Pratique du Shadowing: Why Gen Z Desperately Craves A Medieval Renaissance - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
309 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
There's been a growing trend recently of people looking back to previous times like the medieval period
2
or the renaissance period and longing to live back in those times
3
or trying to cultivate a more renaissance approach to life today
4
because they view those times back then as a time of more meaning or more purpose.
5
And they feel like modernity is an era that lacks meaning or lives in this constant state of existential crisis.
6
And while some people dismiss these arguments and dismiss these people as saying
7
that they're only looking back at a time with rose -tinted glasses
8
and they're not seeing it in its entirety and that people back then lived lives way worse off than we do today,
9
I do think that critique slightly misses the point.
10
Because people aren't looking back at those times and wishing to live like they did physically.
11
They're looking back to those times and wishing to live like they did mentally.
12
Because while, yes, they did suffer more physically and died of a younger age and had more disease, more illness and more violence,
13
they didn't suffer the same way existentially and mentally.
14
And if you ask most people to trade a longer, safe life for a life of more meaning,
15
fulfillment, and adventure, they probably would make that trade.
16
And so while there are many people out there talking about how we need to completely upend modernity
17
and rewrite all of our politics and big societal ways of life in order to cultivate more meaning,
18
I think we can look at this from a smaller angle
19
and look at how we can take ideas from the medieval period
20
and the renaissance period
21
and apply it in our own lives practically in order to cultivate a more meaningful and purposeful and fulfilling life ourself.
22
Because while we can all argue that modernity should change and that the world should change,
23
how many people really have the ability to create that change?
24
I certainly don't, you certainly don't, or most people watching this video certainly don't.
25
And so the best thing we can do is just try
26
and take ideas and practically apply it ourselves so that at least we can cultivate a life of more fulfilment.
27
Because while we may think that it's modernity's fault that we don't feel fulfilled,
28
I think there are a few lessons we can learn from the Renaissance period and the great
29
Renaissance figures and look at how they lived and how they created meaning
30
and purpose in their own life and see how we can do just that ourselves on a smaller scale.
31
And so this video is going to be broken up into two parts,
32
with part one being the three principles of meaning and purpose from both the Renaissance and the medieval period,
33
and part two being a practical guide for how you can apply these principles in your own life starting today.
34
And in order to extract those principles, we're going to look at the Oxford history of the Renaissance,
35
because it talks about the Renaissance period and also relates it to the period which came before, which is, of course, the medieval period as well.
36
And so it's a two birds with one stone or one book situation, because it does give you great insight into the medieval period as well.
37
And it truly is my favorite book when it comes to the Renaissance.
38
And so, with that said, let's get started with part one of this video and principle number one, which is the modern misunderstanding of purpose.
39
The interesting thing about the Renaissance period was
40
that it actually came out of a time where people felt like they were lacking meaning and purpose,
41
and they wanted to change society to cultivate more purpose.
42
So it was very similar to the period that we're living in today.
43
And what they did back then was turn their eyes back to the ancient
44
Greeks and look at how they looked at cultivating meaning and purpose themselves, and they tried to replicate that in their own time.
45
And the interesting way at which they looked at purpose
46
that was different to the way that we look at purpose is that for them, purpose wasn't found by endless introspection.
47
For them, the real definition of purpose was a problem in the world
48
that you feel you can fix with a skill that you have mastered.
49
And so it really breaks it down into a tangible element where in order to find your purpose,
50
the first step you need to do is look out at the world.
51
Not look inward, but look out.
52
Look at what you're interested in, what you're naturally energized about.
53
Because we are all interested in at least something.
54
Some people are interested in sport.
55
Some people are interested in politics.
56
Some people are interested in art, music.
57
Some people feel like there's a problem in technology
58
that they can solve or that they want to at least try and solve.
59
But we all have our own interests.
60
We all have our own problems that we want to try and solve.
61
We all have a topic of interest that we want to try and explore.
62
And so the first step when trying to find your purpose is not sitting back and looking inward, but looking at what gives you energy.
63
And then once you've found what gives you energy, the second step is to look at what skills you have in proximity to yourself
64
that you can try and learn and master
65
and then use in order to explore or solve a specific problem or interesting topic.
