Fake News

Hi everyone!

I'm not as active on the blog as I'd like, but in any case I'm glad I can take a little while from time to time to share an activity with you here.

The topic I've chosen is fake news and the impressive advancement of technology that can enable us to create false impressions. Someone once said that, if it's technology that the general public knows about, then it's probably already obsolete! Don't doubt that what we can see in a video like this one is much less advanced than what the actual cutting-edge software can do.

It's still quite shocking that we can manipulate images and sounds in real time, and even if fakes are easy to spot at the moment, the effect that it can have on public opinion is quite unpredictable-- regardless of whether it is finally disproved or not.

So let's go for a bit of sentence completion to accompany this short BBC report:

1. Green screen or __________________ can give us virtual backdrops to interact with.

2. We’re only years away from creating realistic environments: in real time, we can manipulate voices, facial expressions and __________________ .

3. Some software operates by taking take one person’s facial expressions and __________________ on to another person’s features.

4. The development of these technologies requires ethical frameworks that could __________________ the implications they may have on society.

5. A new tool to manipulate voice __________________  by Adobe, the company who invented PhotoShop.

6. To spot a fake, the resulting altered audio would be __________________ , but that wouldn’t stop it from spreading.

7. Fakes can be debunked in __________________ , but this doesn’t stop people from believing them or from becoming viral.

8. One possible consequence of the dissemination of fakes is that solid evidence could be dismissed as __________________  by those who try to deceive us.

9. If there is a high level of distrust in institutions, a term like fake news is deployed in many ways, even to describe what is __________________ and __________________ .

10. This fast-paced technological advancement means we will have to refine how we __________________  from our senses.

Share your answers and your ideas on the topic in the comments section. Key here. Enjoy!

Weaving language and tapestry making

Hi everyone!

I'm very sorry I have been absent for such a long time! But if you know me, you know that this is my usual pattern.

The visit to an exhibition on William Morris and the Arts and Crafts movement has inspired me to look for videos that show the beauty of craftmanship. This one, apart from being extraordinarily informative as well as wonderfully produced, is intended to remind you of the metaphors we saw in class not long ago.

The "warp and woof", meaning the foundation of something, is a typical example of a metaphor that alludes to the art of weaving (although the technical terms preferred nowadays are warp and weft), but the most interesting idioms we could see were those in which the background metaphor was "storytelling is weaving": the thread of discourse, the loom of language, to weave a story; as well as those where we understand the metaphor "storytelling is lying": to fabricate, the fabric/tissue of lies, to pull the wool over somebody's eyes, to make up of whole cloth, to spin a yarn. Weaving and language thus become intricately interwoven (see what I did there?) through an underlying metaphor: the storyteller and poet as a weaver of language.

With this in mind, it was only natural that the first video about arts and crafts that I wanted to present to you had to do with weaving: here you have the art of tapestry making at the Manufacture Nationale des Gobelins in Paris.

The activities I propose for this video are fairly open questions, because I don't want to detract from the enjoyment of watching the art that these women (only women in the video!) bring to life. The explanations are so clear that I also wanted you to focus on the accuracy of language in the voiceover without thinking much about exercises.

So, share with us in the comments: which of the jobs carried out at the Gobelins do you think is the hardest, and why? Which one would you rather do if you could work there, and why? Try to use the specific language you can hear in the video.

Optional: note down all instances of the passive voice.

Enjoy!

Social / Unsocial networks

Hi everyone!

After an involuntary break, I'm back with this video about (un)social networks. Discussing the way social networks and technology affects our personal relationships must go further than the question "does technology unite us or divide us?" The implications it has in the way we construct our relationships and the way we relate to ourselves, to our insecurities and aspirations, is also worthy of analysis.

Here are some comprehension questions for a TED Talk on this matter. Before you listen, you may want to check the meaning of "Gallup" and "it drives me nuts".

1. How does the speaker interpret seeing people on their phones while on a date or a dinner? ("What it says to me is...")

2. How do pagers and answer machines compare to technology nowadays?

3. When she was talking to teenagers, what did the bargaining consist in? How did she respond?

4. What do we present on Facebook? Give three collocations.

5. What does she refer to with "emotional turmoil"?

6. How are we "our own personal relations firms"?


The key here (but give us your answers in the comments section).

And you? Which social networks do you use? Do you think they have altered the way you relate to yourself or to others? Tell us in the comments.

Enjoy!

