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.

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.

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!

Remembering all those who fought

Hello everyone! Remembrance Day is here, marking the end of hostilities in WWI "at the eleventh hour of the elenveth day  of the eleventh month".

To celebrate peace, I bring you a video about the dogs that were recruited at Battersea and the roles they took up during the war.

This video illustrates some of the accents we've been studying, and this, together with the recent practice on spelling and pronunciation we've been doing, has inspired me to introduce a different modality of activity that focuses on the "bête noire" of pronunciation: weak syllables.

When you read automatic captions, the usual thing is for them to be a little inaccurate. Guess where those mistakes tend to occur... Yes, as it happens with spelling bees, most of the inaccuracies will appear in weak sounds.

So, here's this challenging activity:

1. Watch the video once without captions.
2. Watch the video with closed captions on (CC button) and spot the inaccuracies.
3. Correct the captions.

This is going to test your listening, vocabulary, spelling and pronunciation skills at the same time, and I hope it shows you how interrelated these skills actually are when we try to understand connected speech.

A difficult one done for you:

00:22 - CC: left tenant Colonel Richardson
should read:  Lieutenant Colonel Richardson (you can check the pronunciation of "lieutenant" on the widget on the right side bar to see why it was misspelt in the captions)

The rest are not so difficult, so... all yours! I expect a lot of activity in the comments until we get it all done! I'll keep an eye to help whenever it's needed.

Enjoy!


 

A brief history of the electric guitar in one song

Hi everyone!

Here's a little history of the electric guitar brought to you by the Smithsonian Channel. I hope you can recognize the song they play throughout the video!

The activity is a gap-fill of varying length: any number of words can fill the gap. What I like most about this video in particular is the fact that we have different voices, with slightly different accents, and a music background.

You can check your answers by activating the closed captions in the video (CC button). It's very approximate, so it'll do. (UPDATE:  this is the link to the video that has a CC button available)

Hope you enjoy it! And if it inspires you to play some music afterwards, then my purpose is accomplished!

All right now, what me and the _____________  are trying to do right here is a short history of the electric guitar, starting with ________________ that you can hear.

The creativity that comes out of, here was a tool where you can  ________ things in a way, and that, the only _____________ your imagination.

There's something beautiful about it, and it _______________, it doesn't sound like where the instrument ____________, it's gone in a _____________ round.

__________________ a way to express yourself in a way that,  maybe a __________________, maybe a little crazy, maybe ___________you to do things that you _________________ on your own, but you have that guitar in hand, it gives you ______________.

The fascinating thing about electric guitar history is that the product ___________________ much since it _______________, and all the innovations have been small, ____________ in their effect on a country as it changed music _______________.

In the story of the electric guitar you have so many things about America, and about __________culture _______________. You have invention, faith ____________, you have faith in technology, and you have ________________, you have creativity. All of these things come together in a guitar.

Topic Video: Health

Hello again!

Some of you tell me that you're not commenting because you watch the videos in a rush, kind of frightened by the whole burden of the exams. About fear of the exams, I will let someone speak for me.

Take it easy, guys, you can do this!

The questions for today are related with health. This is a series of very short videos. Open questions for the first one, and gap-filling, no more than three words per gap.

I like to link you to websites with playlists that you can continue watching if you have the time and inclination, so apart from embedding the videos, here's the link. Enjoy! Key coming soon here!

VIDEO 1

1. What do they want to prevent, mainly? What are the difficulties they are facing?
2. What three diseases are mentioned?
3. Who are they teaming with? To prevent what disease?

 


VIDEO 2 (pronunciation, please, the name of this illness is pronounced so differently in English!)

1. The first reason to make of Alzheimer's a ___________________ is the fact that it is stigmatised.
2. The Alzheimer's patient can also be invisible because it mainly affects old people in a _____________ culture.
3. One reason that the caregivers aren't advocating more strongly for better attention to the disease is that the 24/7 care leaves them ___________________ , ___________________  and ___________________  drained (what's the synonym of this word in the video?)