66
And so the way to look at this would be to look at two of the most famous
67
Renaissance writers, being Shakespeare and Niccolo Machiavelli.
68
They both mastered the same skill of language and writing, but they were doing it for different purposes.
69
They were trying to solve different problems.
70
William Shakespeare was much more of a psychologist or psychiatrist, where he was interested in what makes humans tick, how do we truly operate.
71
And yes, he explored relationships and power like Machiavelli, but he also explored so many other elements of the human psyche,
72
whereas Niccolò Machiavelli was very much interested in just power, how power works, how you lose it,
73
how you gain it, everything about human society and power.
74
And so the interesting thing there is that they both turned to the same skill for different reasons,
75
and that's because that was the skill that they had proximity to in order to explore the topic they wanted to explore,
76
and that's what gave them purpose.
77
And so the way to look at this is
78
that writing is not your purpose or being a blacksmith is not your purpose.
79
Your purpose is the problem you want to solve.
80
Your purpose is the topic that you're interested in
81
and you're just going into a skill and trying to master it in order to explore that topic or solve that problem.
82
And this really breaks it down
83
because it's easy in the modern world to look out at all the different avenues
84
and social media and all the different skills that people have mastered.
85
But the reality is that some skills or some job opportunities you just don't have in proximity to yourself.
86
You might not be in the right location for it.
87
You might not have grown up around it.
88
There are certain skills you have in proximity to yourself, but you can use that skill to try and solve a bigger problem.
89
And you can do it with almost anything.
90
A more contemporary example of this would be Conrad Hilton, who wasn't just interested in growing hotels and expanding a hotel empire,
91
but he constantly talked about his purpose being to bring a
92
more connective environment throughout the world where people from all different nationalities and groups and religions could come together in a unique,
93
fun resort experience and connect.
94
And that could lead to better connection between people who are different, lead to less conflict.
95
That was his idea and his avenue, his skill that he mastered to try and solve that problem was by starting a hotel chain.
96
Now, not everyone can go out and start a hotel chain that requires a lot of contacts, that requires a lot of upstart money,
97
potentially money coming from your parents.
98
And so most people don't have that opportunity in front of them.
99
But you can master another skill to try and connect people.
100
You can do that through media, you can do that through writing, you can do that through launching a charity,
101
you can do that through so many different avenues.
102
And so the idea here is that it's not the skill that really matters, it's not the skill that gives you a purpose,
103
it's what you're interested in
104
and you just go to a skill that's in proximity to yourself
105
that you can use to then explore what you're interested in.
106
It's also not going to be fun.
107
In the Renaissance era, people like Leonardo da Vinci had to go
108
and do apprenticeships where they didn't necessarily enjoy the mastering of the skill,
109
but once they had become proficient in the skill and they had gotten through that period of the suck, that period where it's not fun,
110
it's not enjoyable because you're not good at this skill, they were then able to use that skill to explore what they were interested in.
111
And so for Leonardo da Vinci, when it came to his art, he could explore higher philosophical and theological concepts,
112
but also explore scientific concepts and human anatomy and engineering through his art, through his drawing.
113
And so whatever he was interested in,
114
he could find and cultivate purpose through using the skill that he mastered because he had proximity to that skill.
115
And then once you've done that, once you've found the skill you're going to master and the problem and concept you're looking to explore and solve,
116
now it comes down to principle number two, which is to set extremely high standards.
117
Now, the Renaissance and medieval period are known for having very high standards in the work that they produced.
118
You can go back to the 12th century when the medieval period.. built the Notre Dame Cathedral,
119
which is one of the most beautiful architectural structures ever built.
120
And then you can go into the Renaissance era where you look at some of the incredible sculptures of Michelangelo, the Sistine Chapel from Michelangelo,
121
but also look at some of the incredible political works of Niccolò Machiavelli.
122
Everything was done to a very high standard.
123
And the reason they wanted to do it to a high standard was
124
because that skill they were trying to master in order to solve this problem that they were very passionate about.
125
When you're passionate about something, you're going to work harder to try and explore it and solve it.
126
Think about it when you're at school.
127
I know for myself, if I ever got a writing assignment about a topic I wasn't interested in, I didn't enjoy it.
128
I didn't enjoy the writing process.
