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group discussions

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Wordwall - Create better lessons quicker

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Random cards - Deal out cards at random from a shuffled deck.

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Over the past year, we've seen how dramatically misinformation can impact the lives of people, communities and entire countries.

Read more: Public protest or selfish ratbaggery? Why free speech doesn't give you the right to endanger other people's health

In a bid to better understand how misinformation spreads online, Twitter has started an experimental trial in Australia, the United States and South Korea, allowing users to flag content they deem misleading.

Users in these countries can now flag tweets as misinformation through the same process by which other harmful content is reported. When reporting a post there is an option to choose "it's misleading" - which can then be further categorised as related to "politics", "health" or "something else".

According to Twitter, the platform won't necessarily follow up on all flagged tweets, but will use the information to learn about misinformation trends.

Past research has suggested such "crowdsourced" approaches to reducing misinformation may be promising in highlighting untrustworthy sources online. That said, the usefulness of Twitter's experiment will depend on the accuracy of users' reports.

Twitter's general policy describes a somewhat nuanced approach to moderating dubious posts, distinguishing between "unverified information", "disputed claims" and "misleading claims". A post's "propensity for harm" determines whether it is flagged with a label or a warning, or is removed entirely.

But the platform has not explicitly defined "misinformation" for users who will engage in the trial. So how will they know whether something is indeed "misinformation"? And what will stop users from flagging content they simply disagree with?

Familiar information feels right

As individuals, what we consider to be "true" and "reliable" can be driven by subtle cognitive biases. The more you hear certain information repeated, the more familiar it will feel. In turn, this feeling of familiarity tends to be taken as a sign of truth.

Even "deep thinkers" aren't immune to this cognitive bias. As such, repeated exposure to certain ideas may get in the way of our ability to detect misleading content. Even if an idea is misleading, if it's familiar enough it may still pass the test.

In direct contrast, content that is unfamiliar or difficult to process - but highly valid - may be incorrectly flagged as misinformation.

The social dilemma

Another challenge is a social one. Repeated exposure to information can also convey a social consensus, wherein our own attitudes and behaviours are shaped by what others think.

Group identity influences what information we think is factual. We think something is more "true" when it's associated with our own group and comes from an in-group member (as opposed to an out-group member).

Research has also shown we are inclined to look for evidence that supports our existing beliefs. This raises questions about the efficacy of Twitter's user-led experiment. Will users who participate really be capturing false information, or simply reporting content that goes against their beliefs?

More strategically, there are social and political actors who deliberately try to downplay certain views of the world. Twitter's misinformation experiment could be abused by well-resourced and motivated identity entrepreneurs.

How to take a more balanced approach

So how can users increase their chances of effectively detecting misinformation? One way is to take a consumer-minded approach. When we make purchases as consumers, we often compare products. We should do this with information, too.

" Searching laterally", or comparing different sources of information, helps us better discern what is true or false. This is the kind of approach a fact-checker would take, and it's often more effective than sticking with a single source of information.

At the supermarket we often look beyond the packaging and read a product's ingredients to make sure we buy what's best for us. Similarly, there are many new and interesting ways to learn about disinformation tactics intended to mislead us online.

One example is Bad News, a free online game and media literacy tool which researchers found could "confer psychological resistance against common online misinformation strategies".

There is also evidence that people who think of themselves as concerned citizens with civic duties are more likely to weigh evidence in a balanced way. In an online setting, this kind of mindset may leave people better placed to identify and flag misinformation.

Read more: Vaccine selfies may seem trivial, but they show people doing their civic duty - and probably encourage others too

Leaving the hard work to others

We know from research that thinking about accuracy or the possible presence of misinformation in a space can reduce some of our cognitive biases. So actively thinking about accuracy when engaging online is a good thing. But what happens when I know someone else is onto it?

The behavioural sciences and game theory tell us people may be less inclined to make an effort themselves if they feel like they can free-ride on the effort of others. Even armchair activism may be reduced if there is a view misinformation is being solved.

