Teach Yourself a Language in 15 Minutes a Day: Step-by-Step Demonstration

00:31:43
https://www.youtube.com/watch?v=MqR3K1alUio

Summary

TLDRCette vidéo explique comment apprendre une langue en seulement 15 minutes par jour avec la méthode Assimil. L'auteur souligne l'importance de la régularité et de l'environnement d'étude sans distractions. Il démontre comment effectuer une leçon en utilisant des méthodes comme le 'blind shadowing' et la compréhension globale à travers la lecture parallèle en français et anglais. L'idée principale est de suivre méthodiquement le contenu, d'utiliser les supports avec précision, et d'incorporer l'apprentissage dans une routine quotidienne efficace. En suivant cette méthode, on pourrait potentiellement apprendre une langue en un an.

Takeaways

  • 📚 Apprenez une langue en 15 min/jour avec la méthode Assimil.
  • 🔄 Répétez les leçons plusieurs fois pour une digestion complète.
  • 🐱 Ayez un animal pour le confort et la concentration.
  • 📵 Évitez les distractions numériques pendant l'étude.
  • 🗣 'Blind shadowing' améliore la prononciation.
  • 📖 Utilisez des textes bilingues pour une compréhension globale.
  • 🎯 Objectif : mémoriser le contenu sans effort conscient.
  • ⏳ Terminez un manuel en un an avec discipline.
  • 💡 Adaptez la méthode en fonction de la difficulté de la langue.
  • 📅 Créez une routine quotidienne pour maximiser l'apprentissage.

Timeline

  • 00:00:00 - 00:05:00

    Dans cette vidéo, l'auteur introduit une méthode d'apprentissage des langues en seulement 15 minutes par jour sur une année, utilisant particulièrement les livres d'Assimil, recommandant le français comme première langue à apprendre pour accéder à plus de ressources.

  • 00:05:00 - 00:10:00

    Il conseille de créer un environnement de concentration sans distractions comme les ordinateurs ou téléphones pour maximiser l'apprentissage en 15 minutes, incluant l'utilisation d'un chat pour le confort.

  • 00:10:00 - 00:15:00

    La leçon commence par un "shadowing aveugle", où l'utilisateur répète le texte du livre audio français sans l'avoir lu au préalable, permettant d'évaluer sa compréhension expérimentée des leçons précédentes.

  • 00:15:00 - 00:20:00

    Après avoir écouté le texte les yeux fermés, la méthode consiste à relire le texte tout en consultant la traduction anglaise pour une compréhension globale plus précise des mots français.

  • 00:20:00 - 00:25:00

    La quatrième étape suggère une étude approfondie du texte en français avec référence croisée aux notes en anglais pour clarifier les points subtils et difficiles, améliorant ainsi la compréhension et l'apprentissage.

  • 00:25:00 - 00:31:43

    Enfin, l'auteur discute de l'importance de réviser les leçons précédentes, en mettant l'accent sur l'adaptation flexible de la pratique personnelle pour progresser efficacement dans l'apprentissage de la langue.

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Mind Map

Mind Map

Video Q&A

  • Comment Assimil aide-t-il à apprendre une langue ?

    Assimil est une méthode française qui utilise des textes bilingues et de l'audio pour enseigner les langues, permettant une compréhension progressive et immersive.

  • Pourquoi est-il conseillé d'apprendre le français en premier ?

    Apprendre le français en premier donne accès à un large éventail de livres Assimil pour d'autres langues, car beaucoup sont écrits en français.

  • Que signifie 'blind shadowing' dans ce contexte ?

    'Blind shadowing' consiste à répéter simultanément avec l'audio sans regarder le texte, ce qui aide à améliorer la prononciation et l'écoute.

  • Faut-il utiliser des outils numériques avec la méthode Assimil ?

    Il est suggéré d'éviter les distractions numériques comme les téléphones ou ordinateurs, même si Assimil propose des matériaux numériques.

  • Quels sont les outils nécessaires pour la leçon de 15 minutes ?

    Pour une leçon de 15 minutes, il est recommandé d'avoir le livre Assimil, un crayon pour prendre des notes, un lecteur audio, de l'eau, et éventuellement un animal de compagnie pour le confort.

  • Combien de fois doit-on réviser une leçon avec cette méthode ?

    L'auteur suggère d'écouter et de répéter la leçon au moins trois fois, puis de la lire tout en consultant les notes associées pour une meilleure compréhension.

  • Que faire si une leçon est particulièrement difficile ?

    Si une leçon est difficile, vous pouvez la passer sur deux jours ou adapter votre pratique pour passer plus de temps sur des points spécifiques.

  • Combien de temps faut-il pour terminer un cours Assimil ?

