Pratique du Shadowing: Improve your Vocabulary: Stop saying I KNOW! - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
500 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
How to get 1 million followers.
2
I don't know if I can stand.
3
Hey, E, you know, I'm just reading this book, and we could get, like, lots of people to watch us if we change a couple things.
4
Oh, I know.
5
Huh.
6
Hi, James from Ingevig.
7
Mr. E seems to know everything.
8
You know what's interesting about knowing everything?
9
You actually stop knowing anything at all.
10
Hi.
11
What I want to do in today's lesson is I want to talk about the word I know.
12
It is a word that is used by many English speakers who are just starting to learn the language.
13
In fact, it's used a lot by native speakers, unthinkingly, to cover all sorts of situations.
14
In today's lesson, I'm going to give you some new phrases, and I'm going to give you some new vocabulary
15
that we can take the same idea that comes from I know and use it to further our communication skills.
16
Now why is this important?
17
A lot of times we watch videos and they give you the tools, but don't explain why or where you use them.
18
I'd like to make sure and take an opportunity in this video to make sure I not only teach you why, but where it is most beneficial for you to use the new vocabulary.
19
You ready?
20
Let's go to the board.
21
Now when you look at the word here, I know, I've outlined or really put no in a big sense.
22
even say the word no, and when in English we say no, it's usually mean to stop or I don't like or something negative.
23
When you use I know in a sentence and it's not used in its most effective manner,
24
it tends to stop conversation or make people feel as though you're not listening and they're not understood,
25
which makes difficult conversations actually more difficult and go on longer.
26
Now, before I say another word, I want to say hello to to Parachi and Andrew.
27
We met at the McCall Eatery area, and you guys were having a conversation, and you were really graceful and great
28
and allowed me to actually use some of this lesson on you and help me fix this lesson up, so I greatly appreciate that.
29
And yeah, I think we're saying it's conflict resolution.
30
I want to use a quote from Theodore Roosevelt.
31
He's a former American president.
32
Most of you won't know who he is because he's been dead a long time, one of their better presidents, and he had a quote that I really like that kind of helps with this lesson.
33
Theodore said, nobody cares how much you know until they know how much you care.
34
I want to change that last statement of care to understand.
35
Once people understand that you have an interest in what they're saying, then they know what you care.
36
And funny enough, understand is one of the words we're going to use to,
37
you know, use instead of know in order to create greater communication skills.
38
Now that you know why we're doing the lesson, to further your communication, make sure you're understood and let people know that you understand them, why don't we get to the lesson?
39
Ready?
40
Now the best way to go about this is to look at what does know mean.
41
You know, it's a short form of knowledge, it's a verb, which is all nice.
42
But what it really means to know something is you know something through information, observation or inquiry.
43
Inquiry means to ask questions.
44
If you ask a question, you will get to know something, right?
45
Why is the sky blue?
46
Blah, blah, blah, blah.
47
I will tell you now you know.
48
Right?
49
Observation, you watch, okay?
50
You see two bunnies running across the grass at springtime.
51
One bunny jumps upon another bunny, and they start playing.
52
You know why they're doing that, right?
53
And information, you read something or you watch a video or a YouTube video, and you learn.
54
Now that's knowing something.
55
But if you notice something, when we talk about knowing in this particular case, knowing is not actually talking about understanding.
56
Although people confuse these two words,
57
they don't really appreciate how those two words can affect a conversation.
58
I'm going to borrow a cell phone for a second, and I want to show you something.
59
All of you have used cell phones before, and you know how to use them.
60
I know you do, right?
61
I say, do a text, you go blah, blah, blah, blah, send me this, blah, blah, blah, blah.
62
Now, what happens if I took this cell phone, I took it apart to all the smallest parts and laid them on the floor.
63
Okay?
64
And then I said to you, put them together.
65
Could you do that?
66
No. So you know how to use the technology, but you don't understand how it works to put it back together again.
67
And that's the power of the words that I'm going to give you now, that will give you that power to putting it back together
68
and maybe even creating something new out of it and creating greater communication skills.
69
So let's start over here.
70
So I said stop saying I know.
71
I'm going to give you five phrases to improve the communication.
72
So let's talk about number one, recognize.