Worse still, this belief may lead people to trust information more easily. In Twitter's case, the misinformation-flagging initiative may lead some users to think any content they come across is likely true.

Much to learn from these data

As countries engage in vaccine rollouts, misinformation poses a significant threat to public health. Beyond the pandemic, misinformation about climate change and political issues continues to present concerns for the health of our environment and our democracies.

Despite the many factors that influence how individuals identify misleading information, there is still much to be learned from how large groups come to identify what seems misleading.

Such data, if made available in some capacity, have great potential to benefit the science of misinformation. And combined with moderation and objective fact-checking approaches, it might even help the platform mitigate the spread of misinformation.

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Is it actually false, or do you just disagree? Why Twitter's user-driven experiment to tackle misinformation is complicated

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We all have biases that impact what information we choose to accept and reject. But there are some ways we can train ourselves to become more discerning.

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We are using cookies to give you the best experience on our website, personalize content and analyze website traffic. For these reasons, we may share your site usage data with our social media, and analytics partners. You can find out more about which cookies we are using or switch them off in settings.

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Summer semester class 1 -War and conflict

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Summer semester class 1 -War and conflict

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Fixed/growth mindset by dorgiz on Genially

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Discover more about Fixed/growth mindset ✌️ - Presentation

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Bruce Feiler: Agile programming -- for your family

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Bruce Feiler has a radical idea: To deal with the stress of modern family life, go agile. Inspired by agile software programming, Feiler introduces family practices which encourage flexibility, bottom-up idea flow, constant feedback and accountability. One surprising feature: Kids pick their own punishments.

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Class 3 - money Do you shop like a pro (2)

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Class 3 - money Do you shop like a pro (2)

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Do you shop like a pro_Student's_Handout

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(3)

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Class 4 - Article about feminism that might help you boost your vocabulary and have some more ideas about the topic

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Class 4 - Article about feminism that might help you boost your vocabulary and have some more ideas about the topic

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Class 4 - marches , protests - questions, pictures

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Class 4 - marches , protests - questions, pictures

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GROUP/PAIR PHONE DISCUSSION

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‘I’m Sickened' Piers & Susanna Clash Over Prince Harry & Meghan Interview | Good Morning Britain

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Class 7 Quizlet-education expressions (1)

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Class 7 Quizlet-education expressions (1)

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Grammar and Vocabulary for Advanced: Unit 32 Education Flashcards | Quizlet

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Start studying Grammar and Vocabulary for Advanced: Unit 32 Education. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Topic: education

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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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https://www.linguahouse.com/en-GB/esl-lesson-plans/general-english/polish-media-blackout/audioplayer/polishmediablackout_bemp3

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Class 1 - marches, protests BBC text - vocabulary

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Class 1 - marches, protests BBC text - vocabulary

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"I'm here today because it annoys me that in a secular country the church decides for me what rights I have, what I can do and what I'm not allowed to do," one 26-year-old protester, Julia Miotk, told Reuters news agency.

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Poland abortion ruling: Protesters disrupt church services

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"I'm here today because it annoys me that in a secular country the church decides for me what rights I have, what I can do and what I'm not allowed to do," one 26-year-old protester, Julia Miotk, told Reuters news agency.

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Class 1 - marches, protests, demonstrations

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Class 1 - marches, protests, demonstrations

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(2)

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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: Do you see your friends very often?
Louisa: Yes ... we meet up most weekends ... we all get on really well and have a lot in common so we're always happy doing the same things and going to the same places.

Examiner: What do you like about your close friends?
Anna: I think we enjoy each other's company ... we see eye-to-eye on most things so we rarely fall out with each other.

Examiner: Have you known each other long?
Amy: Most of them yes ... although my closest friend Carrie ... we struck up a relationship at college and got on like a house on fire ... but yes ... my other friendships go back years to when we were at school.

Part 2-style task

Describe a person you are very close to. You should say:

who this person is

when you met them

where you met them

and say what it is about them you like so much.

