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Warm-up Question:
Are you trying to learn anything these days? Is there something you want to study?

Discussion Questions:

1. How important is education?

2. Does your country have a good education system? What are its strengths and weaknesses?

3. Which countries have the best schools and universities? Why are they considered good?

4. Is education only for the young? What do people learn when they are older?

5. Henry Ford said, "Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young." Do you agree? Why?

6. Do you enjoy learning new things? Give an example if you can.

7. Does studying make you tired? Is it hard work? How can a student get energy for study?

8. What characteristics should a good teacher have?

9. Have you ever considered becoming a teacher? Why or why not?

10. Who has taught you a lot in your life?

11. Some people learn on their own. What things, if any, have you learned without teachers or formal education?

1. There are many education resources online including full university classes. Have you used the internet to learn? Give an example if you can.

2. Some people feel the education style of schools damages originality and creativity. What do you think?

3. How do you feel about tests and examinations? Are they necessary?

4. What's your learning style? Do you learn best by listening, reading, doing things, or by some other method?

5. Do you prefer to spend time with people of a similar level of education to yourself? Why or why not?

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ESL Discussion: Does your country have a good education system? Which countries have the best schools and universities?

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Image credit: amorq.com

Follow me on twitter @RobbioDobbio

I'm running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:
https://www.justgiving.com/Timothy-Warre/
This is a vocabulary and conversation activity for higher levels (high B2+) on the subject of travelling. Download the student hand out and powerpoint below:

Travelling Expressions - Hand out

Holiday Destinations - Powerpoint
Lower levels may require more help with the expressions, use this definition matching sheet to help them: Travel expressions definition match Warmer In pairs students discuss the following questions

1. What's the best place you've ever visited?

2. How often do you travel?

3. Do you have any trips planned for the near future?

Travel Expressions
Give out the hand out and have students complete the first exercise:
Complete the sentences (1-14) with the expressions (a-n)

1. My friends always ________________________ they hitchhike and couchsurf everywhere.

2. We had to get up _________________________ to catch the 4am sleeper train.

3. My parents are real ________________________ they love museums, ancient ruins and art galleries.

4. I'll meet up with you guys later, I'm gonna chill by the pool and _________________________ for a bit.

5. When I'm on holiday I like to _________________________ I can't stand getting up late or lying around on the beach.

6. My uncle always ______________________ when he goes on holiday, 5-star hotels, private beaches, pool parties, you name it.

7. You have to _________________________ when you're travelling alone; there are a lot of dangerous people out there.

8. When I went to India it was a real _____________________ for the first few days, you get used to it after a while though.

9. I always try to _____________________, people always pack so much stuff they don't need.

10. I _________________________ in Stockholm, the people are so friendly and they all speak English!

11. I don't like planning my holidays meticulously, I'd rather just _______________________.

12. I've definitely ________________________, I've only been home for a week and I'm already planning my next trip.

13. There's nothing I like more than to sip a coffee in a nice Italian piazza and ___________________________________.

14. I've lived in Berlin for 6 months, I'm not sure how much longer I'll stay, I'm starting to________________________________.

a. Get itchy feet

b. Get the travel bug

c. Culture vulture

d. Catch some rays

e. Sit and watch the world go by

f. Pack a lot in/Have a full plate

g. See how the mood takes me

h. Travel on a shoe string

i. Live it up

j. A culture shock

k. Feel right at home

l. Watch your back

m. Travel light

n. At the crack of dawn

Key Discussion
Students discuss the following questions in groups of 3.

1. Do you travel light? If so, how do you decide what to pack?

2. You have to watch your back when you're travelling alone; there are a lot of dangerous people out there. Do you agree?

3. Which place that you've visited was the biggest culture shock? Where did you feel right at home? Why?

4. Do you normally travel on a shoestring or live it up? How can you save money while travelling? Would you consider hitchhiking or couchsurfing?