    En étudiant 15 minutes par jour, il est possible de terminer un manuel Assimil en un an, bien que la première phase puisse être achevée en six mois.

  • Quelles sont les étapes pour répéter une leçon ?

    Les étapes incluent le 'blind shadowing', l'écoute avec le texte anglais, puis l'écoute avec le texte en français, suivie par une révision détaillée des notes.

  • Peut-on vraiment apprendre une langue en un an avec 15 minutes quotidiennes ?

    Oui, avec une discipline stricte, il est possible d'apprendre une langue en un an en consacrant 15 minutes par jour à l'étude.

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  • 00:00:00
    hello everybody this video is a direct
  • 00:00:03
    follow-up to the previous one in which i
  • 00:00:05
    mentioned that it was possible to learn
  • 00:00:06
    a language by studying 15 minutes a day
  • 00:00:09
    every day systematically in about the
  • 00:00:11
    course of a year
  • 00:00:12
    so uh one person put in the comments
  • 00:00:14
    there that they'd like to see a sample
  • 00:00:16
    of that and two people wrote to me to us
  • 00:00:18
    they'd really like that so this video
  • 00:00:20
    may be about 20 25 minutes long if i uh
  • 00:00:23
    expound too much on other things but in
  • 00:00:25
    the heart of it will be a sample
  • 00:00:27
    demonstration of how i would use an
  • 00:00:31
    smear method to go about learning a
  • 00:00:33
    language by studying it in a
  • 00:00:34
    concentrated 15 million minute time
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    block
  • 00:00:38
    assimil as i mentioned before
  • 00:00:40
    is
  • 00:00:41
    probably the
  • 00:00:42
    if you have polyitis this is your best
  • 00:00:44
    friend samil is a french company that
  • 00:00:47
    has books like this for about maybe 60
  • 00:00:50
    different languages they're all in
  • 00:00:51
    french originally which is the reason
  • 00:00:52
    why i say you should learn french
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    as one of your very first languages
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    because that will give you angst of
  • 00:00:58
    access to
  • 00:00:59
    all of these other books
  • 00:01:01
    so
  • 00:01:02
    what i'm going to do now is embark upon
  • 00:01:04
    a 15 minute lesson
  • 00:01:07
    i will make sure
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    before i get started
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    i make sure i have all the things that i
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    need the book itself a pencil for taking
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    notes i have
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    audio on a little player i have a glass
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    of water because um i'm going to be
  • 00:01:20
    talking about i might get thirsty um if
  • 00:01:22
    you need reading glasses to see watch to
  • 00:01:25
    time yourself with
  • 00:01:27
    you might want to have a cat on your lap
  • 00:01:30
    you could do it without a cat if you
  • 00:01:32
    don't have a cat available but if you
  • 00:01:33
    have one
  • 00:01:34
    the comfort that you get from a feline
  • 00:01:37
    friend feeling assistant
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    makes you focus a little bit better so
  • 00:01:42
    you might be able to do this with dog or
  • 00:01:43
    some other furry animal but
  • 00:01:45
    ideally if you want to succeed you
  • 00:01:47
    should get a cat
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    you want to go to the bathroom
  • 00:01:50
    beforehand you want to get in a quiet
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    focused place
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    notice i do not have either a computer
  • 00:01:56
    or a cell phone here in front of me
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    asamil now makes materials for for
  • 00:02:00
    putting these things on these devices
  • 00:02:03
    you might want to explore that
  • 00:02:05
    but i think it's better to not have the
  • 00:02:08
    risk of distraction
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    of incoming messages or email or
  • 00:02:11
    anything like that
  • 00:02:13
    so
  • 00:02:14
    all that is by way of preamble i'm going
  • 00:02:16
    to demonstrate how i went about doing a
  • 00:02:19
    15-minute lesson like this it is not
  • 00:02:21
    written in stone i would recommend
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    highly if you're interested in this that
  • 00:02:25
    you copy somebody's procedure as i'm
  • 00:02:28
    going to show you and then when you're
  • 00:02:29
    comfortable with it you experiment with
  • 00:02:30
    it and you adapt it as as needed as meal
  • 00:02:33
    itself they recommend studying half an
  • 00:02:35
    hour a day and getting through one of