73
Right in the middle of cog means thinking, cognition, thinking, and recognize means to go back and to think.
74
The meaning of recognize here is to acknowledge a truth or existence or validity of something.
75
That's a lot of noise and movement.
76
It's to say, I noticed what you said, and what you said has some truth to it.
77
Notice I didn't say I know.
78
I said I noticed.
79
I could say, I know what you said, and when you said it to me, there was some truth that I have to say is true.
80
When something's valid, we say there's truth to it, truth, and acknowledge saying I'm going to say that this is true.
81
Cool?
82
So that's more than I know.
83
When you say, if I say to you, it's raining outside, and you go, I know, and I might say say instead, I recognize that the weather is bad, not only do I have this knowledge,
84
I'm saying there's validity to what you're saying, right?
85
Because it's not just this raining, you're saying the weather is bad, there's a bit more to it.
86
And on that, I'm going to come back when we talk about understanding intent.
87
The second, now this is different than I know, but it's from my perspective.
88
When you say from my perspective, it is to give your opinion and attitude on a subject, But spec meaning to look at,
89
you're actually saying, I see this.
90
I see what you're saying because I'm aware of what you're saying.
91
In other words, I know what you're saying.
92
And I see from this knowledge of knowing what you're saying to me.
93
That was nice, right?
94
From this knowledge of knowing.
95
I have an opinion on that.
96
So I have the same knowledge you have, but the way I interpret it, the way I feel about it, the way I see it is different from you.
97
So that is acknowledging the person saying, I heard it, got it, okay, cool, but I see it in a different way.
98
For instance, I'm standing here, and when I'm standing here, they are different positions, although we're in the same room.
99
Cool?
100
So you can use that one.
101
So from my perspective, that's an interesting point.
102
It means I know what you're talking about, and I like it.
103
All right?
104
Appreciate.
105
Appreciate is an interesting word because by itself, I always think of appreciate means to be thankful, to say thanks for something.
106
I appreciate you helping me.
107
I really, you know, I'm thankful for it.
108
When I look at appreciate and we use it instead of I know, it's saying I recognize the implications and the true value of the subject.
109
An example of this would be if someone says to you, hey, look, if you don't get enough sleep tonight,
110
you won't be able to catch the train in the morning because it's really early.
111
And I might say, instead of, oh, I know, I appreciate you telling me that.
112
It means thank you because there are implications if I don't get up, I will miss my train.
113
And there is a value to you telling me that because getting the train is important to me.
114
While I know just means I have the information I have the knowledge
115
but it shows no value in saying thank you for doing that for me.
116
So you'll notice a lot of times
117
if you say well I appreciate you saying
118
that people will step back a little bit and give you some room
119
because you're saying thank you so they know oh you heard me
120
and you like what it not like but you at least are thankful for me saying it You're like, yeah, yeah, you may have to go on and say something different,
121
but they will appreciate that you took the time to listen instead of saying, I know.
122
Understand.
123
Now, I started off over here talking about understand, and I said it was an important one.
124
The difference, as I showed you with the cell phone, between understand and know, when you know something, you have the information.
125
When you understand, here's what's important.
126
You perceive the intended meaning.
127
Now I use the difference between being able to put some phone together and knowing how to use one.
128
When people are speaking to you, sometimes they're trying to say more than the words they give you.
129
And saying I know doesn't show that you actually have paid attention
130
and you got the message that they were really trying to get to you.
131
An example would be when someone says, if you said, look, if you keep being late,
132
it's not great, you might end up losing your job.
133
You say, I understand, versus I know.
134
I know means, of course, that's what happens.
135
You're late, you keep telling me I'm late, I lose my job.
136
I understand means, okay, you're selling me, you're giving me a chance and an opportunity, You hope I recognize what I'm doing is incorrect right now,
137
and you hope I change my behavior.
138
Whoa, where did that come from?
139
Well that's what understand means.
140
It means I heard you, I'm taking some information in, I know what you're intending to say to me, like I'm not getting fired yet,
141
but it's a possibility if the behavior doesn't change.
142
I know saying I know in this case means I'm aware of the situation, I know your part, my part, or your position, my position.
