Pratique du Shadowing: Addition and Subtraction of Small Numbers - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
62 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Hey it’s Professor Dave; let’s talk about addition and subtraction.
2
As we have just come to understand, math never started out as a bunch of seemingly arbitrary operations meant to confuse and frustrate students.
3
It is simply that our understanding of math has become extremely sophisticated over the past few hundred years, and the fact that all of this existing and sometimes difficult math must be learned before anyone can contribute to the field is what is responsible for the way that so many people despise this subject.
4
But let’s remember that math began very simply as part of our language, a set of models and symbols that helped us to communicate ideas and describe our surroundings.
5
Mathematical innovations arose by necessity, and they still do, it’s simply that the frontier of today’s math lies in an abstract place that very few can understand.
6
By the end of this series, maybe we can all get there, but for now, let’s start at the very beginning.
7
What was the first kind of math that was developed by the human race?
8
That would undoubtedly be arithmetic.
9
Shortly after humans were able to count, we needed symbols to represent those counting numbers, as well as methods to manipulate those numbers in ways that represent real-life concepts.
10
How many people are in the tribe?
11
Two kids were just born, how many are there now?
12
How many years has the tribe’s wisest elder been alive?
13
Once civilizations formed and we began to trade goods with one another, we needed to be able to keep track of inventory, price items appropriately, and so forth.
14
How many apples are in the basket?
15
How many do you want, and how many are now left?
16
Being that we like to count on our fingers, and we have ten of them, many counting systems were based on a system of ten.
17
There were others based on twenty, or even sixty, but the one we use today is based on ten, so rather than diving into the anthropology of arithmetic, let’s keep our study focused on what can be readily applied.
18
Presently, our conceptualization of the number ten as the basis for our numerical system is so ingrained in our collective logic that we sometimes forget that this number is completely arbitrary.
19
If we had only eight fingers, things would be totally different.
20
But ten is what we went with, and it works just fine.
21
Getting back to the apples, the basic operations we will learn first are addition and subtraction.
22
Addition is the most basic arithmetic operation, and it represents the combination of two numbers to become a single number, or a sum.
23
If you get two apples from one vendor, and then three from another, how many apples did you get?
24
Of course we can easily count the resulting pile and see that there are five.
25
But how do we represent this mathematically?
26
Using the symbols that are common of today, we would put the number two, then the addition or plus symbol, and then the number three, followed by an equals sign and then the number five.
27
This is an equation, which is a statement of equality.
28
The expression on the left is numerically equivalent with the expression on the right.
29
This particular equation reads, “two plus three equals five”, with the word plus essentially meaning “and”, and the equals sign meaning “is”.
30
Two and three is five, so five is the sum of this additive operation.
31
The next operation that became necessary was subtraction, which is the inverse, or opposite of addition, in that it doesn’t find the sum of two numbers, it finds their difference.
32
You bring all five of your apples home and you eat one of them.
33
If one apple has been subtracted, how many are left?
34
Again, it is easy to count and see that there are four left.
35
But this result can also be calculated, which is much different from counting.
36
We can write another equation with a five, then the minus symbol, followed by a one, then the equals sign, and the number four.
37
This reads, “five minus one equals four”, which essentially means five less one is four, so four is the difference between one and five.
38
On a number line, this is the distance between the two numbers, and this is an excellent way to visualize subtraction.
39
Fourteen minus eleven is three, because three is the difference between the two numbers.
40
It takes three to get from eleven to fourteen.
41
Now that we have become familiar with the symbolic representation of these simple operations, we should discuss some applicable properties of numbers.
42
Addition is commutative, in that the order in which numbers are added does not matter.
43
Two plus three equals five, and three plus two also equals five.
44
Subtraction is not commutative.
45
It does indeed matter which number is being subtracted from the other.
46
Three minus two is not the same as two minus three.
47
Addition is also associative.
48
This means that if performing two successive additions, the order in which they are performed does not matter.
49
Two plus three plus four will be nine no matter which numbers we add first.
50
We can add the first two to get five, and then add that to four, or we can add the latter two to get seven, and then add that to two.
51
The result is the same.
52
Subtraction is not associative.
53
If we write down five minus three minus two, we could do five minus three first.
54
That gives us two, and subtracting the other two, we get zero.
55
If instead we do the three minus two first, we get one, and five minus one is four.
56
So we can see that subtraction is not associative.
57
We will learn all about the order of operations later, as well as other ways in which these kinds of properties become less obvious yet very important.
58
No matter how far we choose to go with math, and no matter how complicated equations appear to be, with symbols like square roots and logarithms and integrals, we must always remember that these symbols mean something concrete.
59
They are rooted in the physical world, even if in a way that is more difficult to immediately conceptualize than the plus symbol.
60
One goal of this series will be to make all the other mathematical operations as intelligible and relatable as addition and subtraction.
61
Once you intimately understand what mathematical constructs represent, they no longer seem arbitrary and infuriating, but instead powerful, as their utility becomes apparent.
62
So let’s move forward and learn some more arithmetic, but first, let’s check comprehension.