Movember History

Hi everyone!

This is Movember! I like to send you a Movember video each year since I had a student who took part in it. He told me that he liked being asked about his new moustache, as it gave him the chance to talk about the reason behind it.

I won't tell you much about Movember, because the video explains what this grass roots movement is in great detail. The comprehension questions are easy enough (some collocations and an open question), but... the accent is Australian. Hehe. The open question is right at the end, so that you have time to get used to the accent before transcribing.

Before listening: there is a collocation that you must know, as it is key to comprehension, so check that you know it or look it up in the dictionary. What two things can you raise for a good cause?

Some collocations to complete while listening:

1. The month ________ known as November.
2. Everything comes back _____ _________.
3. The party ended with the _________ ________ bring back moustaches.
4. Becoming a Mo Sista is definitely a way to meet guys. Asking a guy about his moustache is the ultimate ____________ ___________.
5. _________ __________ November 2010... (this discourse marker is borrowed from cinema/TV jargon)

What's the firm belief he expresses at the end of the video?


Enjoy! Share your answers and thoughts in the comments section. Have you every participated in Movember? Would you consider doing so?

Rumours

Hi there!

It's been a long time since I've featured a news video here. It used to be a staple (2nd meaning) in this blog, so I'll try to include one from time to time.

The one for today is a video that I have chosen for two reasons: one is the topic, rumours and the buzzword of the moment, fake news. The other reason is the use of an informal construction of the passive voice: the passive with "get".


So, one comprehension activity for each one of these elements:

1. Complete two sentences with the verb based on...

2. Find at least two examples of the passive voice with get. 


The video is in American English, so remember that the verb "get" will be get, got, gotten.


Some context:

During a press briefing, Press Secretary Sean Spicer is asked to give an example of a "fake news" story. He gives one example from the G7 meeting, and an argument with the reporters ensues.

Enjoy!

Oh... and no, the key is not here yet... I'll wait to see some of your answers in the comments!

Learning Through Art

Hi everyone!

Back here! Finally! The hiatus was worth it, though, now I have a PhD under my arm, and a desire to make this blog active again with lots of comprehension challenges!

This first video has been watched by most of you through the mailing list, so I'm including it here for you to check your answers and to have a permanent link to it. Even if you've replied to it by email, you can still make comments, you know I love to see the comment section alive!

This is an introduction to the learning programme of the Houston Museum of Fine Arts. I'm fascinated by the way in which cultural institutions develop or adapt curricula to encourage hands-on learning processes.  These are the comprehension questions I propose:

Watch the first minute of the video and reply to these questions:

1. What is the main question they want to investigate with the Learning Through Art Programme?

2. What does a student have to do to succeed in today's global society?

3. What skills need to be developed for this purpose?


Now watch the rest of the video and complete these sentences:

1. Habits of mind are the _____________ between the classroom and the museum.

2. Students are motivated by _____________  and learn best by _____________ .

3. The abilities strengthened by learning through original works of art are the application of knowledge in a real-world setting, a deeper understanding of content, and the ability to _____________ complex ideas.

4. To implement these ideas in your classroom, all you need is a _____________  rather than a background in Art History.


Key here, as usual, and please share your answers or any ideas in the comment section. What do you think of these educational programmes in museums?

Learning Through Art: Introduction from Museum of Fine Arts, Houston on Vimeo.

Behind the Painting

Hi there everyone!

Again, sorry for the long absences. As some of you already know, I'm working on a PhD and this is the most absorbing thing I've ever done, bar none. Well, maybe except having a newborn baby! But yesterday I was feeling kind of lazy so I looked for a nice video for you all.

This is from a series of videos provided by the National Gallery of Ireland in Dublin, which give you a certain background on highlights of their collection. This one is about a very famous painting there, which has been dubbed "the best-loved painting in Ireland": The Meeting on the Turret Stairs. The story behind the scene in the painting is also really moving, if you want to take a look at it. It was inspired by a Danish ballad about an ill-fated love.

So, time for some work! Here I leave you activities in three steps:

1. Check pronunciation and meaning of this art-related vocabulary before you listen:

miniature (portraits)
watercolour
narrative genre scene
oil painting
a gilt frame
glazes


... and non-art-related vocabulary:

he started off as
it was highly regarded
it was snapped up by a dealer
to mistake sth for sth else
to make a pilgrimage


2. Complete these phrases with a maximum of three words.

He was ___________ of his career
He ___________  to copyright
Vulnerable to ___________ 
A balance over ___________  and ___________ 
This is the flexible approach that we've tried to ___________ 


3. Answer these questions:

What did writer George Eliot say about the theme of the painting? And about the knight?
What happened once Burton became director of the National Gallery in London?
Why is it important to protect this painting from light?