5. Have you got the travel bug? Have you got itchy feet? If so, where's next on the list?

6. Do you like to pack a lot in/have a full plate or see how the mood takes you when you're travelling?

7. What's the perfect place to sit and watch the world go by for you?

8. How important is it for you to catch some rays when you're on holiday?

9. How do you choose a holiday destination? Are you a culture vulture?

Holiday Destinations Discussion
Project the powerpoint, tell students that they are going to choose a holiday destination in their groups from a number of popular places around the world.

Show them the second slide and have them copy down the different expressions:

Then have students discuss the different holiday destinations in groups and decide on one which the whole group would like to visit.
Follow up
Students could write a CAE/CPE style Proposal composition about the process of deciding on a holiday destination for the group. They could evaluate the different merits and drawbacks of three of the destinations from the powerpoint and recommend one as the destination for an end of year trip.

Alternatively they could write a review of a holiday to one of the places.

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travel idioms - Tim's Free English Lesson Plans

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Image credit: amorq.com Follow me on twitter @RobbioDobbio I'm running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here: https://www.justgiving.com/Timothy-Warre/ This is a vocabulary and conversation activity for higher levels (high B2+) on the subject of travelling.

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Follow me on twitter @RobbioDobbio

Photo credit: http://www.pbs.org/newshour/rundown/dutch-retirement-home-offers-rent-free-housing-students-one-condition/

This is a conversation activity for adults (B2+) based around an article about a Dutch retirement home where university students can live rent free in exchange for spending time with the senior residents. It also includes Cambridge exam style open cloze and word formation exercises.

Lesson Plan: Dutch nursing home lesson plan

Article: Dutch nursing home offers rent

Open Cloze: Dutch nursing home open cloze

Word Formation: Dutch nursing home word formation

Key:

You can either split the class into groups to discuss the questions or conduct the discussion as a class. Warmer questions:

What is ageism?

Have you ever experienced it or seen an example of it?

In what ways/situations are people discriminated against because of their age?

Do you think older people are treated well in your society?

What type of problems do elderly people face in modern society?

How could this be improved?

Do you think the way in which older people are treated has got better or worse in your lifetime?

Are young and elderly people well integrated in modern society? If not how can we improve this?

Give out article and have students read it, clear up any vocabulary issues. Then give out the open cloze and word formation exercises.

Discussion questions:

What do you think of the program?

What are the potential advantages and disadvantages?

Why would this program appeal to the students?

Why would this program appeal to the elderly people?

What would the students get out of the program?

What would the elderly people get out of the program?

Would you have liked/like to spend your university years living in a retirement home?

Would you like to live in a home like this when you retire?

Follow up activity: Students write a CAE style essay, report or proposal on the topic of ageism and the retirement home program outlining pros and cons or highlighting advantages and disadvantages for the students and the elderly people.

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elderly people - Tim's Free English Lesson Plans

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Follow me on twitter @RobbioDobbio Photo credit: http://www.pbs.org/newshour/rundown/dutch-retirement-home-offers-rent-free-housing-students-one-condition/ This is a conversation activity for adults (B2+) based around an article about a Dutch retirement home where university students can live rent free in exchange for spending time with the senior residents. It also includes Cambridge exam style open cloze and word formation exercises.

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Answer these 10 questions as honestly as you can

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We tend to have ambivalent feelings about shame. On the one hand, no one likes shame. Shame is among the most painful emotions we can experience. We tend to think that shame is a harmful emotion. As a result, many parents try to protect their children from feelings of shame. Shame is so painful that we even shy away from talking about it. On the other hand, shame is a moral emotion. Feelings of shame help shape the moral behavior of children and adults. Our desire to avoid the painful experience of shame is one of the many things that motivates us to try to be moral people.

What is shame? Shame is often compared with guilt, its cousin emotion. Guilt is the awareness that we have performed a wrongdoing. In guilt, we feel as if we are carrying a heavy burden. In guilt, we are motivated to correct the wrongdoing. We can do this by confessing, apologizing, trying to fix the situation or by making reparations. Shame is different from guilt. In shame, we view ourselves from the eyes of others, and we realize that we bad, horrible or unworthy, and cannot be otherwise. In shame, we feel small, as if we are shrinking. In shame, we are motivated to hide ourselves from the view of others.