  • 00:02:37
    their manuals in about six months so
  • 00:02:39
    it's about the same time frame as i say
  • 00:02:41
    15 minutes a day for
  • 00:02:42
    about a year i don't think you would
  • 00:02:44
    necessarily need a year i think you
  • 00:02:45
    could do it within a year's space
  • 00:02:48
    so um the first thing i'm going to do
  • 00:02:52
    is i am going to
  • 00:02:54
    to start the 15 minute lesson i am going
  • 00:02:56
    to
  • 00:03:00
    put in my earphones
  • 00:03:03
    and again this is a demonstration lesson
  • 00:03:06
    i'm not french is something that i've
  • 00:03:08
    been learning for going on 50 years i'm
  • 00:03:10
    not really a beginner here but i'm going
  • 00:03:12
    to start with lesson 29 which is the
  • 00:03:14
    beginning of the fifth week
  • 00:03:16
    and act as if this were a new language
  • 00:03:19
    to me and this is the way that i would
  • 00:03:21
    be going about and learning a new
  • 00:03:22
    language like this
  • 00:03:25
    so the first thing i'm going to do
  • 00:03:28
    before i
  • 00:03:29
    go on to this i've been studying now for
  • 00:03:31
    four weeks this is the beginning of my
  • 00:03:32
    fifth week so i should have an idea of
  • 00:03:34
    how the language works i've listened to
  • 00:03:35
    some other things
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    the assimil comes with the the book
  • 00:03:40
    which has bilingual text you'll see in a
  • 00:03:41
    moment and the audio which is only in
  • 00:03:43
    french the audio unfortunately does have
  • 00:03:46
    gaps in it so
  • 00:03:48
    i have as in a previous video i have
  • 00:03:50
    truncated the silence in the gaps and so
  • 00:03:53
    lesson 29 which i'm going to do was
  • 00:03:55
    one minute and 35 seconds uh it is now
  • 00:03:58
    54 seconds so i have saved 39 seconds
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    and i'm going to do this multiple times
  • 00:04:02
    so you can see you can save several
  • 00:04:03
    minutes in a 15 minutes time block by
  • 00:04:06
    running the audio through the um
  • 00:04:09
    the truncate silence function first okay
  • 00:04:11
    so the first thing we're going to do is
  • 00:04:13
    i'm going to do what i call blind
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    shadowing that is i'm pretending i have
  • 00:04:18
    never seen the sex before and uh i am
  • 00:04:21
    going to just try to speak it along with
  • 00:04:23
    the sound and do the best i can i might
  • 00:04:26
    try to fault and stumble a little bit
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    but i can't really finish is something
  • 00:04:30
    that's very natural to me but this would
  • 00:04:32
    be the whole thing would be a more
  • 00:04:34
    hesitant but i think it makes a better
  • 00:04:36
    demonstration to do it in a more flowing
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    fashion so i am going to now listen and
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    repeat simultaneously with the french
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    text it's 54 seconds long if you don't
  • 00:04:47
    know french bear with me for that then
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    we'll see the text together and we'll
  • 00:04:50
    learn what it says okay so what i'm
  • 00:04:53
    doing is i have pretending
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    that i have not studied the lesson
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    before i have studied the preceding 28
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    lessons so i'm seeing now based on what
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    i've learned how much of this i will
  • 00:05:05
    understand on my own okay i'm going to
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    try to do the best that i can to
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    understand what i'm saying as i say it
  • 00:05:12
    as if i've never said it before so here
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    i go with the blind shadowing and this
  • 00:05:16
    is the beginning of the 15 minute lesson
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    so i'm going to keep track with the top
  • 00:05:19
    watch throughout this so we'll see if
  • 00:05:20
    it's about 15 minutes at the end when
  • 00:05:22
    you're actually doing this you obviously
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    don't need to be tracking every single
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    step but this is just to see if it's
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    about 15 minutes okay so here i go
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    a kilo
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    is
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    okay