This time, I'm going to leave three days before I publish the key. Make sure you leave some comments! I'd love to kear from you and about your answers or doubts!

Enjoy the video and the Irish accent!

Fulfilment

Hi everyone!

Finding, choosing, or even stumbling upon a career path that turns out to be fulfilling is entirely different for each one of us. For some, it's a very natural thing: we have a vocation, a "calling" if you wish. And we still doubt very often. For others, it is the product of very careful reasoning and a journey of self-discovery. It is nothing less than a crisis, a turning point ("point" being quite an inaccurate term here, as it takes considerably longer than a moment). And the search for fulfilment can happen at any age, bringing with it different concerns about our finances or our family, relocation or housing.

Not easy, and yet, fascinating (at least to me, like everything that involves self-search). This is one video that I have found while reading and I want to share it with you... along with some questions, of course, and a wealth of interesting vocabulary, presented here in the form of lexical chunks (ready-to-use vocabulary, if you will).

You can use both the context and a dictionary for these. Check pronunciation. Apart from helping you identify the word...it's beautiful in many cases, particularly for unusual words.


to a greater or lesser extent
the quest for...
there are estimated to be..
we end up making no choice at all
fear is entirely normal
have a calling
a perilous position
puts us at the mercy of
catch a glimpse of
what we have to do is...
conundrum
unwittingly chosen
to surmise
non-irrevocable
to give it a go
feudalism (do check pronunciation to be able to catch this one!)


And some questions:

1. Where does "paralysis of choice" stem from?
2. Why is it important to park any concerns for money for some time?
3. What do you have to write down?
4. Why is it important to do something as well as thinking?


Language. Find examples of:

a) emphatic "do"
b) double negatives

I hope you like this one as much as I do, and I expect some comments and opinions in the comments section. Ask me any questions you may need, and don't forget to disable the CC (closed captions) on the video... Don't cheat!

Enjoy!

What do employers look for?

Hi everyone!

This video  is a short collection of interviews with HR managers who tell us about the qualities they look for in a candidate. I propose completing these sentences (listening for specific information).

I'm not going to make this one too difficult: I'll transcribe the sentences as they are uttered, with gaps. Do take a look at useful vocabulary before listening, as it helps comprehension more than you may think. Use the dictionary widget on your right.

traits
to make x out of y : to turn y into x. For example, "to make a drama out of the situation" means to turn the situation into a drama, that is, to exaggerate it. What is the use of this expression in the video and what does it mean?
to figure out a solution


Go for it!

As usual, any questions will be answered in the comments section, and key here. You're welcome!


1. I'm looking for proven track record; I'm looking for a proven ability to _________ and execute.

2. I'm always looking for people that are _________  learning and developing so that they can make a career out of this _________  a single job.

3. An aptitude to do any type of job, as employers aren't necessarily looking to lock somebody into _________ .

4. Traits to me are almost more important than skills. And you're looking for someone who can be a leader, that can be responsible, who can understand the task and get them _________ . But also someone who, who is obviously intelligent and hardworking and that is, those traits are more important than any _________  you can show me.

5. I'm looking for someone who is _________ , who has a desire to help others, someone who has an active _________  communication and complex thinking skills.

6. You have to be able to communicate well and work well with other people, because it's going to _________ all those problem-solving minds _________  to really be able to figure out the solution for the business.

Super recognisers

Hi there again!

This video is about a job that certainly caught my attention. Would you be able to pick a criminal's face out of a crowd? There are police officers that can, in fact, recognise criminals by trawling hours and hours of footage until they find a match. Their objective: to accuse criminals of as many offences as possible.

Why would they want to do this? The answer is in the video.

I suggest you check some vocabulary first, and that you read the news item below the video if you need further help with comprehension, or if you want to read the same information in other words.

I'm available for questions, as usual: just tell me the minute you're having difficulties with and I'll try to help.


Vocabulary:

squad
convicted (of)
to plead guilty (to)
to trawl
to spot someone
to bring someone to justice/to court
CCTV footage

Questions

1. According to MCI Mick Neville, why is it an advantage to identify the criminal's face in several crimes?
2. When was the squad created? In what sort of crimes has the squad helped identify criminals since then?