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
C13
Convergence and Divergence: The Return of Sequences and Series
American AccentCambridge Exam PrepUniversity StudentsWorking Adults
C25
The Integumentary System
American AccentUniversity StudentsWorking Adults
C219
CRISPR-Cas9 Genome Editing Technology
American AccentIELTS PrepTOEFL PrepUniversity Students
B2Introduction to Chemistry
American AccentDaily ConversationHigh School StudentsUniversity Students
C1What is a Crime? (The Six Types of Crimes)
American AccentIELTS PrepTOEFL PrepUniversity Students
FOR YOU
Vidéo recommandée
B2345 phrases
Fractions Made EASY!
Daily ConversationHigh School Students
B26
397 phrases
‘The Big Bang Theory,’ but Psychology Is Weaponized
American AccentBusiness EnglishDaily ConversationHigh School Students
B21
166 phrases
WHAT ARE NATURAL NUMBERS?
Daily ConversationHigh School Students
B2158 phrases
7 Cấp Độ Toán Học: Bạn Đang Ở Đâu?
Daily ConversationUniversity Students
B21
425 phrases
NEW- Micro Unit 1 Summary- Basic Economic Concepts
Daily ConversationHigh School StudentsUniversity Students
B214
170 phrases
Why a Circle Has 360 Degrees? | The History and Logic Behind 360° Explained with Animation
Daily ConversationUniversity StudentsWorking Adults
B113
42 phrases
English Listening Practice: Understanding Time — Mini English Class
Daily ConversationHigh School StudentsUniversity Students
B111
205 phrases
Let's talk about Money in English
American AccentBusiness EnglishTravel EnglishDaily Conversation
C181 phrases
Mathematician Collapses All Functions to One Weird Formula
Daily ConversationUniversity StudentsWorking Adults
B11
278 phrases
How to read ALL NUMBERS in English - BIG NUMBERS, Decimals, Dates, Fractions, Phones, Ordinals
British AccentBusiness EnglishDaily ConversationHigh School Students
C1552 phrases
The Professor Who Taught People How To Think (1962)
Daily ConversationUniversity StudentsWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 62 phrases et 1107 mots à répéter en shadowing. La partie parlée dure 7:37. Le locuteur parle à un rythme régulier d’environ 145 mots par minute, confortable pour le shadowing. 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 moins courants de la vidéo, avec leur prononciation et leur sens :
- minus /ˈmaɪ.nəs/ — moins. Made less or reduced by (followed by an expression of number or quantity).
- symbol /ˈsɪmbəl/ (nom) — symbole. A character or glyph representing an idea, concept or object.
- mathematics /mæθ(.ə)ˈmæt.ɪks/ (nom) — mathématiques. An abstract representational system studying numbers, shapes, structures, quantitative change and relationships between them.
- equation /ɪˈkweɪ.ʒən/ (nom) — équation. The act or process of equating two or more things, or the state of those things being equal (that is, identical).
- mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/ (adjectif) — mathématique. Of, or relating to mathematics.
- arbitrary /ˈɑː.bɪ.tɹə.ɹi/ (adjectif) — arbitraire. Based on individual discretion or judgment; not based on any objective distinction, perhaps even made at random.
- 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…
- essentially /ɪˈsɛnʃəli/ (adverbe) — essentiellement, en essence. In essence: by nature.
- complicated /ˈkɑm.plɪˌkeɪ.tɪd/ (adjectif) — compliqué, alambiqué. Difficult or convoluted.
- shortly /ˈʃɔɹtli/ (adverbe) — rapidement. In a short or brief time or manner; quickly.
- concrete /ˌkɑnˈkɹit/ (adjectif) — concret. Real, actual, tangible.
- contribute /kənˈtɹɪb.jut/ (verbe) — contribuer. To give something that is or becomes part of a larger whole.
- apparent /əˈpæɹənt/ (adjectif) — apparent, visible. Capable of being seen, or easily seen; open to view; visible to the eye; within sight or view.
- innovation /ˌɪn.əˈveɪ.ʃən/ (nom) — innovation. The act of innovating; the introduction of something new, in customs, rites, etc.
- utility /juːˈtɪlɪti/ (nom) — utilité. The state or condition of being useful; usefulness.
Les verbes à particule que vous entendrez
- count on /kaʊnʌn/ (verbe) — compter sur. To rely on, trust, or expect.
- write down (verbe) — noter, écrire. To produce or set (something) down in writing; to record something.
Prononciation à surveiller
- Les sons « th »: mathematics /mæθ(.ə)ˈmæt.ɪks/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, anthropology /ˌænθɹəˈpɑləd͡ʒi/, arithmetic /æɹɪθˈmɛtɪk/, logarithm /ˈlɑ.ɡə.ɹɪ.ð(ə)m/
- Les sons « sh » et « zh »: equation /ɪˈkweɪ.ʒən/, essentially /ɪˈsɛnʃəli/, shortly /ˈʃɔɹtli/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, innovation /ˌɪn.əˈveɪ.ʃən/
- Mots longs — placez bien l’accent: mathematics /mæθ(.ə)ˈmæt.ɪks/, mathematical /ˌmæθ(.ə)ˈmæt.ɪ.kəl/, arbitrary /ˈɑː.bɪ.tɹə.ɹi/, essentially /ɪˈsɛnʃəli/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/
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 minus, symbol, mathematics.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | must be learned · was developed · were just born |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have just come · has become · has been subtracted |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | equation, which is · subtraction, which is · calculated, which is |
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.