Reiko: I'd like to talk about my boyfriend ... Jose ... we got to know each other at University almost 4 years ago ... we were in the same department ... initially we were just good friends and used to go out in a group with our other friends ... when Jose went back to Spain for the holidays we would keep in touch with each other ... then one year he invited me to come to Spain with him ... and that's when we fell for each other I think ... so you couldn't really say it was love at first sight as it had been over a year since we'd met ... but we really hit it off and by the time we got back to university in September we were able to tell all our friends that we were in a relationship ... what do I like about Jose ... well he's very kind ... very funny ... and very supportive ... and we're really well matched in our interests ... he hasn't popped the question yet though ... we've talked about getting married and I think we're both ready to settle down and have children ... we'll just have to wait and see ...

Part 3-style questions

Examiner: Do you think marriage is still as important as ever?
Cristine: Yes ... it certainly is in my country ... I think the problem for some people is a lack of commitment ... all relationships have their ups and downs .... but some people prefer to break up rather than working at the relationship.

Examiner: What do you think is the ideal time to get married?
Terry: Personally ... I think you should wait until you've found yourself first ... decided if you want a career ... perhaps do some travelling ... you should do this before tying the knot ... although if you fall head over heels in love plans like these can easily be forgotten.

Examiner: Is it important to keep in contact with our friends when we're in a relationship?
Maria: Absolutely ... it's so easy to drift apart from your friends when you fall in love ... but I think both partners should try not to lose touch with their friends ... that's the best way to have a healthy relationship with your partner.

Definitions

Next Step?

Test yourself on topic vocabulary to talk about relationships. Sign up to IELTS Speaking: Advanced for vocabulary tests and whole lot more!

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Advanced IELTS vocabulary to talk about relationships

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Advanced vocabulary to describe relationships in the context of an IELTS-style Speaking test.

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97% (Короткометражный фильм)

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(4)

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Homework for 3.12

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(1)

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Want to hook up? You'll need to know the slang used on dating apps. I'm here to help. In this very important, very serious lesson, I will teach you some slang and acronyms commonly used in the world of Internet dating. You will learn the meaning of words like ghosting, breadcrumbing, benching, Netflix & chill, hook up, catfishing, and more. I will also give you a list of acronyms to describe yourself on your profile. For example, you may say you are a " AGM, N/S, D&D free, and looking for LTR ". Watch the lesson to find out what this means, and be sure to describe yourself in acronyms in the comments below! If you're taking the IELTS, why not get laid first?

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INTERNET DATING SLANG: hook up, Netflix & chill...

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Want to hook up? You'll need to know the slang used on dating apps. I'm here to help. In this very important, very serious lesson, I will teach you some slang and acronyms commonly used in the world of Internet dating.

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A Part of Conversation Questions for the ESL Classroom.

Related: Fruits and Vegetables, Vegetarian, Diets, Food & Eating, Tipping

How often do you eat out?

Where do you usually go when you eat out?

How much do you usually pay when you eat out?

Who do you usually go with when you eat out?

Do you ever drink alcoholic beverages when you eat out?
If so, what do you drink?

Do you know anyone who has owned a restaurant?

How many different types of salad dressing can you name?

Would you send a dish back if it did not taste good or if you received the wrong food?

Do you ever leave a tip at a restaurant? How much?

Do you think western food is too expensive? Why or why not?

Have you ever had a restaurant cater a party at your house?

If not, would you consider it?

If so, were you happy with the service?

Would you do it again?

What kind of food did they serve?

Who pays when you go out for dinner?

What's the worst experience you ever had at a restaurant?

What's the most disgusting food you ever ate in a restaurant?

Why do you think westerners are usually heavier than Asians?

Do you ever order out from a restaurant?
What kind of foods?

Do you think this area has a good variety of foreign restaurants?
What other kinds of restaurants would you like to see opened?

Have you ever been to a restaurant with valet service?

Do you like to try new restaurants, or do you prefer to go to those you have already been to? Why?