I would love to see your answers in the comments section!

Like the bookmobile, I came back with materials for you

Hello again!

You may be wondering what happened during this year and a half. Well, most of you know, of course, but this is the internet and who knows, I may have a reader far away. What happened was that I became a mom, and between pregnancy and raising the baby this was out of my list of priorities. 

Now I'm back to work, much busier, but I'll do my best to keep this blog alive! So I count on you participating on the comments, finally, right?

I am basing this activity on a lesson by Rachael Roberts, from elt-resourceful. 

Here's the story of Storm Reyes, a woman of Native American origin whose life changed when a bookmobile came to the camps where she lived. 

Complete the first part of her interview with weak forms (remember: pronouns, prepositions, conjunctions, auxiliary verbs in the affirmative, determiners), then watch and listen to the video, and check.

Some gaps contain one word, some contain two words.

Storm Reyes (SM)

SM: The conditions _____ pretty terrible. I once told someone _____ I learned _____ fight_____ knife long before _____  learned how _____ ride _____ bicycle. _____ when _____  grinding day after day after day, _____ no room _____ you _____ hope. There _____ isn’t. _____ don’t even know _____ exists. _____ nothing _____ aspire to except filling _____ hungry belly. That’s how _____  raised. But when _____  12, _____ bookmobile came _____  fields. _____  have _____ understand _____  wasn’t allowed _____ have books, _____ books _____ heavy, _____ when _____ moving _____ lot _____ have _____ keep things _____  minimal _____ possible. So when I saw _____ big vehicle _____  side _____  road, and i_____  filled _____ books, _____  immediately stepped back. Fortunately when _____ staff member saw me, _____  waved me in, _____ said, “These _____ books, and _____  take one home. _____ have _____ bring _____ back _____ two weeks, but _____  take _____ home _____ read _____ .” _____  like, “What’s _____ catch?” _____ explained _____ me _____  no catch. 

Are you curious about what happened next? Watch the rest of the video to find out. Here's the text for you to locate the weak forms in this second part of the interview and practise saying the sentences with appropriate rhythm. Remember the key is in rushing through the weak words so the beats fall on stressed words. You can be sure you're doing it right if you imitate Storm's rhythm as faithfully as possible.

Then he asked me what I was interested in. And the night before the bookmobile had come, in the camps, there was an elder who was telling us about the day that Mount Rainier blew up, and the devastation from the volcano. So I told the bookmobile person that I was a little nervous about the mountain blowing up. And he said, “You know, the more you know about something, the less you will fear it.” And then he gave me a book about volcanos. And then I saw a book about dinosaurs. I said “Oh, that looks neat.” So he gave me a book about dinosaurs. And I took them home, and I devoured them. I didn’t just read them, I devoured them. And I came back in two weeks and had more questions. And he gave me more books and that started it. That taught me that hope was not just a word. And it gave me the courage to leave the camps. That’s where the books made the difference. By the time I was 15, I knew there was a world outside of the camps. I believed I could find a place in it. And I did.

You can find the text and the original interview here. 

Welcome back and enjoy the activity! I'll see you in the comments section for any doubts you may have.

Like the bookmobile, I came back with materials for you

Hello again!

You may be wondering what happened during this year and a half. Well, most of you know, of course, but this is the internet and who knows, I may have a reader far away. What happened was that I became a mom, and between pregnancy and raising the baby this was out of my list of priorities. 

Now I'm back to work, much busier, but I'll do my best to keep this blog alive! So I count on you participating on the comments, finally, right?

I am basing this activity on a lesson by Rachael Roberts, from elt-resourceful. 

Here's the story of Storm Reyes, a woman of Native American origin whose life changed when a bookmobile came to the camps where she lived. 

Complete the first part of her interview with weak forms (remember: pronouns, prepositions, conjunctions, auxiliary verbs in the affirmative, determiners), then watch and listen to the video, and check.

Some gaps contain one word, some contain two words.