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    so i have just gone over the lesson for
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    the first time
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    by listening to it and
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    if i've never heard it before i've never
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    done this before hopefully i would
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    understand at least 50 percent of what
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    i'm saying perhaps 60 or something like
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    that along this lens so now the next
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    step
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    is to do this again by looking at the
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    text
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    so
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    in the second text second step
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    what i'm going to do
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    is i'm going to shadow that same text
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    again
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    but i am going to
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    look at i'm going to shadow french i'm
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    going to say french
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    but i am going to read the english text
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    completely so i will get a complete
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    global understanding of what i'm saying
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    as i say it
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    okay
  • 00:07:22
    so
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    if i go here
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    and now i'm going to do this lesson
  • 00:07:27
    again i'm going to say french i'm going
  • 00:07:29
    to listen to french but i am going to
  • 00:07:31
    read the english and get a global
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    understanding
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    question ridiculed
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    a kid
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    is
  • 00:08:33
    okay so now i have gone over the text
  • 00:08:36
    and i understand globally because i read
  • 00:08:39
    it in english as i was saying in french
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    what i said as i was saying it so now
  • 00:08:44
    i should have perhaps a 70
  • 00:08:47
    much higher understanding maybe 80
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    90
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    but let me now do it a third time
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    as i
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    read the french
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    and with my eyes i will say the french
  • 00:08:58
    with my ears but i will track it with
  • 00:09:01
    both fingers and whenever i'm even
  • 00:09:03
    slightly unsure of what i'm doing of i
  • 00:09:05
    will look over here and that way i will
  • 00:09:07
    understand clearly what i'm saying
  • 00:09:18
    ridiculed
  • 00:09:20
    a kid
  • 00:09:29
    [Music]
  • 00:09:34
    is
  • 00:10:10
    [Music]
  • 00:10:12
    now i have shadowed this text three
  • 00:10:14
    times first blind that is not looking at
  • 00:10:17
    it
  • 00:10:18
    then
  • 00:10:19
    while reading the english so i
  • 00:10:21
    understand thoroughly what's going on
  • 00:10:23
    and now by listening and reading so i
  • 00:10:26
    see what the words specific words that
  • 00:10:28
    i'm saying okay
  • 00:10:30
    so now i am not going to shadow it the
  • 00:10:32
    third step or the fourth step now is i
  • 00:10:35
    am going to read through the french text
  • 00:10:39
    and make reference to the english text
  • 00:10:41
    and also look at all the notes so this
  • 00:10:43
    is the step where i'm really learning
  • 00:10:45
    the lesson and this is the one that's
  • 00:10:46
    going to take longest okay so here i go
  • 00:10:52
    question
  • 00:10:54
    and i'm noting a lot myself again i've
  • 00:10:55
    seen the inversion order from english
  • 00:10:58
    and
  • 00:11:11
    which one of these books do you want
  • 00:11:12
    lucky to see montre preferred which of
  • 00:11:15
    these watches do you prefer luke luckel
  • 00:11:19
    is used to discover a person's choice or
  • 00:11:22
    preferences okay so that's the first
  • 00:11:24
    explanation i have here
  • 00:11:26
    and then oh no one so this tells me to
  • 00:11:29
    go to the next review lesson and look at
