chance to say it.
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These and many, many more situations can cause both kids and adults to flip their lids.
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So why does this even happen?
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Well, it has to do with the way our amazing human brains work to help keep us safe.
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This is your brain, the part of your body that controls everything you do.
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Let's take a closer look at the parts of the brain
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and how they can work together to help us keep a lid on things.
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The brain is a pretty complicated organ, so we're going to use our hand to help us visualize what's happening up there.
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Let's imagine that our brain has an upstairs and a downstairs.
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Here, where our thumb is, is called the midbrain.
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This is where our emotions and memories are created and stored.
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Below that is your brainstem.
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The brainstem controls the things our bodies do that we don't have to think about, like breathing.
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It also controls our automatic reactions to certain situations.
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For example, if you touch a cup with hot tea in it and it's too hot, hot, your downstairs brain feels the pain and will pull your hand away to stop you from getting burnt.
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It's an automatic reaction.
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You don't have to stop and think about what to do.
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Or imagine you're out on a hike and a bear wanders onto the path.
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Your brain doesn't stop and think, what kind of bear is it?
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Is it friendly?
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Your downstairs brain notices that you feel scared, it takes charge, and in a split second decides whether or not you should fight,
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fly, another word for run away, or freeze.
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Because of the way our downstairs brain reacts to these situations, we can think of it as our emotional brain because it reacts instantly without needing to think things through.
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It's always ready to take charge in any situation to help keep you safe.
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So if this is our downstairs brain, then this part where the back of our hand and fingers are can be seen as our upstairs brain.
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It's called the cerebral cortex.
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This part of our brain helps us think logically, act with kindness, and think about how others might be feeling.
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It's also the problem-solving part of our brain.
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It helps us to think of possible solutions to a problem and decide which one is best.
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The upstairs brain is our thinking brain.
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Your upstairs and downstairs brain don't work alone.
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Your brain is set up so that the upstairs and downstairs brain can communicate with itself.
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It sends messages from section to section all the time about what our bodies feel and need.
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Let's take a closer look at our brain fist.
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Where our fingertips are is the logic and reasoning part of the brain
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that springs into action when we have a problem to solve, and usually it does a great job of doing it.
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But sometimes it can have a hard time solving a problem if the emotional brain and thinking brain can't communicate well enough.
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This can happen if your emotions get too overwhelming and your downstairs brain decides that this situation might be dangerous, even if it isn't really.
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And we all know what happens when our downstairs brain thinks you're in danger.
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It triggers our fight, flight, or freeze reflex.
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Our emotions start to bubble up and then suddenly everything boils over.
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We flip our lids.
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This can look like a scary, angry reaction, or it might be crying or running away from a problem.
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Now that we've flipped our lids, see how far away our fingertips are from the midbrain?
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When our lids are flipped, our upstairs and downstairs brain can't talk to each other.
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Our emotions have become too strong and we can't think clearly and can't solve the problem in a peaceful way.
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So what can we do to stop us from flipping our lid?
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Well, it all starts with realizing that we're about to flip our lid
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and then turning down the heat so it doesn't happen.
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Remember that soccer game we talked about at the beginning of the video, and you were really upset and didn't get to play?
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Maybe you felt your tummy rumble, or you felt your face getting hot?
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Did your heart start to pound, and did you feel your hands start to clench?
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Were you frustrated, disappointed, and angry?
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These types of strong feelings are all indicators that you might be close to flipping your lid.
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If you feel this start to happen, it's a good idea to walk away, take some deep breaths, and look for an adult to talk to before you flip your lid.
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It might be a parent, grandparent, coach, teacher, or another trusted adult nearby.
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They can help you with strategies to solve the problem once
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you've calmed down enough for your upstairs brain to be ready to do some peaceful problem solving.
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If you do flip your lid, those same trusted adults can offer you some time and space to cool down before you start to problem-solve together.
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Once your upstairs brain is back in charge, you can share your story and get some help.
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Using I statements can help you to tell an adult what you need.