Do you care what a restaurant looks like, or is the food the only thing you care about?

What types of take out food do you enjoy eating?

What do you think about children crying in a restaurant when you are trying to eat?

What do you think about people smoking in a restaurant when you are trying to eat?
What would you think if you saw the cook at the restaurant smoking while he is cooking your food?

Do you prefer fresh ingredients prepared by a chef as you order or do you prefer pre-cooked food?

If you can think of another good question for this list, please add it. http://iteslj.org/questions/
Copyright(C) 1997-2005 by The Internet TESL Journal

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esl efl esol tesl tefl tesol elt english as a second language english as a foreign language

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Conversation Questions Restaurants & Eating Out

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A Part of Conversation Questions for the ESL Classroom. Related: Fruits and Vegetables, Vegetarian, Diets, Food & Eating, Tipping How often do you eat out? Where do you usually go when you eat out? How much do you usually pay when you eat out? Who do you usually go with when you eat out?

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Class 9 - eating out as a social activity - food sharing

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Class 9 - eating out as a social activity - food sharing

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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listening practice + vocabulary 2

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exam/skills practice

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On test-english.com you will find lots of free practice tests and materials to help you improve your English skills and be more prepared for your English exam: KEY (KET), PET, FCE, IELTS, TOEIC® and TOEFL iBT™. If you don't know your level, you can start by taking a Level Test.

Take a level test

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Get ready for your English exam! On test-english.com you will find lots of free practice tests and materials to help you improve your English skills (grammar, listening, reading, writing) and be more prepared for your English exam: KEY (KET), PET, FCE, IELTS, TOEIC® and TOEFL iBT™.

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6 Success Lessons You Need to Know for Self-Improvement

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These accomplished entrepreneurs share their best, most practical (and actionable) tips to maximize your potential for success with self-improvement.

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Published on

Artist study on social commentary street artist Banksy.

1. 1. BANKSY

2. 2. BIOGRAPHY Banksy, a street artist whose identity remains unknown, is believed to have been born in Bristol, England, around 1974. Not much is known about his life, since the artist remains anonymous. Banksy is believed to have began his career as an artist in the early 1990s, in Bristol's graffiti gang DryBreadZ Crew. In the late 90's, his work became widely recognized around Bristol and in London, while his signature style developed. Banksy's first international exhibition entitled 'Existencilism' was held in 2002 at L.A.'s 33 gallery. Which was followed by a 2003 exhibit in London entitled Turf Wars, which was held at a secret location in a warehouse. By 2004, Banksy was producing a number of new works for future exhibits. By 2006, Banksy was a street artist who had reached international reconnaissance as one of the most controversial artists in the world. In 2008, he put together his first official exhibition in New York. Ever since, Banksy has been travelling the world, leaving behind him a trail of his powerful, influential art.

3. 3. ART STYLE Banksy's art can be characterized by striking images, often combined with slogans. His pictorial and satirical messages cross the boundaries between art, philosophy, politics, sociology, humor and narcissism, often dealing with political and social issues. His work deals with issues of He predominantly uses stencils and paint, but also includes anything he finds in the streets (street signs, stains, etc...).

4. 4. ARTWORK Banksy's art often portrays themes of war, love, inequality, capitalism, hypocrisy, greed, peace, innocence, social media, politics, pollution, crime, icons of popular culture, and other various politicial and social issues. He often utilizes children, policemen, rats, soldiers, animals, and elderly as his subjects to communicate his ideas.

5. 5. SOME OF BANKSY'S ART

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Published on Artist study on social commentary street artist Banksy. 1. BANKSY 2. BIOGRAPHY Banksy, a street artist whose identity remains unknown, is believed to have been born in Bristol, England, around 1974. Not much is known about his life, since the artist remains anonymous.

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hen-chicken keeping

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Corona virus - Boris Johnson

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Listen to four people talking about different business challenges to practise and improve your listening skills.