  • 00:11:32
    the more detailed notes there explaining
  • 00:11:37
    so how am i how come i'm how am i
  • 00:11:39
    comparing adjectives okay english can do
  • 00:11:42
    it by adding er or est more or most
  • 00:11:46
    french only has one way adding blue and
  • 00:11:48
    lip blue before the adjectives
  • 00:11:52
    [Music]
  • 00:11:53
    you call bigger lip
  • 00:12:05
    okay
  • 00:12:07
    so i have a better understanding of
  • 00:12:08
    comparing
  • 00:12:12
    [Music]
  • 00:12:29
    is a singular noun despite the final s
  • 00:12:32
    like english series means franchise a
  • 00:12:34
    few such singular has no plural form
  • 00:12:35
    okay just understanding
  • 00:12:42
    boyfriend is little friend ha ha
  • 00:12:44
    three not three you're probably
  • 00:12:46
    beginning to feel the position of the
  • 00:12:47
    adjectives in french by now you usually
  • 00:12:49
    place it after the noun here places
  • 00:12:51
    before
  • 00:12:52
    okay
  • 00:12:56
    okay some things you'll soon be able to
  • 00:12:59
    position the adjectives automatically i
  • 00:13:01
    hope so
  • 00:13:04
    please
  • 00:13:11
    [Music]
  • 00:13:24
    okay so this is this is the humor of the
  • 00:13:26
    similar method this is funny
  • 00:13:29
    i forgot five boo
  • 00:13:31
    boo is the feminine bell
  • 00:13:34
    we put this before the noun there's a
  • 00:13:36
    third form
  • 00:13:38
    okay i'm ben no difference between bell
  • 00:13:41
    well i'll make a note here that's kind
  • 00:13:44
    of complicated but i'll put a note here
  • 00:13:46
    so next time i review this i'll look at
  • 00:13:47
    that and see if that makes more sense
  • 00:13:50
    beige
  • 00:13:51
    okay like paying here's the conjugations
  • 00:13:58
    note 6 term of affection darling french
  • 00:14:01
    use endearments less discriminate and
  • 00:14:03
    discriminate than british shopkeeper
  • 00:14:05
    won't call you that okay
  • 00:14:10
    my darling
  • 00:14:12
    is apple la calva
  • 00:14:18
    which of these apples okay
  • 00:14:20
    la calva
  • 00:14:22
    note four gotta go back to the next
  • 00:14:24
    lesson
  • 00:14:25
    what's this about
  • 00:14:31
    ah vu and two thus far i've only seen vu
  • 00:14:35
    okay we learned the polite way of saying
  • 00:14:37
    vu strangers other form two like thou
  • 00:14:41
    the french themselves sometimes
  • 00:14:42
    difficulty when knowing to use it
  • 00:14:44
    especially between different generations
  • 00:14:46
    2 is almost always used for family
  • 00:14:48
    friends small young children but young
  • 00:14:50
    people use it systematically when
  • 00:14:52
    talking to each other ok i'll make a
  • 00:14:55
    note about this too to see when i next
  • 00:14:57
    review it maybe that'll be clearer to me
  • 00:15:00
    okay let's do close the biggest one and
  • 00:15:02
    then there's exercises
  • 00:15:19
    okay
  • 00:15:20
    i saw that in the previous lesson
  • 00:15:21
    there's no new vocabulary here we're
  • 00:15:23
    just reworking these phrases using words
  • 00:15:25
    that i saw in earlier lessons okay i
  • 00:15:27
    understand that
  • 00:15:29
    question
  • 00:15:31
    firm
  • 00:15:33
    and then they've got these little fill
  • 00:15:34
    on the blank exercises might as well do
  • 00:15:36
    that here's a blank which of the heavier
  • 00:15:39
    which is the heavier of these two so
  • 00:15:41
    that would be local that's right
  • 00:15:45
    okay
  • 00:15:46
    so this exercise is longer than the last
  • 00:15:48
    one set exercise
  • 00:15:51
    okay
  • 00:15:52
    could the last one the last lesson the
  • 00:15:55
    danye
  • 00:15:56
    is old they have a beautiful apartment
  • 00:15:58
    and a large house
  • 00:16:04
    okay
  • 00:16:06
    they have the same weight it's only
  • 00:16:08
    memphis
  • 00:16:09
    of course not men
  • 00:16:12
    guess what they think of his new
  • 00:16:14
    girlfriend
  • 00:16:20
    that wasn't to help all right so now
  • 00:16:22
    stop
  • 00:16:23
    commentary
  • 00:16:25
    so
  • 00:16:26
    now i have gone through the text in
  • 00:16:29
    detail i've looked at all the notes
  • 00:16:31
    i've read through what they told me i've
  • 00:16:34
    checked in the review sections i should
  • 00:16:36
    have a really good idea of what i am
  • 00:16:40
    saying now what i'm reading or saying
  • 00:16:43
    i would now depending on how hard i am
  • 00:16:47
    finding this
  • 00:16:48
    i can do one of two things i can try i
  • 00:16:51
    can read it again
  • 00:16:53
    and make sure that that flows that's
  • 00:16:54
    probably always a good idea and then
  • 00:16:57
    after i read it again i'm going to blind
  • 00:16:59
    shadow it once more but this time i
  • 00:17:01
    should be able to understand it so let's
  • 00:17:03
    come back over here i'm going to read
  • 00:17:05
    the lesson