143
But it doesn't give us any room of like I understand and where you're coming from, because Because in saying something like, you're always late, and if you continue to be, you might lose your job,
144
you're saying you're actually kind of concerned about me losing my job.
145
And saying, I know, kind of doesn't give back that emotional bond.
146
And this is what I was talking about, communication.
147
You can say anything you like, and you don't have to even take this lesson at all.
148
You can say, yeah, whatever, I know is good enough.
149
But by varying your speech, you'll notice that you're giving back not only the information I understand what you're saying and I was listening to you, right?
150
But also I care.
151
Or in some case, you know, thank you for saying it.
152
Well, I heard what you said, but I see it differently.
153
I recognize some of what you say is true, right?
154
And this is changing it, and it's showing it the mastery of.. your mastery of my language or of the English language.
155
Cool?
156
So understand is a very good one, I understand, because it means I do know what you're saying and there's even more, and I'm getting more out of it, what you're trying to give me, And that is your intended meaning.
157
Perceive is to see.
158
Now I said perceive is to see, funny enough.
159
Number five.
160
I see.
161
This is a really good one because it's similar to the rest and see doesn't seem to be I know at all.
162
They're not even related.
163
Now, hang on a second.
164
I actually had a friend who told me a few weeks ago, he had a situation where he was going to look at an apartment
165
and he really wanted the landlord to know that he was serious about taking the apartment.
166
Now when the landlord was showing him like a fuse box or, you know, this electric thing and it wasn't a big deal and he was kind of like, I know, I know, I know all this stuff.
167
He never said that.
168
He said, on purpose, I said, I see, I see, I see.
169
He's a smart guy and he could have said I know and probably would have gone along, got okay with it.
170
The problem was he knew that the landlord might not like it and perceive him as arrogant for talking down.
171
But his saying, I see, was a way for him to say, I'm listening to you.
172
I'm really paying attention.
173
I'm taking this information in, and thank you.
174
I got it.
175
I see, to show your way of paying attention and understanding.
176
He knew that.
177
Now, most of you might have said, I know, I know, and you're saying, oh, if I'm smart, I get it.
178
But you want the person to know you're actually listening to and paying attention.
179
I see is good.
180
And even the way we say it, we don't just go, I see, I see, we actually slow it down, we're like, I see, yeah, I see, I see.
181
And all of a sudden, magically, I know becomes I see, and the person's like, you really listen very well.
182
Versus I know, I know, I know, I know, because even when I say it like this, I know, it means I have a better idea or another idea.
183
Versus I see is almost same tonality, but one is I'm taking what you're saying, and You're important.
184
I need to understand you, versus everything I do is more important.
185
Cool?
186
Okay.
187
So now that I've taught you why we're doing this, and we talked about...
188
I gave you some things as a change in grammar and form.
189
Oh, before I go there, I want to talk about another way of saying I know, which is what we call colloquial.
190
The common people use it, and it's not to say I know, but it's to change it up.
191
So you're not just saying words, but you have some phrases.
192
That was part of the deal when I said how we're going to change it.
193
I will teach you phrases.
194
Here are some phrases.
195
What's interesting about these phrases are they follow the kinesthetic, auditory, and visual models.
196
That's right, I was waiting for you to go, what is he talking about?
197
I don't know, he just went crazy.
198
Boom, the brain does not work.
199
Okay, auditory, sound, audio.
200
Visual, to see.
201
In kinesthetic, that nice long word, is just movement, body movement, right?
202
Yeah.
203
Don't rock like I used to.
204
Okay?
205
Now, not everybody, we actually speak and we learn in three different modes.
206
I've done a couple videos where I've mentioned them before, some of the best ways of learning, and how you can use the auditory,
207
visual, and catasthetic way to improve your learning of English or any subject for that matter.
208
But we also speak in this way, not all the time, but depending on how a person is thinking,
209
they might use one of these models to explain what's going on or the thought process in their head at this time.
210
And one of the best ways to communicate your listening and you understand them is to what I call copy that model.
211
If someone says something like, that looks good, you could see, I see what you mean.
212
I'm using look and see, which are similar verbs to show that I'm thinking the same way you are.
213
And it shows a connection, or it enhances or helps the communication get better.
214
Cool?
215
So these three phrases are in different ways of communicating your thought pattern to people in the audio, visual, or kinesthetic model.