Storm Reyes (SM)

SM: The conditions _____ pretty terrible. I once told someone _____ I learned _____ fight_____ knife long before _____  learned how _____ ride _____ bicycle. _____ when _____  grinding day after day after day, _____ no room _____ you _____ hope. There _____ isn’t. _____ don’t even know _____ exists. _____ nothing _____ aspire to except filling _____ hungry belly. That’s how _____  raised. But when _____  12, _____ bookmobile came _____  fields. _____  have _____ understand _____  wasn’t allowed _____ have books, _____ books _____ heavy, _____ when _____ moving _____ lot _____ have _____ keep things _____  minimal _____ possible. So when I saw _____ big vehicle _____  side _____  road, and i_____  filled _____ books, _____  immediately stepped back. Fortunately when _____ staff member saw me, _____  waved me in, _____ said, “These _____ books, and _____  take one home. _____ have _____ bring _____ back _____ two weeks, but _____  take _____ home _____ read _____ .” _____  like, “What’s _____ catch?” _____ explained _____ me _____  no catch. 

Are you curious about what happened next? Watch the rest of the video to find out. Here's the text for you to locate the weak forms in this second part of the interview and practise saying the sentences with appropriate rhythm. Remember the key is in rushing through the weak words so the beats fall on stressed words. You can be sure you're doing it right if you imitate Storm's rhythm as faithfully as possible.

Then he asked me what I was interested in. And the night before the bookmobile had come, in the camps, there was an elder who was telling us about the day that Mount Rainier blew up, and the devastation from the volcano. So I told the bookmobile person that I was a little nervous about the mountain blowing up. And he said, “You know, the more you know about something, the less you will fear it.” And then he gave me a book about volcanos. And then I saw a book about dinosaurs. I said “Oh, that looks neat.” So he gave me a book about dinosaurs. And I took them home, and I devoured them. I didn’t just read them, I devoured them. And I came back in two weeks and had more questions. And he gave me more books and that started it. That taught me that hope was not just a word. And it gave me the courage to leave the camps. That’s where the books made the difference. By the time I was 15, I knew there was a world outside of the camps. I believed I could find a place in it. And I did.

You can find the text and the original interview here. 

Welcome back and enjoy the activity! I'll see you in the comments section for any doubts you may have.

Housing options: a "transformer apartment"

Hello everyone!

As you probably know, June is here, and that means more videos to practise for the exam! (Yayyy...!)

This one is to practise two areas: one is vocabulary about space, particularly house space, and their descriptions. The other element is accent... This person is from Hong Kong, so you can guess the accent is going to be challenging!

The format is in fact a presentation, not a video, but it is here because I enjoyed it so much. It consists of 20-second-long slides with a voiceover. The person who speaks is the owner of a 32-square-metre flat who has refurbished it several times throughout the years. The best summary I can make is, in his own words: "The place changes for me, I don't change for the place".

So your task is to find out this information:

1.  How many people have lived in the apartment in the different stages he describes?
2. How has he created a home cinema?
3.  What was his inspiration for the last concept?
4. Which parts of his house are movable? What do they transform into?

Some vocabulary you might need:

partitions
to double as
transient
permutations
Swiss Army (knife)
bathtub
hide-and-seek

I hope you enjoy this transformer apartment! And I'd love to see your answers in the comments section!

Dealing with the weather in London

Hi everyone!

Finally back after this forced break. But you know there's a period of frantic activity coming... exams are just round the corner so it's time for more frequent videos.

This is a short, funny guide on how to deal with the weather, whether (see what I did there?) you visit London in sunny summer or rainy autumn.

These are some expressions you may want to check before watching the video:

the odd ... ( = not usual)
spring has sprung
alfresco dining (yay! Our favourite word in action!)
unwind
thermals
duck into (the shops)
when the weather turns
to keep (the chills) at bay

The activity is a sentence completion. Disable closed captions (CC button) to do it, and then enable them to check your answers.

Careful in sentence 7, as it contains one feature of pronunciation we have only seen in the C1 course: the intrusive "r" (an "r" sound between one final vowel and one initial vowel).

Enjoy!

1. You must be ready to adapt, because the weather in London can be a little __________________.
2. Even if spring is mainly sunny, you might see the odd __________________.
3. If you get a bit hot under the collar, the best idea is to leave the bus and tube __________________ and hire a bike.
4. Don't forget a picnic! __________________ the blanket and enjoy some alfresco dining.
5. Even though the long summer days may be __________________, autumn is still a great time to be in London.
6. London is a top shopping destination, and some of its __________________ include Carnaby Street and Covent Garden.
7. As the nights __________________, find yourself a bar or go to a show.
8. During winter, there are many places that are __________________ from the cold outside.
9.A pub, in front of a roaring fire is a wonderful way to __________________ a winter's day.