129
But when I got an assignment about a topic I was interested in, all of a sudden, I enjoyed writing.
130
All of a sudden, I set really high standards for my writing, for my grammar, my punctuation,
131
for my flow and rhythm of the English language that I was using to explore this topic that I was interested in.
132
It trickles down from having that passion to you setting high standards because you're actually interested in solving this problem.
133
It's why a scientist will be able to write really well,
134
really proficiently about a specific topic that they are trying to uncover
135
or trying to fix or trying to solve or trying to prove.
136
Whereas if you got them to write about anything else outside of the scientific realm, they probably wouldn't be that good at it.
137
That's why they're not a professional writer.
138
They're a scientist, but they're able to write because of what they're passionate about.
139
And so it comes down to you setting those high standards for yourself because you're actually interested in that topic.
140
But not only does that happen, but you also set extremely high standards in your routine, in your discipline.
141
Because if you're passionate about something and you want to fix it, you're going to block out two,
142
three hours before bed, two or three hours after you wake up to actually sit down
143
and work hard and do it because you're interested in it.
144
It gives you energy.
145
And so all of a sudden, your life starts taking shape because you're setting these high standards.
146
Your day has more of a routine than it did before.
147
Your life has more of a direction than it did before.
148
You walk with more meaning.
149
You walk with more purpose.
150
You actually feel energized when you wake up.
151
And this has nothing to do with the bigger political realm.
152
This has nothing to do with wider culture.
153
This has everything to do with you finding your own purpose, finding the problem you want to solve,
154
and having the skill that you're trying to master in order to solve the problem.
155
This is your own personal creation.
156
You create your purpose.
157
You don't find it.
158
If you're sitting back and just waiting for purpose to hit you in the head, it's just not going to happen.
159
And that was the approach that the Renaissance period had where it differed to the medieval period.
160
Both periods were grounded in a sense of purpose, but the medieval period believed that purpose was given to you from birth.
161
If you're the son or daughter or whoever of a blacksmith, you're going to go into becoming a blacksmith.
162
It was preordained, whereas in the Renaissance period, it was much more about creating your purpose.
163
But both were very much valuing purpose, and both were eras at which everyone had some sense of purpose.
164
But we live in a world similar to the Renaissance where you have to create purpose.
165
And so that's the process of trying to create it.
166
Whereas you go back to the medieval period, if you were just told you had to become a blacksmith, you still felt purposeful about it.
167
Because if your community or group were going into a war about something that your country really cared about,
168
all of a sudden you were doing a work for the church.
169
You were working for God.
170
Whether that's right or wrong, that's a whole other discussion.
171
But the idea there is that you're trying to craft the best swords possible because you were doing it for your religion.
172
You were doing it for your faith.
173
There was still purpose there.
174
But for us, we create our purpose much more like the Renaissance period.
175
And so we have to follow their model and their steps when it comes to setting those high standards, having a high standard for your routine,
176
and actually finding what it is you want to do.
177
Which leads us in to the third principle of purpose from the medieval period and the renaissance period.
178
This one draws more from the medieval period, and that is to have a long -term vision that is bigger than you.
179
Something the medieval period did really well was that everything was tied to something bigger.
180
They weren't sucked into just the worldly affairs of that day.
181
They were very much concerned about future generations
182
and about the.. eternal life of the human soul the eternal life of humanity
183
and you don't have to be religious but you do know
184
that after you're gone there are still going to be people on the planet continuing on humanity will continue
185
and so they very much worked with that in mind
186
which is why they constantly built structures where they knew
187
they were never going to see the end result they were never going to see the end product, but future generations would.
188
But what that did was that it contextualized everything they did
189
and it gave them a moral framework because they weren't just trying to solve a problem, but they were trying to create a world.
190
They were trying to shape the world in a way that they thought was good, right, and just.
191
And that gives you an even more powerful purpose.
192
That doesn't just give you a purpose, it dictates how you go about your purpose.
193
A more contemporary example of this, and this might seem obscure, but you'll see why I'm choosing this example in the end,
194
would be the American mafia.
195
Because while they were criminals, while they did commit crime,
196
some of those families had this long -term vision of just creating a good community for Italian -Americans.