216
Cool?
217
I know, I got all schooly there.
218
Ooh, I got goosebumps.
219
So the first one is, I hear what you're saying.
220
Right?
221
It's like I know, it's like, yeah, I get it.
222
I hear what you're saying.
223
I have the knowledge you are giving me now.
224
Remember we talked about how you get information?
225
Someone gives you information, you can say I know, or you can say I hear what you're saying.
226
I'm receiving the information.
227
And that is auditory.
228
The next one we can use, which is visual, is I get the picture.
229
I can see a picture in my head of what you mean.
230
So now I know.
231
If someone says, I want a red sweater with a hood, okay, I get the picture.
232
I can actually see it in my head.
233
Okay?
234
And you can say this either, I see what you mean.
235
All right?
236
I see what you mean.
237
And that's visual.
238
The last one is I catch your drift.
239
Remember I told you about new vocabulary?
240
Here it comes, son.
241
Drift is a movement.
242
But when you're drifting, you're not going in a straight direction there.
243
Like, this is direct.
244
If you're drifting, you're kind of going this way and that way.
245
A good example is me through high school.
246
I drifted through there.
247
It wasn't straight like this, it's like grade 9, grade 10, 11, not direct route, okay?
248
If that doesn't help you, sometimes people when they're falling asleep, when they're driving, the car is like, it's drifting, it's going in the direction,
249
but it's going kind of a little off, right?
250
So it's movement.
251
Drift is a movement, but not a direct movement, it's like a subtle, soft movement.
252
So when someone says, I catch your drift, it means you're giving me something and you're giving me an idea and I'm like, okay, I got it.
253
I got that information now.
254
So I catch your drift.
255
I catch what you're saying.
256
Cool?
257
So these are for the auditory, the visual, and the kinesthetic.
258
So you've got three phrases.
259
You've got another two, I guess we've got one phrase and about four new words we've learned for I know.
260
So I think if we've learned enough, we always do the quiz, and I think it's time for us to see.
261
I know you see what I'm going to get at, right?
262
Quiz time.
263
Ready?
264
Let's go.
265
Okay.
266
It is quiz time, and I know you are looking forward to it, right?
267
And I don't blame you.
268
There's something really exciting about getting new knowledge, yeah?
269
So let's go to the board and take...
270
I want to do a quick quiz, and then I want to talk about where we can use or apply this new knowledge.
271
Sometimes I think we miss this in the videos where we teach you these things, we say, here you go, great.
272
And then we forget to say, you know what, it's best to use this when you're doing this.
273
Okay?
274
So, let's go over here.
275
The first one I want to look at is, I don't like the sound of that.
276
Now, when I gave you an example when we were talking about speaking to people for better communication, this is a question that's going to reveal if you understand what would be the best way,
277
because they're quite similar.
278
So let's look at it.
279
I don't like the sound of that.
280
Which one should you or
281
which one is the best one to use as the best response to show that you understand them?
282
I hear what you are saying or I appreciate what you are saying.
283
Good.
284
You thought about it and you looked at the key difference or you looked at something that we talked about,
285
auditory learning, and here we're talking about sound and hearing.
286
So although they say, remember, I appreciate it, like, thank you, thanks for saying that, giving me the information, it sounds so great, but it's like, hold on a second.
287
If you really want to hit it on the head, you want to get as close as you can, hear and sound are talking about auditory learning or way of communicating,
288
and that would be the best one to use, even though they could both be appropriate, this would only be the best one.
289
See, this quiz isn't about knowing whether, say, appreciate or see or what have you, it's how well you understand it, right?
290
So we get to the best communication we can, or best level of communication.
291
What about the next one?
292
What I'm telling you can get a lot of people hurt if this information is used incorrectly.
293
What is the best answer here?
294
Once again, both work, because I know some of you right now, when you see I understand And I see, look, I understand works, and I see works, and I'm like, yes.
295
But in the lesson, I gave you a specific reason why you might want to change and use one over the other.
296
I want to see if you caught that, so take a look and think which it might be.
297
Okay.
298
People getting hurt.
299
If you were going to get hurt, would you want someone to listen very carefully to why you might get hurt?
300
Probably so, right?