VIDEO 3

1. She claims that American and Western healthcase systems are entrenched in practice patterns, so introducing a new technology can be actually  ___________________ .
2. India is perfect to introduce some of these techonologies because they have an ___________________  and many increasingly successful hospitals, where patients pay for all of their healthcare.
3. Other places that might benefit from wireless technology are those where they have ___________________  but no electricity.

Topic Video: Cities

Hello again!

The video for today corresponds to the topic of cities. Instead of the usual "city life vs country life" comparison, I bring you a video about the peculiarities of suburban life. That is, life in the suburbs. Please remember that can be a false friend! A suburban area is simply in the outskirts of a city. Anyway, you will see that the definition of "suburbs" becomes very clear in the video, as it features one of the largest suburban areas in the country.

Living in the suburbs has shaped the residents' way of life, but how? Let's find out. Before listening, consider this vocabulary (dictionary to your right, people!). You can also try to find out the meaning by context, if you want.

stretching North = expanding to the North
cul-de-sac (check pronunciation, the word is defined in the video. How is it defined?)
to come at a cost 
to track (or track down)
to be off the beaten path

Some questions:

1. How many synonyms or near-synonyms of  "going" can you find?
2. How has walking been transformed by this way of life?
3. What are the problems originated/not solved by the road system?
4. Why does the reporter call the situation in the Dallas-Fort Worth area a "construction loop"?

By the way: I can check how many people watch the videos. Is it possible that 63 people have watched yesterday's video in one day, and not one of them has shared their answers? I put it down to you having the key, but then the commenting/sharing element loses all meaning... I'm not too happy with that.

Answers to be shared in the comments, please! And the key coming soon here!

The Short Transcript Challenge V: design at the MoMA

To bring some change of subject to our series of minute-long transcripts, here's one on design to challenge our views of art and what is worthy of a place in a museum.

Of special idiomatic interest could be, for example, the expression used here to suggest that the enumeration is just a selection of a larger collection (and it's not "and so on").

Let the transcription challenge continue!

Movie song: connected speech

Hello everyone! Happy New Year!

The New Year brings a song by Bernie Taupin and Elton John, quite apt for the unit on cinema. The exercise focuses on connected speech, so each gap needs to be filled with two words. As you can imagine, that means a weak word is very likely to be in it, so pay a lot of attention and use your grammar knowledge before listening and between one listening and the next. To complete the gaps in the chorus, you shouldn't try to complete both gaps in one go. Remember the chorus is repeated quite a lot of times, so don't rush.

You will find the complete lyrics as a comment to this entry.

You may also want to read this review of Elton John's latest album. I suggest that you isolate those words or phrases that would lead you to buy (or not buy) the record, just as you did with the film reviews, and share them with the rest as a comment.

Above all, enjoy the song. I must confess it is one of my all-time favourites.

I've Seen That Movie Too

Album: Goodbye Yellow Brick Road

Music: Elton John

Lyrics: Bernie Taupin

I can see by your eyes you must _________________

When you think I don't have _________________

Baby _________________ crazy

If you think that you can _________________

Because I've seen that movie too

The one where the players _________________ surprised

_________________'s just a four letter word

Between forcing smiles, with the knives in _________________

Well their actions become _________________

So keep _________________ for somebody

Who hasn't got so much _________________

'Cause you _________________ by _________________ I'm reciting

That I've seen that movie too

(repeat chorus)

It's a habit I have, I _________________ pushed around

Stop twinkling your star like you do

I'm not the _________________ for all of your _________________

Because I've seen that movie too

The one where the players _________________ surprised

_________________'s just a four letter word

Between forcing smiles, with the knives in _________________

Well their actions become _________________

So keep _________________ for somebody

Who hasn't got so much _________________

'Cause you _________________ by _________________ I'm reciting

That I've seen that movie too

(repeat chorus)