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Banksy

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You are going to read an article in which a young journalist talks about using social media to find a job. For questions 31-36 choose the answer ( A, B, C or D) which you think fits best according to the text.

Using Social Networking Sites to Find a Job
Having secured her own first job recently, Patty Meissner looks at young people's use of social networking when looking for work.
In many countries, a growing number of people in their twenties are turning to social media in the hope of finding work. Services like the social networking site Twitter and the professional networking site Linkedln offer the chance for more direct contact with would-be employers than has previously been the case. But with greater access comes a greater chance to make mistakes.

Take the case of a young jobseeker in the US who contacted a senior marketing executive via Linkedln. The marketing executive in question had an impressive list of influential people in her contact list; people whom the young jobseeker felt could help him land a job. The marketing executive, however, had other ideas. Indignant at the suggestion that she would willingly share a list of contacts painstakingly built up over many years with a complete stranger who'd done nothing to deserve such an opportunity, she not only rejected his contact request, but sent a vicious and heavily sarcastic rejection note that has since gone viral. Those who saw the note online were appalled, and the sender probably now regrets the tone of her note, if not the message it conveyed. But if the incident makes young people think more carefully about how they use social media in a professional capacity, she may have actually ended up doing them a favour. She has drawn attention to an unfortunate truth. Social media is a potentially dangerous tool for job hunters who don't know how to use it. And a worrying number are getting it wrong.

There's a horrible irony here, because in many countries social networking sites like Facebook and Twitter have been the bread and butter of twenty-somethings' social lives for years. When my generation were teenagers, social media was our escape from the prying eyes of parents and teachers. It was a cyber extension of the playground pecking order - a place to impress, to embellish and experiment. It was a world based largely on fantasy. You could find yourself in a three-hour conversation with someone online and then completely ignore them at school. With careful picture/song selection for your Facebook page, you could become a completely different and much more intriguing person overnight. And if you couldn't be bothered with conversation, 'poking' people on Facebook was a legitimate alternative.

However, when it comes to using social media for professional networking, our very knowledge and experience of sites like Facebook may actually be a hindrance. Using social media in a professional capacity is a completely different ball game, but for some twenty-somethings, the division is not clear cut. We first earned our online presence by being bold and over-confident, which could explain why some of us still come across like this. Just because a lot of people 'liked' your posts on Facebook, it doesn't mean you'll be able to use Linkedln to show potential employers that you're someone worth employing. We need to realise that what we learned about social networking as teenagers no longer applies, and we must live up to employers' standards if we want to get on in the world of work.

One of the most common complaints from employers regarding young jobseekers on professional networking sites is that they're over-familiar in their form of address, and appear arrogant. This serves to perpetuate older generations' perceptions of us as an 'entitled generation'. In fact, we're very far from this; in many countries we're increasingly desperate about finding employment, which is why many of us are turning to social media in the first place. This impression of arrogance hurts the employment prospects of young people who - despite their communication errors - actually possess the skills and drive to become a valuable part of the workforce.

So what's the right way to contact someone on a professional networking site? Firstly, explain clearly who you are, and let the person you're writing to know what's in it for them - maybe you could offer to do a piece of research for them, or assist in some other way. This approach gives you a much better chance of getting a useful reply. Refrain from sending impersonal, blanket emails, and keep the tone humble if you want to avoid leaving a sour taste in the recipient's mouth. Remember - social media can be a great way to make useful contacts, but it needs careful handling if you don't want the door slammed in your face.

33 What point does the writer make about social networking sites as used by her own
generation?
They gave teenagers the impression that real conversation wasn't necessary.
Teenagers used them to avoid having to engage with people they didn't like.
They gave teenagers the chance to escape from their boring lives.
The personalities and relationships teenagers had on them didn't reflect reality.
For this task: Answers with explanations :: Vocabulary

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CAE Reading and Use of English Practice Test 11 - EngExam.info

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You are going to read an article in which a young journalist talks about using social media to find a job. For questions 31-36 choose the answer ( A, B, C or D) which you think fits best according to the text.