197
And so because of that, some families never got involved in the dealing of drugs, despite the fact it would make them money,
198
despite the fact that dealing illicit substances would give them more profits,
199
they worried that it would trickle down into their own community and ruin the people they're trying to protect.
200
So even though they're criminals, even though they're bad people,
201
it gave them a moral framework where they were able to say that this one action was wrong.
202
That gave them a moral framework and a purpose
203
that was bigger than them and was a world and community they were trying to create.
204
And so if you do it in your own life
205
and you come up with a long -term vision that is meant to be there for your children,
206
for your children's children, or for the world at large down further, the Renaissance and medieval period believed that
207
that gave you a moral framework for you to decide how you went about your own purpose, how you went about your own work.
208
It doesn't just tell you – it won't allow you to do whatever it is you want, but it gives you a guiding post.
209
It gives you a direction and a sense that you're moving in the right track, and you know what roads not to go down.
210
You will become less distracted, and you will stay more focused and more disciplined because you have this long -term approach.
211
At least that's what the medieval period believed, and at least that's what the Renaissance period believed as well.
212
And so with that said, moving on from those three principles into a practical guide, part two of this video,
213
how we can actually just do this today.
214
Now, what I did after thinking about these processes and these principles
215
and reading books like this one is I just simply opened up a document.
216
And this is something I did quite a while ago to figure out what it is I want to do.
217
And I'll give my own personal examples of how this has helped me as well.
218
But what I did was I opened up a document and I wrote down in that document or in a notebook,
219
wherever it is you want to write.
220
What I did was I put down first what gives me energy.
221
What am I actually interested in?
222
And I wrote down all the different things I enjoy, all the different things that gives me energy.
223
And then I wrote down the problems around that that I would like to solve.
224
And you go through all of them and you pick out one.
225
You pick out one which is above the rest, one that perhaps gives you more energy, gets your blood boiling even more.
226
And so for me personally, when I wrote down all the things I enjoyed, which were books, movies, plays,
227
performance, storytelling, out of that I looked at the problem I wanted to solve within it.
228
And for me personally,
229
it was taking storytelling and taking the higher arts of philosophy and literature and plays and storytelling more seriously.
230
For me, I felt like modernity had treated it merely as escapism, merely as something just to be entertaining.
231
And they were degrading the power of story, the power of philosophy, the power of the liberal arts and the importance of the liberal arts. And
232
so I came up with a life purpose where all of my work would be dedicated towards trying to explore
233
and talk about great books, talk about philosophy, film, storytelling, the liberal arts in a serious way,
234
in a smart way, not in a way that was – it was merely just escapism, not in a way where it was merely just entertainment,
235
but that it was actually something that mattered.
236
And I looked at what skills I had in my own proximity to try and explore that and solve that problem.
237
And for me, it was starting media.
238
I had to learn the skill of talking on camera, of editing videos, of scripting out my own videos, learning the skill of social media,
239
how to operate an Instagram, a TikTok, a YouTube, all of that I had to learn.
240
But those were skills I had in proximity to myself to explore
241
and use to try and solve this specific issue that I had.
242
Whereas someone else might have the same issue and the same problem they're trying to solve.
243
But for them, what's more in proximity to themselves is just writing.
244
Perhaps they don't want to speak on camera.
245
Perhaps they're not comfortable with it.
246
And so what they did was start a sub stack.
247
What they did was go on Twitter and put out daily tweets there are
248
so many different angles you can go at this specific problem with
249
but for me the skill that I felt I was closest to
250
that I had proximity to one that I could try
251
and master and get better at to try and solve
252
and explore this problem was media and specifically video media like this one
253
and so then after that you write down the skill you want to use how you want to do it
254
And then once you've done that, you write down, why do you want to do this?
255
What's the long -term vision?
256
Where does this exist beyond yourself?
257
What world does this create?
258
And for me, my long -term vision was that
259
if you have more people being inspired to take the liberal arts and books and philosophy more seriously, then you have more people thinking about them.
260
And then you have even better ideas than I could possibly come up with
261
because there'll be someone else smarter than me who can come up with a great idea
262
and perhaps impact and shape the world in ways
263
that we wouldn't have had if less people were taking storytelling and the liberal arts more seriously.
264
As we all know, the Renaissance period changed the world,
265
if not Europe, but I would say the entire world forever because of the seriousness that they took the liberal arts.