Guilt is about behavior-it's about something that we did. In contrast, shame is about who we are. In guilt, I made a mistake; in shame, I am a mistake. I am unworthy, dishonorable or horrible in your eyes. Since, I am a bad person, there is little I can do to change the situation. As a result, I run and hide. In guilt, even though I did a bad thing, I'm not a bad person. I can change my plight by trying to fix the situation and asking for your forgiveness.

A person can feel guilt and/or shame about the same action. The difference is whether the person focuses on his immoral act or his unworthy self. For example, imagine that Todd broke into an elderly woman's apartment and stole jewelry given to her by her late husband. Todd would feel guilty if he focused on the effects of the act on the woman. He may be able to make amends by returning the jewelry or trying to making reparations of some sort. However, imagine that Todd is caught and his misdeed is reported in the newspapers. Todd will feel shame when he realizes that he is a horrible thief in the eyes of others and cannot be otherwise.

No wonder why shame is such a painful emotion; it does not simply call our behavior into question, it casts a shadow on who we are as people. No wonder that we work so hard to protect our children from feeling shame! But wait-even though we are loathe to shame our children, would you want your child to be someone who feels no shame? Someone who is shameless?
Is it Possible to Be a Good Person Without Shame?
You might think, "What an odd question! What does shame have to do with being a goodperson?" The answer becomes clear when we think again about the difference between guilt and shame. In guilt, I did a bad thing; in shame, I am a bad person. Shame is the emotion that alerts us to our failure to live up to the ideals that define us as good, moral and worthy persons.

Some psychologists and sociologists call shame the "master emotion." This is because in most social contexts, we are highly sensitive to how we appear to others as persons. It is not simply that we want others to like us or even to approve of us; we want to be able to see ourselves as worthy people, both in our own eyes and in the eyes of others. When we fail to do so, we experience a variety of shame-related emotions: Shame, humiliation, disgrace, embarrassment, dishonor, loss of face, loss of self-esteem and so forth. The mere fact that we try so hard to avoid experiencing these emotions is evidence of their importance in our lives.

In this way, shame allows us to see ourselves through the eyes of others, and tells us that we are not being who we want to be. A shameful self is thus the opposite of a worthy self. The same standards that make us good people when we live up to them make us bad people when we fail to live up to them. And so, a good person cannot be shameless. Like it or not (probably not!), we cannot be good people without some sense of the possibility of shame.
Don't Be Shameless!
Shame can be a debilitating condition. This is because shame doesn't give people an "out." Either I'm horrible and I must hide my horrible self, or else I lash out in rage against those who I feel have shamed me. Either way, the outcome is not pretty. But we still must face the fact that, as uncomfortable as it may make us feel to say it, shame plays an important role in our moral lives. How can we use this ugly emotion constructively and avoid its debilitating effects?

The trick, of course, is to provide people with a constructive way out of shame. In our society, we tend to experience shame as an indictment on our whole self. I am a horrible person in your eyes, and cannot be otherwise. Our sense of shame is based on the idea that we, as people, are fixed things. If I am a fixed thing and I do something shameful, then I am a horrible person and have no way out of shame.

However, what happens if we think of ourselves not as fixed things but as processes that are always under development? What would happen if we were to think of ourselves as works in progress rather than as fixed personalities? Imagine that instead of thinking of yourself as either "good" or "bad," you thought of yourself as always striving to become better?

This is the way "out" of shame. This is how to turn the situations involving feelings of shame into more constructive experiences. The key is not so much to protect children from feelings of shame, as it is to help them find a path out of shame. "I understand that you may feel ashamed of yourself for pushing your sister down. You should feel ashamed of yourself! This is not how good brothers act toward their sisters! A good brother takes care of his younger sister, even if she..."

The prevailing wisdom in the world of parenting is that a child should never be made to feel bad about him or herself. But that simply cannot be so. There are situations in which we want our children to feel bad about themselves. We don't want our children to be shameless! The trick is to realize that there are destructive and constructive experiences of shame. Shame is destructive when it offers us no escape. Shame can be constructive when we are shown the way out. When children fail to live up the standards that we set for who they ought to be, showing them how to achieve those standards can turn shame into virtue.