301
You'd be like, I hope you understand, you're listening to me carefully and you understand.
302
I understand is part of it.
303
I understand means I understand.
304
I see means I am listening very carefully and I understand.
305
That deepens your communication skills or your listening skills.
306
Do you remember when I said at the beginning of the video, we're going to be working on listening skills, and it's like, well, ha, we're using the word I know.
307
Well you have to listen well to give the right answer back to the person listening.
308
I see is the correct one here, simply because you're saying, not only do I understand,
309
of course, but I'm listening very carefully right now and to any further information you might give me, because a lot of people might get hurt.
310
This is important stuff.
311
It's not enough to understand.
312
Cool?
313
All right.
314
Because I know a lot of people go, they're similar, I go, but it's the little differences that make the big difference in being understood by other people, and people go, okay, you're listening?
315
Cool, we can have a real conversation.
316
Now this one.
317
I something, what you're saying has some merit.
318
Merit means value.
319
It's another way of saying a value or some truth to it.
320
Right?
321
So which one would be the best one to say?
322
I recognize? or I know.
323
Yeah.
324
You remember when I talked about using recognize, we talked about something being valid or having validity, right?
325
So, you're saying I know, it's kind of okay, but recognize adding like, almost doubling it, like I recognize the merit.
326
I see the value of what you're saying and I know it's got some truth to it.
327
That's why we would use this one.
328
So A is the best answer here.
329
You could say I know.
330
But once again, that's showing a limited understanding of the English language.
331
You learn one word and you use it like a multi-tool.
332
They're like little pens, and you get like a knife, you get a screwdriver, sometimes a little gun.
333
No, there's no gun in this multi-tool.
334
You wish.
335
But instead of using it like that, we're going, hey, you know what?
336
I've got other tools in my pocket.
337
I want to start using them to show
338
that I'm an intelligent individual who is adaptable and can use different words or vocabulary or phrases in the appropriate situation,
339
instead of using the same one over and over like a robot.
340
And we know you're not a robot because we made you do that test before you watched the video.
341
Alright, now finally, I have something her for five years.
342
She is a good woman.
343
Would we say I have seen her or I have known her?
344
Give you a second to figure it out.
345
All right.
346
Some of you were like, well, look, there's a couple of things going on.
347
James is saying don't use know.
348
That's the new word.
349
We've got new words.
350
And scene is a proper, so the present perfect is being used properly grammatically.
351
So both of them are.
352
But hold on a second.
353
I didn't mention or talk about known.
354
Knowledge, remember we talked about information, inquiry, right?
355
We talked about that's how you get it, or observation.
356
Well, another meaning for to know someone is to have a relationship with them.
357
So if I have known Mr. E for 10 years, it means we've had a relationship.
358
We talk to each other, we hang out or whatever, but we have some kind of connection.
359
It's not just having information on that person or observing them or asking questions.
360
There's a relationship.
361
And I do this because sometimes when people learn some new information, they throw all the old information out.
362
In English we have an idiom.
363
It's called throwing the baby out with the bathwater.
364
You never want to do that.
365
You wash your baby, she's clean.
366
The last thing you want to do is take the dirty water and the baby and go, okay, out we go.
367
No, you want to keep the baby, maybe get rid of some of the stuff that wasn't necessary.
368
And in this case, I want to come back to known saying sometimes the best word to use is know or known, especially if we're talking about relationships.
369
So in this case, I have known her for five years.
370
We've had a relationship for five years, and that's how I know she's a good woman.
371
It's not just observation, it's through our relationship.
372
To say I have seen her is correct grammar, yes, but not the correct meaning.
373
And this is what this whole lesson was about, improving your communication skills, your understanding of English, and your being able to be understood and having people understand you.
374
And I know you did a good job on this quiz, so I know that you have passed with flying colors.
375
See?
376
I said, I know.
377
Through observation, right?
378
Okay, now, as always, we have our bonus section, because now you've learned the main lesson.
379
What's the opposite of I know?
380
I don't know or I didn't know.
381
So we might as well learn the positive and the negative, so you don't keep saying, I don't know, I don't know, I don't know, I don't know.
382
You can say different things.
383
One thing we say instead of saying I don't know is I misread it.