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I need a hug.
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I need you to listen to what I have to say.
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I need another chance.
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I need some alone time.
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I need a walk.
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I need you to see that I can do well.
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Learning more about the brain
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and how it works can really help us to understand our emotions and to be peaceful problem solvers.
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When we listen to our bodies and our brains, we can turn the challenges of being a kid into opportunities to learn and grow.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau A2 s’appuie sur la vidéo « Why Do We Lose Control of Our Emotions? ». Les mots qui reviennent le plus souvent : brain, lid, downstairs, emotions, upstairs. Cette vidéo contient 87 phrases et 1270 mots à répéter en shadowing. La partie parlée dure 6:36. Le locuteur parle vite, environ 192 mots par minute : attendez-vous à des liaisons et à des sons réduits. 85 % 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| flip verbe | /flɪp/ | retourner |
| downstairs adverbe | /daʊnˈstɛɹz/ | au-dessous, en bas |
| emotion nom | /ɪˈməʊ.ʃən/ | émotion |
| upstairs adverbe | /ˌʌpˈstɛɹz/ | en haut, à l'étage |
| solve verbe | /sɒlv/ | résoudre, régler |
| lid nom | /lɪd/ | couvercle |
| soccer nom | /ˈsɑk.ɚ/ | football, soccer |
| automatic adjectif | /ˌɔː.təˈmæt.ɪk/ | automatique |
| communicate verbe | /kəˈmjuːnɪkeɪt/ | communiquer |
| bubble nom | /ˈbʌbəl/ | bulle |
| react verbe | /ɹiːˈækt/ | réagir |
| freeze verbe | /ˈfɹiːz/ | geler, glacer |
| finger nom | /ˈfɪŋɡɚ/ | doigt |
| complicated adjectif | /ˈkɑm.plɪˌkeɪ.tɪd/ | compliqué, alambiqué |
| disappointed adjectif | /ˌdɪsəˈpɔɪnɪd/ | déçu |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| cool down verbe | /kuːl ˈdaʊn/ | se refroidir, refroidir |
| boil over verbe | déborder | |
| calm down verbe | se calmer, s'apaiser | |
| run away verbe | s'enfuir | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
| turn down verbe | refuser, décliner |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What if I told you that this happens to everyone?
- Your brain doesn't stop and think, what kind of bear is it?
- It's also the problem-solving part of our brain.
- Your upstairs and downstairs brain don't work alone.
- Were you frustrated, disappointed, and angry?
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 been picked · you've cooled · Have you ever wondered |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | have been picked · is called · are created |
| Possibilité avec « might / may » might/may + verbe — quelque chose de possible mais pas certain | might do · might even feel · might be |
| Obligation : must / have to / need to dire qu’une chose est nécessaire | need to work · has to do · have to think |
Prononciation à surveiller
Le locuteur utilise 22 contractions et formes réduites, comme can't, don't, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: breathe /bɹiːð/, thumb /ˈθʌm/
- Les sons « sh » et « zh »: emotion /ɪˈməʊ.ʃən/, shoe /ˈʃu/, visualize /ˈvɪʒuəˌlaɪz/
- Mots longs — placez bien l’accent: automatic /ˌɔː.təˈmæt.ɪk/, communicate /kəˈmjuːnɪkeɪt/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, disappointed /ˌdɪsəˈpɔɪnɪd/, unexpected /ʌnɪkˈspɛktɪd/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hike /haɪk/, hurtful /ˈhɜɹtfʊl/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: clench /klɛnt͡ʃ/, logically /ˈlɑd͡ʒɪˌkli/, lunchtime /ˈlʌnt͡ʃtaɪm/
- /r/ anglais — langue recourbée, sans frotter la gorge: downstairs /daʊnˈstɛɹz/, upstairs /ˌʌpˈstɛɹz/, react /ɹiːˈækt/, freeze /ˈfɹiːz/, scary /ˈskɛə.ɹi/
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 flip, downstairs, emotion.
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.