  • 00:17:06
    and
  • 00:17:07
    see how much i understand i'm going to
  • 00:17:09
    see i'll let myself go over to the right
  • 00:17:11
    hand side page if i need to but i'm
  • 00:17:13
    going to try not to i'm going to try to
  • 00:17:15
    just stay on the left hand side of the
  • 00:17:16
    page and again this is a demonstration
  • 00:17:18
    i'm pretending i'm a beginner i don't
  • 00:17:20
    need to go over to the right but i'm
  • 00:17:21
    going to try to do so occasionally just
  • 00:17:22
    to show
  • 00:17:24
    how the time would be used
  • 00:17:58
    uh
  • 00:18:16
    [Music]
  • 00:18:19
    okay
  • 00:18:21
    all right
  • 00:18:22
    so uh i'm
  • 00:18:26
    pretending that i'm i'm learning the
  • 00:18:28
    language having gone over
  • 00:18:30
    this
  • 00:18:31
    three or four times now just looked at
  • 00:18:33
    the nose just read it um i should
  • 00:18:36
    probably feel like oh there's one or two
  • 00:18:38
    points that are unclear i'm not quite
  • 00:18:40
    sure if i get it i'm not sure if i said
  • 00:18:42
    those words correct right but i should
  • 00:18:44
    feel pretty good about this right now i
  • 00:18:45
    should feel like i've learned this
  • 00:18:47
    lesson
  • 00:18:48
    by looking at the words let me try one
  • 00:18:51
    more time
  • 00:18:53
    to line shadow again and see how i would
  • 00:18:56
    feel
  • 00:18:58
    if i did
  • 00:18:59
    just the uh
  • 00:19:00
    just the words again
  • 00:19:02
    so i'm going to
  • 00:19:04
    blind shadow it
  • 00:20:04
    okay so i'm going to stop this and
  • 00:20:07
    that's
  • 00:20:08
    10 minutes exactly a third two thirds of
  • 00:20:10
    the time that's about right 10 minutes
  • 00:20:12
    and 17 seconds to learn the 29th lesson
  • 00:20:17
    if i were a learner at this stage and i
  • 00:20:19
    found french relatively easy having done
  • 00:20:21
    what i just did i should feel quite
  • 00:20:24
    confident about this lesson that i
  • 00:20:27
    understand
  • 00:20:28
    90 of it maybe i'm forgetting this word
  • 00:20:31
    that word i didn't really understand the
  • 00:20:33
    difference about the comparison or
  • 00:20:34
    whatnot but i'm not worried about
  • 00:20:36
    understanding it perfectly at this point
  • 00:20:38
    but getting a global understanding and
  • 00:20:40
    seeing how it works okay so i've used up
  • 00:20:44
    two-thirds of my time 10 minutes of my
  • 00:20:46
    15-minute lesson i've learned the new
  • 00:20:48
    lesson so the next thing i'm going to do
  • 00:20:50
    is i'm going to review some of the
  • 00:20:52
    previous lessons
  • 00:20:53
    with mouth
  • 00:20:54
    with most other means of studying it
  • 00:20:57
    makes sense to review the previous
  • 00:20:58
    lessons before you do the new lesson
  • 00:21:01
    in the learning stage though of this
  • 00:21:03
    style of learning because you want to
  • 00:21:05
    make sure you get through the new lesson
  • 00:21:07
    first
  • 00:21:08
    i would recommend that you do that a
  • 00:21:10
    little bit reversed again you can play
  • 00:21:12
    around with the mechanics of this right
  • 00:21:16
    now the lessons are still relatively
  • 00:21:17
    short i'm still a relative beginner i
  • 00:21:19
    know now probably the preceding lessons
  • 00:21:21
    also took me about 10 minutes but if i
  • 00:21:23
    find when i get to lesson 60 or 70
  • 00:21:26
    that i
  • 00:21:27
    i need i need the whole 15 minutes to
  • 00:21:29
    learn the new lesson and i can't even do
  • 00:21:31
    the thing maybe i need to spend two days
  • 00:21:33
    learning each new lesson
  • 00:21:35
    i'll get a feel for how much i need to
  • 00:21:36
    do and then maybe i can start by
  • 00:21:38
    reviewing a lesson first and then moving
  • 00:21:40
    on to it but for now
  • 00:21:42
    i'm just figuring out okay it takes me
  • 00:21:43
    about 10 minutes to do a new lesson let
  • 00:21:45
    me make sure i get through it and then
  • 00:21:47
    i'll go back and do some of the others
  • 00:21:49
    so let's go and the next thing i would
  • 00:21:50
    do is review some previous
  • 00:21:56
    lessons the way small courses are
  • 00:21:59
    structured
  • 00:22:00
    you have six lessons of dialogue and
  • 00:22:03
    then you have a review lesson so i was
  • 00:22:05
    going to lesson 35 for less from lesson
  • 00:22:07
    29 i was going up to 35 and looking at
  • 00:22:10
    all the things in lesson 28
  • 00:22:13
    all the difficult points like the ones
  • 00:22:15
    that i was skipping forward that were in
  • 00:22:16
    lessons
  • 00:22:18
    22 through 27 are summarized and given
  • 00:22:21
    in more detail here so again i'm i'm
  • 00:22:24
    reviewing i'm not going to read through
  • 00:22:25
    all of this next thoroughly i'm just
  • 00:22:27
    going to go over it as if i were if i if
  • 00:22:30
    i had just learned it i'm trying to at