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Employability

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Selfies: It's something that we are all guilty of, we just may not like to admit it. In our bed, on our way to class, literally all through class- I'll look over and see people unapologetically and unashamedly taking photos of themselves. We as society have become so desensitized to selfies that we don't even double take when we see someone taking pictures of themselves in public. In fact, in 2013 the word "selfie" was admitted to the Oxford Dictionary and was even the word of the year (#thankyouKimK).

While some view "selfieing" as pointless, and potentially harmful, which is true in some cases(which I'll mention later), there have been recent studies, which were published in, Psychology of Well-Being, that suggest daily capturing and sharing of certain images positively affects people, especially college-aged students(bless). Conversely to what I have been posting about before, it is interesting to see the benefits that social media has one one's self-esteem. Another study, conducted by researchers at the University of California, Irvine noted that taking and sending selfies, "acts as a mood booster and stress reliever, and can help you beat the blues." (Honestly, was kind of surprised when I read this, because I swear whenever I send snapchats it takes me like a good couple of minutes just to send one). Nonetheless, science has proven me wrong.

However, while it is true that some researchers recognize the positive benefits that can come from taking pictures all day, on the other side, there are those who identify other problems that arise from constant "selfieing". These issues can range anywhere from: isolationism, to a surge in facial surgeries in the past few years, researchers have even noticed head lice, YES HEAD LICE (no I am not making this up), can be spread from selfie taking. While although it may be odd, even comical if you think about it, it is important to realize the potential dangers that may occur when taking too many selfies. However, one particular issue I mentioned above that stems from heavy social media use is the correlation that doctors and researchers are noticing in an upward trend of plastic surgery. It's unfortunate that in a world we live in today where people are constantly obsessing over their looks so much through over exposure from apps like Instagram, Snapchat, and Facebook that they feel the need to undergo cosmetic procedures. Thus, not only do we see the positive side of "selfieing" constantly throughout the day, but all so the negative aspects.

Moving forward, I am going to be more conscientious of how many times a day I am taking selfies, as well as observe people around me and see how digital technology has evolved such a phenomenon. While although researchers have recognized potential benefits from "selfieing", it's important to remember the drawbacks too. So next time you are feeling down and sad, just remember to breathe, pause and take a selfie. (But, just don't put her head on top of someone else's cause that is seriously how you can transfer head lice)!!!

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Selfies: It's something that we are all guilty of, we just may not like to admit it. In our bed, on our way to class, literally all through class- I'll look over and see people unapologetically and unashamedly taking photos of themselves.

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listening practice+ vocabulary 1

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For questions 1-8, read the text below and decide which answer ( А, В, C or D) best fits each gap. There is an example at the beginning (0).

Our obsession with recording every detail of our happiest moments could be 0 damaging our ability to remember them, according to new research.

Dr Linda Henkel, from Fairfield University, Connecticut, described this as the 'photo-taking impairment effect'. She said, 'People often whip out their cameras almost mindlessly to a moment, to the point that they are missing what is happening in front of them.' When people rely on technology to remember for them - on the camera to record the event and thus not needing to to it fully themselves - it can have a negative on how well they remember their experiences.

In Dr Henkel's experiment, a group of university students were on a tour of a museum and asked to either photograph or try to remember objects on display. The next day each student's memory was tested. The results showed that people were less in recognising the objects they had photographed with those they had only looked at.
For this task: Answers with explanations :: Vocabulary

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CAE Reading and Use of English Practice Test 1 - EngExam.info

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The old, print-friendly test CAE Reading and Use of English Part 1 For questions 1-8, read the text below and decide which answer (А, В, C or D) best fits

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selfies

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CAE Listening Practice Test 4 - EngExam.info

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The old, print-friendly test CAE Listening Part 1 You will hear three different extracts. For questions 1-6, choose the answer (A, В or C) which fits best

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reading

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In the mid 1990s, when stencilled images by the graffiti artist known as Banksy started to pop up overnight on walls, bridges and other public spaces across UK cities, they were hastily painted over or scrubbed off by local authorities and disgruntled residents.