In the old days, grandma might have said to us "shame on you!" But by saying this, she certainly didn't mean: "You are a horrible and unworthy person!" What she meant was more like: "right now, you are acting like a bad person, but if you change your behavior you can become a good person." Grandma was giving us an "out." She was not so much saying "Your are a disgrace and cannot be otherwise" as much as she was saying, "Don't be without shame! When you feel shame, use it for the purpose of self-improvement! Learn to be a good person."

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Don't Be Shameless! Why Good People Feel Bad Emotions

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We tend to protect our children from shame. Should we?

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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You may be asked questions about advertising in your country. Read the following IELTS-style questions and answers below and pay attention to the phrases in bold. Use the 'Definitions' section at the bottom of the page to check the meaning of any phrases you don't understand.

Part 1-style questions

Part 2-style task

Describe an advert you once saw that was very effective. You should say

where this advert appeared

when you saw it

what it was advertising

and say why you thought it was so effective.

Max: OK ... well this was about 4 years ago ... I was looking for some software to create videos ... one day I got an email from a mailing list I'd signed up to ... there was a link in it to a press release ... a company had written something about a new product that was similar to what I was looking for ... at the end of the press release there was a link to the ... I hadn't heard of the company but I was interested and clicked the link to the ad .... what caught my attention immediately were the number of testimonials from people who had bought the software ... I think testimonials are like the online equivalent of word of mouth advertising and are really persuasive ... anyway ... when I got to the bottom of the page there was a great big call to action button inviting me to buy ... I was totally persuaded and ended up making a purchase ... what made it so effective I think was the power of those testimonials ... they'd been written by people very much like me ... they'd had a need and the software had obviously turned out to be just what they were looking for ... when you think that this was a newish company they wouldn't have had any brand awareness at all ... they probably wouldn't have had much of a budget for advertising ... obviously you wouldn't advertise a product like this through the on TV ... they probably didn't even have an advertising agency to support them ...and yet they'd managed to create a great deal of brand loyalty from previous customers ... I think that was really effective.

Part 3-style questions

Definitions

buy and sell : often used to refer to the buying and selling of items between individuals

prime time: the time during the viewing schedule when most people watch TV or listen to a broadcast

word of mouth: recommendations made by individuals to other individuals about a product of service

Next Step? Test yourself on topic vocabulary. Sign up to IELTS Speaking: Advanced for vocabulary tests and whole lot more!

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You may be asked questions about advertising in your country. Read the following IELTS-style questions and answers below and pay attention to the phrases in bold. Use the 'Definitions' section at the bottom of the page to check the meaning of any phrases you don't understand.

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B2 Grammar lessons and exercises - Test English

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Pre-advanced grammar lessons and exercises to help you prepare your B2 English exam.

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ESL Conversation Questions - Environmental Problems

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A hot topic (excuse the pun) if there ever was one. Your ESOL/EFL/ESL classroom will resound with English after you give out these conversation questions.

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Start studying Gerunds/Infinitives. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Environment - Vocabulary List and Sentences in English

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Vocabulary list of Environment - Learning English Online with Lists and Sentences

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You may be asked questions about the environment or environmental problems in your country. Read the following IELTS-style questions and answers below and pay attention to the phrases in bold. Use the 'Definitions' section at the bottom of the page to check the meaning of any phrases you don't understand.

Part 1-style questions

Examiner: Are there any environmental problems in your country?
Kelly: Yes ... we have a serious issue with pollution levels in some of our big cities ... exhaust fumes from cars and lorriesare definitely one reason for the problem but we also have a lot of heavy industry in some areas and this also results in poor air quality ...

Examiner: Do you take an interest in nature?
Jenny: Well ... I'm a city person through and through and don't get back to nature very often I'm afraid ... but like everyone else I'm fascinated by the natural world and I like watching documentaries showing wild animals in their natural habitat ...

Examiner: Do you or your family take steps to help the environment?
Mira: My parents have always tried to make us aware of our impact on the environment ... they're really into energy conservation ... and always try to buy environmentally friendly products if they have the chance ...