266
And so hopefully, if I can inspire at least some people to go out and talk about this as well.
267
They inspire more people.
268
You all of a sudden have more brainpower, more people thinking about the liberal arts and perhaps creating better art, which exists way beyond me,
269
which exists way beyond my own lifetime.
270
And so that was my reasoning, my purpose, my long -term vision that was bigger than myself, so to speak. And
271
so the answer to come up with the long -term vision
272
of why it's bigger than you is to simply write down why do you even want to do this yes
273
it's a problem you want to solve yes that's a skill you can try
274
and master to solve that problem
275
but why what's the why what's the purpose how does
276
that give you a moral framework
277
and contextualize how you're going to go about trying to follow this purpose
278
and trying to live out this purpose and then once you've done that, you will have the motivation and the inspiration to try and do it,
279
but you also need to write down a structure, a routine.
280
You need to set specific assignments
281
that you need to repeat in order to continue to create
282
and produce because you can get stuck in just learning and thinking, but you also need to produce.
283
So for me, because this is media, I know I need to get out a video a week.
284
I know I need to get out articles on social media every week.
285
I know I need to record multiple podcasts every week.
286
And so I've set those assignments and they repeat and repeat and repeat.
287
And I have to stay disciplined, but because I've written down in a document why I'm doing it,
288
all of a sudden I'm more inclined to set those high standards and set those high standards, not just of the work,
289
but of also the hours I need to put in to explore it.
290
But that makes your life feel more fun.
291
It's weird because when you're spending more time working
292
and more time trying to follow a path that is tough
293
that is tiring you feel more free you might be more restricted
294
you're in this room more often you're working more often there's less options for you to go outside
295
and do whatever you want but you actually feel more free you feel more fulfilled
296
because you're doing something you love
297
and i think that's something the renaissance had right is
298
that they understood that you feel more free
299
when you're tied to a purpose when you're tied to a mission
300
and that that mission doesn't come to you it comes from you you have to create it
301
and the only way you can really start to create it is following your own curiosity
302
and following your own energy and so with that said
303
that wraps up the renaissance
304
and medieval video for today hope you guys enjoyed this one
305
i hope you guys got some value from this um
306
if you i also want to remind people
307
that this is also on audio as a podcast now as well so
308
if you can't catch the youtube video
309
you can go to the audio podcast too once again hope you guys enjoyed it and until next time take care
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
C11
Romanticizing The Classical Life Isn’t Foolish.. It’s Necessary To Survive Today
Daily ConversationUniversity StudentsWorking Adults
C11
“Optimization” Is Destroying Humanity
Daily ConversationUniversity StudentsWorking Adults
C11
Learn To Write And You Will Become Unstoppable. It's That Simple
Daily ConversationUniversity StudentsWorking Adults
C11
How To Be Dangerously Self-Educated | Napoleon's Philosophy
Daily ConversationUniversity Students
C17
The Lost Art Of The Intellectual Life
Daily ConversationUniversity StudentsWorking Adults
C12
How To Actually Get Good At Hard Things | Napoleon's Learning Strategy
Daily ConversationUniversity StudentsWorking Adults
C12
This 19th Century Cure For Brain Rot Will Make You Unstoppable
Daily ConversationUniversity StudentsWorking Adults
C11
Self Educated Polymaths Will Win In The Digital Age
Daily ConversationUniversity StudentsWorking Adults
C11
How To Reinvent Yourself From Scratch - Dostoevsky Method
Daily ConversationUniversity StudentsWorking Adults
C1This 17th Century Learning System Will Make You Dangerous
Daily ConversationUniversity Students
FOR YOU
Vidéo recommandée
C1144 phrases
How Patriarchy Weaponizes Nostalgia
Daily ConversationUniversity Students
C12
166 phrases
Gen Z's Morality Crisis
Daily ConversationUniversity StudentsWorking Adults
C11
246 phrases
Why Life Feels Boring (And Skyrim Doesn’t)
Daily ConversationUniversity StudentsWorking Adults
C17
73 phrases
We could make every human on Earth rich and happy—if we decided to | Agustín Fuentes
Daily ConversationUniversity StudentsWorking Adults
C11
43 phrases
Are we too Materialistic?