384
Now, can I tell you something funny about all these things here?
385
I'm going to read them and I'll explain them.
386
Misread, misunderstood, mixed up, confused.
387
It's funny, when I know something, it's very direct.
388
I know.
389
I know.
390
But when we don't know something, it's like, I was confused.
391
It's not my fault.
392
I was mixed up.
393
I was in the wrong direction.
394
I misread it.
395
I mean, I thought I knew, but it was in the wrong...
396
See, it's never our fault.
397
So when we don't know something, it's not my fault, man.
398
It's not my fault.
399
I misread the situation.
400
But when I get it right, it's, I know.
401
I knew.
402
I have known.
403
Mwahaha.
404
Puff our chest out.
405
Just this little aside, because you'll notice like miss, miss, miss, mixed up, confused, like it's, oh, the air did it or a birdie did it, it wasn't me, it wasn't all my fault.
406
But knowing is that arrogance of, yes, of course, me no right, me always good.
407
Okay, so, just getting that out there.
408
English is a very funny language.
409
Pay attention and you'll laugh like me.
410
Alright, so to misread something, well, you know what to read means.
411
To misread it means you read it, but you maybe made a mistake.
412
So instead of seeing and, you saw and, right?
413
Or you saw and.
414
By mistake you said, oh, I thought it was the chicken and steak.
415
I didn't know it was chicken or steak.
416
I misread it.
417
Okay?
418
It means to judge or interpret something incorrectly.
419
So you're looking at it and maybe you think, um, I'm two feet away.
420
You jump and go, ah, I was three feet away.
421
I misread it.
422
Made a small mistake.
423
Okay?
424
So I didn't know.
425
Misunderstood is an incorrect judgment. are very similar.
426
But the whole point of this lesson is not to teach you one thing and say they're all the same thing.
427
We want to be able to change up our language, okay?
428
So I misunderstood you.
429
Misreading it is like I see it, I look at it, I judge it, I make a wrong judgment.
430
Misunderstood is I had one idea and I thought you meant this, but that's not what you meant.
431
I misunderstood you.
432
So I had this idea in my head, I judged it, I got the information wrong in my head, so I misunderstood you, right?
433
Now, that's an incorrect judgment.
434
Mix something up, it can be confused.
435
So if you mix something up, let me give you an example.
436
I have three markers, okay, and I'm using them, da-da-da-da.
437
I put them down, and I want to keep the blue marker in my hand.
438
But because I got blue and black and I wasn't really paying attention, and I switched them because they were in my hand like this, I switched it like this.
439
I wanted to keep the blue, but I put the blue down by accident because I mixed them up.
440
Oh, I mixed them up and I wanted the other one.
441
Here's a great example.
442
Mr. E and I are going up for drinks.
443
This one is gin and this one is vodka.
444
Gin and vodka look almost exactly the same, by the way.
445
They are both white liquids of alcohol.
446
Now this one's gin, this one's vodka.
447
Mr. E loves his vodka and I only love gin.
448
But by accident I put the glasses down, I turn around, I come back and I give him...
449
You notice they're in the wrong place?
450
Well, I have mixed them up, changed their position.
451
So they are both still valid, but I have moved them and put them in the wrong place.
452
And that's why when we say you've mixed something up, in my head I mixed it up.
453
I had the information, but I put it in the wrong place, so I got the wrong answer.
454
Similar thinking as this is confused.
455
When I'm confused about something, I have information, but I don't really understand it.
456
My thinking on it is not clear not, I couldn't make a picture in my mind to really understand what I was looking at to know it for 100%.
457
So sometimes some people say, I confused when you said this or that, which means similar to mixed up, to take two things and put them in different places,
458
but I'm like, I confused Johnny with Tommy, right?
459
I mixed them up.
460
I confused your meaning.
461
I thought you meant this, but you meant this, but I confused it.
462
I got the wrong answer, or I was not clear on my thinking on that.
463
Cool?
464
All right.
465
I've given you a bonus, I've given you a test, there's only one more thing I would like you to do.
466
And I'd like to say, this is like my thank you to you, because at the end of the videos I usually say thank you.
467
And if you go, how does giving me homework say thank you?