Part 2-style task

Describe an environmental problem that has been in the news. You should say

when this was

where the event happened

what actually took place

and say how you felt about this problem.

Martin: Well ... this is an interesting question ... there are so many issues I could think of ... natural disasters like earthquakes and floods seem to be in the news almost every year ... but there was one story recently about some animals that were under threat ... it wasn't focused on one place in particular ... it was looking at various animals that could actually become extinct in different African countries ... if we don't take steps to protect them ... these were really iconic animals like gorillas ... leopards ... rhinos ... and apparently they're now listed as endangered species ... what made it really depressing was they were in danger thanks to us ... in some cases it was due to a loss of habitat either because people need more agricultural production ... or even worse I think ... because of hunting and ... I hate to think of future generations being robbed of the chance to see creatures like these in their natural environment ... it's lucky we have lots of organisations that focus on wildlife conservation ... hopefully with their help we can put pressure on those in power to do something to stop creatures like these ...

Part 3-style questions

Examiner: What do you think is the main danger the world faces in terms of the environment?
Spencer: Well ... climate change is a real issue ... in my country we have flash floods and heatwaves on a yearly basis ... so yes ... I think global warming is the biggest issue.

Examiner: What examples are there of how we damage the natural world?
Stella: There are so many examples ... there are factories that empty toxic waste into rivers and oceans ... that damage the coastline ... the way we destroy vast areas of land and rain forests in search of fossil fuels or to increase agricultural production ...

Examiner: In which ways do we respond well to environmental problems?
Mathius: Well ... on the one hand there are various worldwide agencies that are always the first on the scene with humanitarian aid after natural and man-made disasters ... and on the other hand we have environmental pressure groups that are constantly raising awareness of issues and trying to stop disasters happening ...

Definitions

to die out : see 'to become extinct'

heavy industry : the manufacture of heavy articles and materials in large numbers

man-made disaster: widespread damage or loss of life brought about by the action of humans

pressure group: a group of people who try to raise awareness of issues and try to affect the views and actions of people and organisations

Next Step? Test yourself on topic vocabulary. Sign up to IELTS Speaking: Advanced for vocabulary tests and whole lot more!

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You may be asked questions about the environment or environmental problems in your country. Read the following IELTS-style questions and answers below and pay attention to the phrases in bold. Use the 'Definitions' section at the bottom of the page to check the meaning of any phrases you don't understand.

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IELTS Speaking Parts One, Two and Three on media

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Only use the back-up questions in brackets if the first answer is short. IELTS Speaking Part One on media Where do you usually get the news from? (Why do you choose that medium?) Do you regularly read any magazines? (What kinds of topics do they cover?) Do you often read a newspaper?

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Conversation Lesson- News student worksheet.pdf

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Multiple Choice Cloze Exercise 1 | esl-lounge Student

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Test preparation exercise for Cambridge CAE Advanced examination. Multiple Choice Cloze Exercise 1

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Unreal Past - przeszłość nierzeczywista... Cóż to takiego? Nazwano tak konstrukcje, w których pojawia się forma czasownika zazwyczaj używana do opisywania przeszłości, jednak całe zdanie nie przedstawia faktów, tylko nasze wyobrażenia, preferencje, przypuszczenia.

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Unreal Past - przeszłość nierzeczywista... Cóż to takiego? Nazwano tak konstrukcje, w których pojawia się forma czasownika zazwyczaj używana do opisywania przeszłości, jednak całe zdanie nie przedstawia faktów, tylko nasze wyobrażenia, preferencje, przypuszczenia.

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Certificate in Advanced English (CAE)

The third part of the Reading and Use of English paper in the C1 Advanced Examination is word formation where you have to use a root such as 'able' and create an appropriate word (disable, unable, ability) to fill the gap in a text.

2. After a difficult ________, Michael went on to be a successful lawyer.
bring

Exam Tip!

If you are sure that the word is, for example, an adjective but you can't think what the exact word is, try thinking of "usual" prefixes and suffixes. Perhaps it needs the suffix "ive" or the prefix "de". Try a few out and see which ones seem to be best. This can also be done with nouns and verbs. Remember one thing: you know more English than you think you do! If you don't try, when you see the answer, you'll say "I knew that!" so think a little first, try to build your way to the answer!