Topic: Culture - Broadway Musicals

Hi everyone!

Doing a bit of research for this topic I have found out that there are so many musicals worth watching! And so many we know of because they have been adapted for the silver screen, like Grease, Hair, Mamma Mia, The Fiddler on the Roof, West Side Story,... Actually, with some of these I'm not even sure if it was the musical production or the film that came first. Any help?

This is a top ten list that, obviously, will not please everybody, particularly if you're a fan of more classical musicals. I, for one, find that there is one unforgivable absence!. But we have to take into account that the list aims at presenting some of the most successful or critically acclaimed productions. Or... this might one of those cases where a top ten just won't do. A top twenty, maybe?

What I propose is:

1. First, to take a look at compound adjectives with present participles. Remember that they are easy to interpret if you "read them" from right to left forming a relative clause:

e.g. a Tony Award-winning musical would then become a musical that has won a Tony Award... or several! Don't forget that the first part of this adjective is always singular, no matter what.

2. Then, to complete some gapped sentences.

3. To read the full transcript and annotate any interesting collocations (there are soooo many I couldn't make gaps for all of them!)

4. To comment!

So we start with the adjectives. Match the adjectives you're going to hear with the noun they refer to in the video. There may be more than one acceptable match. Then check while you're listening.

history-making                                  characters

attention-grabbing                           numbers (figures)

show-stopping                                   dance numbers

longest-running                                 flick (film)

Oscar-winning                                   twelve Tony Awards

award-winning                                   production

record-breaking                                musical 

And here are the gapped sentences:

1. Wicked will captivate you _______________________ of “The Wizard of Oz” film.

2. The Producers, thanks to its musical numbers, choreography and characters,  _______________________  of classic Broadway shows.

3. RENT is a landmark musical, _______________________  and RENT-heads alike.

4. Oklahoma! is a successful combination of a serious storyline, _______________________  and dance numbers.

5. Oklahoma! is thought to be a musical that  _______________________  the musicals that came after it.

6. A Chorus Line is simple in its concept: a bare stage on which we watch several Broadway dancers _______________________  a musical.

7. Chicago follows two women _______________________ , wealth and “all that jazz”.

8. The Lion King manages to _______________________ universally appealing songs with colorful costumes and impressive puppetry.

9. Even though there is __________________________ in it, Cats is a “purrfect” musical.

10. Cats has vibrant costumes and incredibly complex dance numbers. _______________________  the distinct personalities of the Jellicle cats and_______________________ this is one of Broadway’s most popular shows.

11. Les Miserables is one of the longest-running musicals on Broadway, which the narrator doesn’t hesitate to call “a musical and _______________________.”

12. The Phantom of the Opera counts with detailed costumes, ___________________ and haunting music.

All that is left for you to do now is to read the transcript and annotate your favourite vocabulary.

Oh, I almost forgot... And to comment! Do you agree with the list? Which is your favourite musical? You can also share the vocabulary you found interesting with us.

Enjoy!

Brain-changing social media

Hi everyone!

Ever wondered how social media use may be changing us physiologically? Some people claim our brains, and even our nervous system, are being rewired by media use, particularly in heavy users.

So click below to find out more about the way we are challenging our brains by stimulating it like never before in history! And also to fill the gaps provided here with up to three words.

Disable closed captions (CC button) to do the activity, and turn them on to check your answers. There's also a key available.

Enjoy!

1. With social media being ______________________ one third of the entire world, they’ve clearly had a ______________________ on society.

2. There are similarities between social media addiction and drug dependence, even if one is a psychological addiction and the other is a ______________________ .

3. It was found that heavy media users did worse in task switching tests. High multi-tasking online can even make it difficult for your brain to commit ______________________ .

4. Phantom Vibration Syndrome is a relatively new phenomenon, where you think you ______________________  your phone ______________________ , but it didn’t.

5. Social media also ______________________  a release of dopamine, with the reward centres of the brain being more active when people talk about ______________________ , as opposed to listening to others.

6. It’s also been found that partners who met for the first time online tend to ______________________  more than those who first met face to face.

7. This increased success in partnerships started online may be due to anonymity or to people being clearer about ______________________ .

What does Beethoven taste like?

Hi everyone!