468
Well, if you've stayed this long and watched this long, you've really wanted to learn,
469
And I always want to give you a tool that you can use afterwards to improve your learning or enhance your learning.
470
One of the tools is to do homework to give you something to, you know, go deeper, go study on your own.
471
Another one is to get you involved with a community of people who are also studying English
472
so that you can exchange information, and I've seen it happen before, and then people get to grow that way by getting more people interested in the same thing they are.
473
And in this case, this is one of those things right now.
474
I've got two statements, so I want you to correct one of these statements in the comments, and you will receive one million points.
475
That's right.
476
No cheapness, no one, no one thousand, one million points you will get.
477
So the two comments I have for you, and I want you to look at them carefully.
478
In the black, I want you to change
479
or exchange the thing in the black to one of the things I thought you taught you today.
480
of the top five things you can say instead of I know, or one of the phrases.
481
Hint, hint, it's not a phrase.
482
Or it might be something from the bonus section, okay, the I don't know statements.
483
Now, remember, if the person gets it right, you are to give it a thumbs up.
484
If they've got it wrong, give it a thumbs down.
485
So you're going to get instant information on whether or not you get your million, 10 million, 15 or 17 million points.
486
So the first one is, I am thankful for the information.
487
I want you to think about one of the five that I gave you that talks about being thankful.
488
The second one is, I confused which drink went with whom.
489
I confused which drink went with whom.
490
Whom means to who.
491
So those are the two statements.
492
I want you to think about it now.
493
It kind of helped you a little bit.
494
I think you'll do a great job.
495
Once again, thank you very much for watching our videos.
496
I appreciate that you take your time out of a busy day to come and watch and learn with us.
497
I'd love doing this for you.
498
Now if you want to get more videos like this, okay, and do actually the actual quiz that will go a little bit deeper into what we've learned today,
499
I'd like you to go to www.ing, as in English, vid, as in video, dot com, and do the quizzes there, and look at the other teachers that we have available.
500
Anyway, you have a brilliant day and I'll see you soon.
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
B21
You Have to Write Every Day. ChatGPT Won’t Save You.
Daily ConversationWorking Adults
B22
How to Learn English Vocabulary (and Actually Remember It!)
Business EnglishDaily ConversationUniversity Students
B12
Expand Your English Vocabulary: 10 Adjectives for Describing Food
TeensDaily ConversationHigh School Students
A21
Basic English vocabulary for restaurants
Travel EnglishTeensDaily Conversation
B14
Improve Your English FASTER by Reading (It really works!)
Business EnglishDaily ConversationHigh School Students
B1Can’t Understand Fast English? Stop Trying to Catch Every Word.
Daily ConversationHigh School StudentsUniversity Students
B1How to talk about sports in English
Daily ConversationHigh School StudentsUniversity Students
B1Speaking English - DEAL expressions - "big deal", "deal with it"...
Business EnglishDaily ConversationHigh School Students
FOR YOU
Vidéo recommandée
B2231 phrases
Want to improve your speaking vocabulary? STOP LEARNING NEW WORDS✋
Business EnglishDaily ConversationUniversity Students
B26
275 phrases
Upper-Intermediate Phrases (B1 + B2) You Definitely Need to Know
Business EnglishDaily ConversationHigh School Students
B26
220 phrases
Improve Your Spoken English in Just 15 Minutes
British AccentIELTS PrepBusiness EnglishDaily Conversation
B11
335 phrases
Stop Saying “I DON’T KNOW” | 5 Natural English Phrases Native Speakers Use | Easy English Podcast
Business EnglishDaily ConversationHigh School Students
B23
173 phrases
Stop overusing 'I think...' - say THIS instead - 21 more advanced alternative phrases
British AccentBusiness EnglishDaily ConversationUniversity Students
B21
75 phrases
Understand ANY English Word (No Dictionary Needed!)