Exam Tip!

Read the entire text/sentence to get a good idea of context. What "type" of word do you need? It's good practice to go through one of these exercises just thinking about "what category of word?" and "positive or negative?" Is it a positive noun (competitiveness) or a negative adjective (unfriendly). Always be thinking in those terms and it will make the word formation part of the Use of English exam easier.

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C1 Advanced (Certificate in Advanced English) Examination Word Formation | esl-lounge Student

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The third part of the Reading and Use of English paper in the C1 Advanced Examination is word formation where you have to use a root such as 'able' and create an appropriate word (disable, unable, ability) to fill the gap in a text. 2.

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Certificate in Advanced English (CAE)

The second part of the Reading and Use of English paper in the C1 Advanced Examination is open cloze, in which you use one word to fill each space in a short text.

3. You're ________ from perfect, Jon. Only last year, you lost those files, remember?

Exam Tip!

Read the whole sentence or the whole text. Often the answer required for the space is dependent on a word or reference many words before or after it. Look at this example:
Kathy spent the afternoon looking for the phone and finally John admitted taking it because he hadn't known that it was ______.
The answer is "HERS" but you wouldn't know that unless you'd read the name that appears TWENTY-ONE words before the gap!

Exam Tip!

Keep a database of difficult open cloze questions. This could be on your computer or in a notebook. You might list them like this:
put it IN order (to put something in order)
licked ITS paw (pronoun for objects/animals)
set UP a company (phrasal verb 'set up', to establish, create)

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C1 Advanced (Certificate in Advanced English) Examination Open Cloze | esl-lounge Student

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The second part of the Reading and Use of English paper in the C1 Advanced Examination is open cloze, in which you use one word to fill each space in a short text. 3. You're ________ from perfect, Jon. Only last year, you lost those files, remember? Exam Tip!

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Sir Ken Robinson: Ken Robinson twierdzi, że szkoły zabijają kreatywność

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Sir Ken Robinson stawia przyjemną i poruszającą do głębi tezę stworzenia systemu edukacyjnego, który raczej podsycałby kreatywność, niż ją osłabiał.

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STUDENT A's QUESTIONS (Do not show these to Student B.)

(1)

What comes to mind when you hear the word 'education'?

(2)

How important do you think education is?

(3)

Do you think you had a good education?

(4)

Was there a high standard of education at your schools?

(5)

Do you think the quality of education is slipping?

(6)

What do you think of the idea of all education being online?

(7)

What kind of education did you have in your home?

(8)

What would the world be like if everyone had access to a good education?

(9)

Does your government really care about education?

(10)

In which country do you think you can receive the best education?

STUDENT B's QUESTIONS (Do not show these to Student A.)

(1)

What is a good education?

(2)

Is the level of education in your country good?

(3)

What would you like to change about the education system of your country

(4)

Would you like to work in education?

(5)

Do you think there's a lot of money to be made in education?

(6)

What kind of experience and qualifications do you think a government's education minister/secretary needs?

(7)

When does education begin?

(8)

What do you think Mark Twain meant when he said, "never let school interfere with your education"?

(9)

What do you think of single-sex education?

(10)

What do you think of the idea of lifelong education?

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ESL Conversation Lesson Questions: Free classroom handouts. English lesson on EDUCATION. Use for debates, discussions, speaking, conversations, independent learning and more.

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Via an app on his phone, Bert discovers that a 97% love match is near. Will he find her before the subway reaches the end of the line? 