Here's a video about the senses, and about a condition called synesthesia in which certain senses which are not normally connected are very much related: for example, some people see sounds or taste letters. Synesthesia is also a literary device whereby we associate different senses together, like when we speak about "the caress of your voice", for example.

So here's a little video briefly describing this condition. Some previous vocabulary and some questions:

Vocabulary:

the culprit
sensory (adj)
tangle up
shut down
to keep sth in check


Questions:

- Which senses are mentioned throughout the video?
- What is sequence synesthesia?
- What is a possible explanation for seeing A as red?
- What do we mean by the association of senses being durable? And memorable?
- Why was the host reticent to do an episode on this topic?


My ongoing battle with difficult verb patterns for Spanish speakers, like suggest, leads me to asking you to find the use of that verb at the end of the video and transcribe the full sentence. Ideas in the comment section! Thank you!

By the way, you can use closed captions for the key in this one. Enjoy!

Topic Video: Charity

Hello everyone!

This is a video about a very particular charity shop. A pair of shoes for 850 pounds... is that a rip-off or a bargain? Well, here, it turns out to be a bargain! The proceeds of this charity must have been really high!

I propose a gap-filling exercise to practise collocations, either related to this topic or not. You know my insistence on collocation, and my firm belief that it is the key to successful comprehension and natural expression.

Some vocabulary to check before listening (remember to use a monolingual dictionary! You have a dictionary widget on this same page):

cobbler
cast-offs
highstreet
kudos

Notice the emphatic structure at the beginning of the report (cleft sentence):

________________________ buy  Beyoncé’s dress, Shirley Bassey’s shoes or Natalie Imbruglia’s hat all under one roof.

Complete with a suitable word or phrase:

But you can at this ________________________ charity shop inside London’s department store Selfridges.

The idea came from ________________________  Annie Lennox, and Vanessa Branson, sister of ________________________  Richard, was one of several of her friends ________________________ .

Vanessa Branson highlights that:

• Everybody feels ________________________ the project.
• It’s not just about ________________________  every year.
• You know you’re making ________________________ .

So far, 30,000 pounds ________________________  by the shop.

Charity shops in general are ________________________ : profits were up by ________________________  to 100m pounds.

With more than 700 ________________________ , Oxfam is the biggest UK charity retailer.

Theresa Colonette runs a boutique selling only the creme of ________________________ cast-offs.

She thinks that charity shops can be an alternative fashion resource, offering a ________________________  for anyone.

The last dress shown doesn’t have a celebrity connection, but it is still ________________________ , something which more people are likely ________________________ in the ________________________ .

Key here. But I hope to see your comments anyway, about the activity or about the vocabulary you've learnt with it. Thanks!

Auctions: Madoff's bounty

Hello again!

This is a video that most of you already know. I'm posting it here for you to check your answers or, if you're new to it, to practise, practise, practise!

This is not the first video about auctions, that we have had around here, but it is one in which I have learnt a new word: gavel. It's the news story of the auction where Madoff's personal belongings are put up for auction to compensate victims of his pyramid scheme.

Vocabulary to learn before you watch:

proceeds (or sales proceeds): the money obtained from the sale.

seized: in this context, taken by the police (or other law enforcement agents, like the FBI or others), as evidence or for other purposes, as here.

to go under the hammer: to be sold at auction (from the action of bringing a hammer down to close the bidding). This hammer is called "gavel" (the word you hear in the video)

The activity involves completing a couple of sentences that start with "it". Two typical structures: 1. a cleft sentence, and 2. an impersonal passive.

1. And it was not just his footwear...

2. It's expected that ...

Pay attention to prepositions at the end of a clause!

Key available here. Thanks!

The Short Transcript Challenge VI : Nicholas Culpeper

Here we are, back with the Short Transcript Challenge!

The rules for the challenge are simple: just write down a transcription of the video for us in the comments! If you don't want to attempt the whole video just let us know the minute you're transcribing so someone else can take it up from there.

I'm becoming quite a fan of BBC documentary openings. They're a genre in themselves! This one is about Nicholas Culpeper. I hope after the opening you will feel a little curious about this character!

If you need any help with any specific words, just tell me when it is said and I'll give you a hand.

This challenge will be closed on March 6th (next week). Good luck!

UPDATE:  Thank you veeeery much to Irene for her almost perfect transcription! It's very interesting to see exactly where you had difficulties: those weak words and linking can really be challenging!

You can check your versions against this key. Thanks!