Business EnglishDaily ConversationUniversity Students
B23
427 phrases
7 Ways You're Overcomplicating English Learning
American AccentBusiness EnglishDaily ConversationUniversity Students
B22
135 phrases
Improve your LISTENING and SPEAKING SKILLS with one simple method /ACTIVE LISTENING
Business EnglishDaily ConversationUniversity Students
B23
46 phrases
Speak English in 30 Minutes: Advanced English Lesson
American AccentBusiness EnglishDaily ConversationUniversity Students
B24
143 phrases
Advanced English Speaking - 3 Things Native Speakers Do (That You Weren't Taught in School)
Business EnglishDaily ConversationUniversity Students
B23
103 phrases
Improve SPEAKING SKILLS: Flow, Clarity, Confidence🎯
British AccentBusiness EnglishDaily ConversationUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Improve your Vocabulary: Stop saying I KNOW! ». Cette vidéo contient 500 phrases et 5898 mots à répéter en shadowing. La partie parlée dure 31:54. Le locuteur parle vite, environ 185 mots par minute : attendez-vous à des liaisons et à des sons réduits. 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 |
|---|---|---|
| quiz nom | /kwɪz/ | quiz |
| auditory adjectif | /ˈɔː.dɪˌtɔɹ.i/ | auditoire, auditif |
| misunderstand verbe | /mɪs.ʌn.də(ɹ)ˈstænd/ | mal interpréter, méprendre |
| thankful adjectif | /ˈθæŋkfəl/ | reconnaissant |
| observation nom | /ˌɑbzɚˈveɪʃn̩/ | observation |
| perceive verbe | /pɚˈsiv/ | percevoir |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| vodka nom | /ˈvɑdkə/ | vodka |
| validity nom | /vəˈlɪd.ɪ.ti/ | validité |
| bunny nom | /ˈbʌni/ | lapereau |
| merit nom | /ˈmɛɹɪt/ | mérite |
| acknowledge verbe | /əkˈnɑ.lɪd͡ʒ/ | reconnaître |
| mastery nom | /ˈmæs.tɚ.i/ | maîtrise |
| incorrectly adverbe | /ˌɪnkəˈɹɛk(t).li/ | incorrectement |
| verb nom | /vɝb/ | verbe |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come back verbe | revenir |
| give back verbe | rendre |
| end up verbe | se terminer, se finir |
| get up verbe | se lever |
| go back verbe | rentrer, retourner |
| look forward to verbe | avoir hâte de, attendre avec impatience |
| start over verbe | recommencer |
| talk down verbe | marchander |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- You know what's interesting about knowing everything?
- Remember we talked about how you get information?
- Remember I told you about new vocabulary?
- What's the opposite of I know?
- You notice they're in the wrong place?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Phrases conditionnelles if + proposition, will/would + verbe — une condition et son résultat | If you ask a question, you will get · if I don't get up, I will miss · if you understand what would be |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've outlined · he's been · have paid |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | verb, which is · friend who told · use, which is |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | being understood · be understood |
Prononciation à surveiller
Le locuteur utilise 194 contractions et formes réduites, comme you're, I'm, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thankful /ˈθæŋkfəl/, kinesthetic /ˌkɪnɪsˈθɛtɪk/, thumb /ˈθʌm/, bathwater /ˈbæθwɔtɚ/
- Les sons « sh » et « zh »: observation /ˌɑbzɚˈveɪʃn̩/, implication /ˌɪmpləˈkeɪʃən/, cognition /kɑɡˈnɪʃ.ən/, speculation /ˌspɛk.jəˈleɪ.ʃən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Mots longs — placez bien l’accent: auditory /ˈɔː.dɪˌtɔɹ.i/, misunderstand /mɪs.ʌn.də(ɹ)ˈstænd/, kinesthetic /ˌkɪnɪsˈθɛtɪk/, vocabulary /vəˈkæb.jə.lə.ɹi/, validity /vəˈlɪd.ɪ.ti/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: enhance /ɪnˈhæns/, hint /hɪnt/, homework /ˈhoʊmˌwɝk/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: acknowledge /əkˈnɑ.lɪd͡ʒ/, cheapness /ˈtʃiːpnəs/, magically /ˈmæd͡ʒ.ɪ.kli/
- /r/ anglais — langue recourbée, sans frotter la gorge: misread /mɪsˈɹiːd/, drift /dɹɪft/, auditory /ˈɔː.dɪˌtɔɹ.i/, misunderstand /mɪs.ʌn.də(ɹ)ˈstænd/, vocabulary /vəˈkæb.jə.lə.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 quiz, auditory, misunderstand.
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.