In the past years 97% (the dutch submission for the oscars 2014) has been selected for more than 140 international film festivals including Aspen Shortfest, Sapporo International Short Film Festival and the Asiana International Short Film Festival, winning numerous awards on it’s way. After being sold to Canal+ and other tv stations around the world  it's online release quickly became  a Vimeo Staffpick and it was part of the BEST of Staff Picks: October 2015: https://vimeo.com/blog/post/best-of-staff-picks-october-2015

Website portfolio: www.ikbenbrand.nl

Instagram: instagram.com/benbrandamsterdam/

ON YOUTUBE: 

DEE-A-FILM: https://www.youtube.com/watch?v=8Oc3_GMALNo&feature=youtu.be
DUST: https://www.youtube.com/watch?v=8vrtVEBgdx8    /   https://www.facebook.com/watchdust/posts/866155086885242
RANDOM: https://www.youtube.com/watch?v=BjEdc6-FNTc&t=125s
  
directed by BEN BRAND – sceenplay by THOMAS VAN DER REE – cast BERT HANA – THIRSA VAN TIL – LAURA BRANDERHORST   –  FLORIS BEIJERSBERGEN – score composed by CHRISTIAAN VERBEEK – director of photography MAX MALONEY – edited by WIETSE DE ZWART – producer JACQUES VEREECKEN / SANDER HEEROMA – production ROGIER DORANT – head of production LIESBETH TIMMER – costume design RIANNE MERTENS  – sound designer DENNIS KERSTEN – casting SUSANNE GROEN – credits DENNIS LUBBERS – grading & compositing THE COMPOUND – special thanks to ALL THE EXTRA’S!


97% IN THE NEWS:

THE CRACKED EYE: https://crackedeye.com/video/97?ignore=1
HPDETIJD: http://www.hpdetijd.nl/2015-10-23/korte-film-liefde-maakt-blind-dating-apps-maken-blinder/
SHORTOFTHEWEEK: https://www.shortoftheweek.com/2015/10/23/97/
APLUS: http://aplus.com/a/-debedd40-8180-496b-a214-a0fb8d139140
KONBINI: http://www.konbini.com/us/inspiration/97-adorable-short-love-apps-subway-systems/
MANNERS: http://www.manners.nl/short-film-een-man-zijn-dating-app-en-een-amsterdamse-metrorit/
FRIDAY MAGAZINE: http://www.friday-magazine.ch/de/2015/11/02/grosse-liebe-20.html
MICROSIERVOS: http://www.microsiervos.com/archivo/peliculas-tv/97-por-ciento.html
ARAGEEK: http://www.arageek.com/art/2015/10/25/97-percent-short-movie.html
PLAYER: http://player.hu/eletmod/ha-part-keresel-ez-a-kisfilm-biztosan-elgondolkodtat-jol-csinalod-e/
GIZMODO: http://gizmodo.com/97-is-a-short-about-finding-love-on-your-smartphone-wh-1739137571
BOOKMYSHOW: http://in.bookmyshow.com/entertainment/97-short-film-review/65453
KULTUREGEEK: http://kulturegeek.fr/news-71435/97-comment-apps-rencontre-rater-vrai-amour
FILMKULT: http://filmkult.refresher.sk/3310-Kratkometrazna-tragikomedia-s-nazvom-97-trefne-upozornuje-na-problemy-dnesnej-doby
HONEY WAGON: http://honeywagonconfidential.com/2015/11/02/shortcutz-winner-ben-brand-on-short-film-97/
CLASSYLIFE: http://www.classylife.nl/foto-video-selectie/97/
BIGODINO: http://www.bigodino.it/spettacolo/97-un-cortometraggio-che-fa-riflettere.html
AFTER NYNE: http://afternyne.com/2015/12/02/97-love-3-absurdity/
CREM: http://cre-m.jp/movie_531/


Also watch BEN BRAND'S first short film LIFE IS BEAUTIFUL. A humorous animation about the impossibility to escape your fate. (https://vimeo.com/76127035) 

For the entire festival selection and awards list please check underneath the trailer: https://vimeo.com/75476170

Facebook page: https://www.facebook.com/97-1634293373489615/timeline/

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Platforma do nauki wraz z ćwiczeniami z języka angielskiego.

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Heather's Plastic Surgery - 10 Years Younger

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Heather goes under the knife. For more from the 10 Years Younger Team, go to: http://www.youtube.com/10yrsyoungerofficial Is it normal to hate how you look? Vote now in Channel 4's Am I Normal? poll: https://aminormal.channel4.com/hate-how-you-look

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