British AccentDaily ConversationUniversity StudentsWorking Adults
C11
816 phrases
Harvard Psychiatrist: 90% of Criticism is Just Projection | Dr. K
Daily ConversationUniversity StudentsWorking Adults
C12
220 phrases
The Modern World Is Designed to Destroy You | Naval Ravikant
Daily ConversationUniversity StudentsWorking Adults
C19
429 phrases
The Secret to Fixing Your Adulthood
Daily ConversationUniversity StudentsWorking Adults
C17
15 phrases
A deeper psychological driver of motivation. @Dr.ShadeZahrai
Daily ConversationUniversity StudentsWorking Adults
C12
443 phrases
7 Ways Growth Ends | Frankly 164
Daily ConversationUniversity StudentsWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Why Gen Z Desperately Craves A Medieval Renaissance ». Les mots qui reviennent le plus souvent : purpose, skill, period, renaissance, solve. Cette vidéo contient 309 phrases et 4426 mots à répéter en shadowing. La partie parlée dure 25:11. Le locuteur parle à un rythme naturel d’environ 176 mots par minute, proche d’une conversation courante. 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| skill nom | /skɪl/ | habileté, compétence |
| solve verbe | /sɒlv/ | résoudre, régler |
| explore verbe | /ɪkˈsploɹ/ | explorer |
| medieval adjectif | /mɪdˈi.vəl/ | médiéval, moyenâgeux |
| topic nom | /ˈtɑpɪk/ | sujet, thème |
| proximity nom | /pɹɒkˈsɪm.ɪ.ti/ | proximité |
| principle nom | /ˈpɹɪn.sɪ.pəl/ | principe |
| sudden adjectif | /ˈsʌd.ən/ | soudain, subit |
| moral adjectif | /ˈmoɹəl/ | moral |
| whereas | /(h)wɛɹˈæz/ | tandis que, alors que |
| storytelling nom | narration, mise en récit | |
| merely adverbe | /ˈmɪəli/ | simplement, uniquement |
| routine nom | /ɹuˈtin/ | routine |
| assignment nom | /əˈsaɪn.mənt/ | affectation |
| passionate adjectif | /ˈpæʃənɪt/ | passionné |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| write down verbe | noter, écrire |
| come up with verbe | inventer, imaginer |
| get out verbe | sortir |
| go out verbe | sortir |
| open up verbe | ouvrir |
| pick out verbe | distinguer, faire la distinction |
| sit back verbe | se détendre |
| figure out verbe | cerner |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Think about it when you're at school.
- I didn't enjoy the writing process.
- What am I actually interested in?
- What's the long -term vision?
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 | There's been · have mastered · you've found |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | be broken · wasn't found · are known |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | before, which is · one, which is · people who are |
Prononciation à surveiller
Le locuteur utilise 85 contractions et formes réduites, comme you're, they're, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: rhythm /ˈɹɪð.əm/, theological /θi.əˈlɑd͡ʒɪkl/, blacksmith /ˈblæk.smɪθ/
- Les sons « sh » et « zh »: passionate /ˈpæʃənɪt/, passion /ˈpæʃən/, inspiration /ˌɪn.spɪˈɹeɪ.ʃən/, potentially /pəˈtɛnʃ(ə)li/, motivation /ˈmoʊ.tə.veɪ.ʃən/
- Mots longs — placez bien l’accent: proximity /pɹɒkˈsɪm.ɪ.ti/, humanity /hjuˈmænɪti/, practically /ˈpɹæk.tɪ.k(ə.)li/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: whereas /(h)wɛɹˈæz/, humanity /hjuˈmænɪti/, whoever /huˈɛvɚ/, wherever /(h)wɛɹˈɛvɚ/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, adventure /ədˈvɛn.t͡ʃə/, charity /ˈtʃæɹɪti/, psychology /saɪˈkɑ.lə.d͡ʒi/, architectural /ˌɑɹkɪˈtɛkt͡ʃəɹəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: renaissance /ɹəˈneɪs(ə)ns/, explore /ɪkˈsploɹ/, proximity /pɹɒkˈsɪm.ɪ.ti/, principle /ˈpɹɪn.sɪ.pəl/, moral /ˈmoɹəl/
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 skill, solve, explore.
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.