  • 00:22:31
    least give it a similacra of that okay
  • 00:22:34
    so i'm timing myself again okay the
  • 00:22:37
    alphabet i learned that there's no
  • 00:22:39
    problem with that
  • 00:22:41
    there was that old business though they
  • 00:22:42
    used the word all so often and and what
  • 00:22:45
    does it mean so oh
  • 00:22:46
    in english it's one but less formal on
  • 00:22:50
    the conference it said that in france
  • 00:22:53
    but also
  • 00:22:56
    this song is often sung
  • 00:23:00
    can be found at the groceries or when
  • 00:23:02
    the person who is the subject is unknown
  • 00:23:05
    to telephone someone is asking if you're
  • 00:23:07
    on the phone
  • 00:23:08
    and a modern spoken french always used
  • 00:23:10
    instead of new but that's considered
  • 00:23:13
    incorrect
  • 00:23:15
    yeah this is kind of complicated again
  • 00:23:17
    i'm going to put a star in the at the
  • 00:23:19
    moment and then the next time i review
  • 00:23:21
    this i'm going to see if i need that
  • 00:23:23
    star so this tells me oh that's kind of
  • 00:23:24
    interesting
  • 00:23:26
    here's a list of the last group of
  • 00:23:28
    french verbs those which end in i are
  • 00:23:30
    so schwa rejected
  • 00:23:40
    okay i got that and remember that third
  • 00:23:43
    numbers okay
  • 00:23:45
    uh you go van is 20 and then for 21 you
  • 00:23:48
    go van event
  • 00:23:49
    but for 22 you don't put in that uh you
  • 00:23:51
    just say van dive antoine the same for
  • 00:23:54
    all the other numbers but then you go up
  • 00:23:55
    to swasant and for 70 80 90 this was
  • 00:23:58
    complicated i'm pretending i already had
  • 00:24:01
    a an asterisk here um so okay i need to
  • 00:24:05
    say 60 is 7 70 is 60 plus 10 and 80 is
  • 00:24:10
    four times oh that was complicated i'm
  • 00:24:11
    going to put two asterisks here because
  • 00:24:13
    i really don't get that numbers are hard
  • 00:24:16
    okay
  • 00:24:17
    uh but then there was who which that in
  • 00:24:19
    english it depends on animator inanimate
  • 00:24:21
    objects but in french it was the subject
  • 00:24:24
    or object subject is key object is k
  • 00:24:28
    that's right these examples are remember
  • 00:24:30
    le pacquia domines yeah the the bread
  • 00:24:33
    witch is on my okay the bread that i am
  • 00:24:36
    eating the pancaja moles so the bread is
  • 00:24:40
    it's an inanimate object but i can have
  • 00:24:41
    ki or ku
  • 00:24:43
    same thing with the man who's
  • 00:24:45
    lam
  • 00:24:46
    the man whom i know
  • 00:24:48
    the man who is speaking
  • 00:24:51
    okay again this is an important point
  • 00:24:54
    let me put a note there so that when i
  • 00:24:55
    continuously review this i'll note
  • 00:24:57
    important things suki
  • 00:25:01
    i got that
  • 00:25:03
    to want that's an important verb
  • 00:25:07
    they also had
  • 00:25:09
    i wanted i expressed for pleasure i feel
  • 00:25:12
    like je von reponse i want an answer my
  • 00:25:15
    jlv doing glass i feel like an ice cream
  • 00:25:19
    okay
  • 00:25:20
    all right so now i have
  • 00:25:22
    reviewed lesson 28 which is a thoroughly
  • 00:25:26
    textural one and i've gotten the ideas
  • 00:25:29
    and i'm going to go back now and i'm
  • 00:25:31
    going to do
  • 00:25:33
    lesson 27
  • 00:25:35
    which was the previous
  • 00:25:37
    one that had a text so
  • 00:25:40
    i can i ended by blind shadowing i'm
  • 00:25:44
    gonna shadow uh or
  • 00:25:46
    for personal demonstration uh i'm going
  • 00:25:49
    to maybe not uh because you don't know
  • 00:25:51
    what i'm saying if you haven't so i
  • 00:25:53
    would perhaps while i was doing this i
  • 00:25:55
    might
  • 00:25:56
    shadow this again and see how much i
  • 00:25:57
    understood first but i could also after
  • 00:26:00
    i did that and the next thing i'll do is
  • 00:26:02
    i am going to
  • 00:26:03
    come over here and i'm looking at my
  • 00:26:05
    watch and i say i'm already at 13
  • 00:26:06
    minutes so um do i need to shadow uh do
  • 00:26:09
    i need to look again i make a decision
  • 00:26:12
    i'm using my time so i'm going to now
  • 00:26:14
    decide that i'm going to read it again
  • 00:26:16
    and make sure i understand so
  • 00:26:19
    this is probably going to be the end of
  • 00:26:20
    the lesson so i did lesson 27 two days
  • 00:26:24
    ago um and then i had the review lesson
  • 00:26:26
    so i should remember this thoroughly um
  • 00:26:30
    but just let me go through with the
  • 00:26:31
    check again so i'm going to read it
  • 00:28:07
    [Music]
  • 00:28:09
    okay
  • 00:28:13
    14 minutes and 43 seconds have sufficed
  • 00:28:18
    for me to
  • 00:28:20
    learn the new lesson of the day by going
  • 00:28:23
    over it
  • 00:28:24
    what was that five six times and to
  • 00:28:26
    review the two previous lessons the
  • 00:28:30
    ability to
  • 00:28:31
    proceed at this pace depends again on
  • 00:28:33
    how difficult the language is for you
  • 00:28:35
    how complicated it gets in particular
  • 00:28:37
    materials
  • 00:28:38
    how much review you need to do but
  • 00:28:41
    i feel like a language like this coming
  • 00:28:44
    along i would be making good progress
  • 00:28:46
    this would be uh i'm getting making good
  • 00:28:48
    progress through the book if i keep up
  • 00:28:50
    at this pace it's got 100 lessons
  • 00:28:52
    i should be if i start
  • 00:28:55
    if i were to start on january 1st or now
  • 00:28:57
    it's january 4th
  • 00:28:59
    starting at the beginning of january by
  • 00:29:01
    april i should be done with the first
  • 00:29:04
    cycle of going through the book
  • 00:29:06
    and then i would obviously continue
  • 00:29:09
    reviewing making sure i had most of the
  • 00:29:11
    material down
  • 00:29:12
    and then
  • 00:29:14
    again depending on how difficult i found
  • 00:29:16
    the language how much work i needed to
  • 00:29:17
    do with it in all cases the goal is
  • 00:29:20
    ultimately
  • 00:29:21
    you want to without striving to memorize
  • 00:29:24
    this
  • 00:29:25
    you want to internalize it you want to
  • 00:29:27
    digest it you want it to be almost as if
  • 00:29:29
    you have memorized the entire content of
  • 00:29:30
    this and if you can do that you will
  • 00:29:34
    again you'll be that advanced beginner
  • 00:29:36
    you'll have a thorough overview of most
  • 00:29:39
    of the language french has literary
  • 00:29:40
    tenses that i don't think are introduced
  • 00:29:42
    verb conjugations i don't think are
  • 00:29:43
    introduced here you'd still be very
  • 00:29:45
    hard-pressed to pick up a novel and read
  • 00:29:47
    it after you finish this book but you
  • 00:29:49
    would have a very solid foundation you
  • 00:29:50
    could survive if you went there and you
  • 00:29:52
    would really have something to build
  • 00:29:53
    upon
  • 00:29:55
    so uh what i would recommend doing is
  • 00:29:58
    doing what i just did and then just
  • 00:30:00
    finding out how hard it is for you and
  • 00:30:02
    for the particular language you're
  • 00:30:03
    working with and again i would recommend
  • 00:30:05
    if you have polyitis learn french first
  • 00:30:07
    and german because that will give you
  • 00:30:09
    access to the whole realm of books like
  • 00:30:10
    this
  • 00:30:12
    as i said you probably finished the
  • 00:30:13
    first cycle
  • 00:30:15
    in the springtime
  • 00:30:16
    and then i would recommend spring is
  • 00:30:19
    nice summer is coming i'll let you go
  • 00:30:21
    into a more intensive shadowing phase
  • 00:30:24
    maybe outside take it outside walking
  • 00:30:26
    spend the entire 15 minutes if you can
  • 00:30:27
    take the book with you for reference but
  • 00:30:29
    you should be repeating and saying as
  • 00:30:31
    much as you can
  • 00:30:32
    and then when you're sitting down
  • 00:30:34
    reading aloud and making sure you
  • 00:30:35
    understand as much as you can
  • 00:30:37
    and that if you can
  • 00:30:39
    continue internalizing cycling through
  • 00:30:41
    it going over reviewing it looking at
  • 00:30:43
    those asterixes that you made and making
  • 00:30:44
    sure you got clarity on all those points
  • 00:30:47
    by the time the weather starts getting
  • 00:30:49
    cooler and autumn then you can move on
  • 00:30:51
    to a stage where you do a lot more say
  • 00:30:53
    scriptorium with this where you really
  • 00:30:55
    note things you copy things down you
  • 00:30:57
    write things out by hand
  • 00:30:59
    and so by the end of the year if you
  • 00:31:01
    need to take that long
  • 00:31:03
    you should be have gone through the book
  • 00:31:05
    entirely reviewed it several times
  • 00:31:07
    shadowed it multiple times
  • 00:31:10
    written it out by hand one or two times
  • 00:31:12
    and therefore thoroughly internalized it
  • 00:31:15
    and that's how you can learn a language
  • 00:31:18
    teach yourself a language and a year
  • 00:31:20
    with spending 15 concentrated minutes
  • 00:31:22
    every day in the right circumstances
  • 00:31:25
    and they have to be
  • 00:31:27
    systematic it has to be at the same time
  • 00:31:29
    the same place
  • 00:31:31
    religiously done but if you do it that
  • 00:31:33
    way
  • 00:31:34
    then it's perfectly possible to teach
  • 00:31:36
    yourself a language in a year so i hope
  • 00:31:38
    this was helpful to you thanks for
  • 00:31:39
    listening and i'll talk to you again
  • 00:31:41
    next time
Tags
  • Apprentissage des langues
  • Assimil
  • Étude quotidienne
  • Méthode d'étude
  • Immersion linguistique
  • Régularité
  • Sans distraction
  • Écoute active
  • Shadowing
  • Compréhensiondes textes