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reading

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You are going to read four reviews of an art exhibition. For questions 37-40, choose from the reviews A-D. The extracts may be chosen more than once.

An art exhibition by Lowry
Four reviewers comment on an exhibition of paintings by Lowry.
A
There is a painting at the start of this riveting exhibition that stays in mind and it typifies the effect Lowry's work has had on our sense of what he called 'the northern industrial scene'. No other artist has painted factories and chimneys stretching far into the distance like stage sets so insistently and so recognisably. However, what belongs to Lowry's imagination and what belongs to the actual world he observed is a question that runs through this exhibition. The pictures are a combination of observation and memory, patched together with elements taken from different cities, but this is part of their strength. They are not narrowly specific, limited to one place, yet they are deeply familiar to people who grew up in these places. Their sameness is their greatest attribute.

В
A good exhibition may enhance or deepen our understanding of an artist, but very few transform our perception of an already well-known name. However, this is the most radical and exciting re-evaluation of a British artist I have ever encountered, and a thrilling display of how paint conveys ideas, time and place; the paintings show a self-contained world at once fascinating and convincing in its relation to the artist's own experiences. The initial impression as you walk into a room of his paintings is sameness; you have to look for difference, which is there. The curators of this exhibition have produced a display that demonstrates both why such repetition was important and how Lowry developed beyond it. The exhibition traces the evolution of Lowry's work, which he described as 'to put the industrial scene on the map, because no one had done it'. This is a modest aim for such an achievement. In these unique paintings there is darkness and light, while fictional scenes and true representation can be found side by side.

C
This is an interesting exhibition, although it has several flaws; paintings are not hung chronologically and visitors must work hard to see stylistic and technical developments over the artist's working life of more than sixty years. Because most of his work has the same focus, there are too many similar paintings hanging close together; his last works drew heavily on both habit and memory. Ironically these are weaker than some of those produced by his many imitators, and his lesser-known but equally worthy portraits and late seascapes are unrepresented. Because of this it seems to reinforce the mistaken idea that Lowry was the only artist painting industrial scenes. There were many examples of industrial and urban subjects in the nineteenth century and Lowry was aware of his near contemporaries in London and their interest in modern life. Their influence cannot be ignored.

D
This noteworthy exhibition is guaranteed to polarise opinions, which is why it is so important to see it for yourself. It is extraordinarily hard to catch the tone of Lowry's paintings in the gallery, however well they are shown. My sense is that this comes directly from the curious absence of feeling at the heart of Lowry's art. He painted his own small world and once he established his style, it never really changed. He repeated himself, shuffling the scenery in picture after picture just as life repeats itself, the crowds he painted going to and fro among the same dark buildings day after day. His people were faceless, with sticks for limbs, small in stature and generally remote. Movement was implied, though never achieved. Strangely, for me it is his deserted scenes - haunting seascapes, the hillsides with houses piercing the sky like broken teeth - that are considered his best work. Yet it is his figures that most ordinary people will recognise instantly and which are a central feature of this exhibition.
Which reviewer...
37 has a different opinion from the others about whether the paintings in the exhibition
38 has the same view as Reviewer C about the value of Lowry's less famous works?
39 has a different opinion from the others about the value of the exhibition?
40 has the same opinion as Reviewer В about the importance of Lowry as an artist?
For this task: Answers with explanations :: Vocabulary

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CAE Reading and Use of English Practice Test 5 | EngExam.info

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CAE Reading and Use of English Part 6 You are going to read four reviews of an art exhibition. For questions 37-40, choose from the reviews A-D. The extracts may be chosen more than once. An art exhibition by Lowry Four reviewers comment on an exhibition of paintings by Lowry.

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TheGreatest

THINK AND SHARE

Look at the word cloud. The words come from a song and refer to a current situation in the world. Can you guess what the song is about? Discuss.

Watch the video with NO sound. Try to remember as many details as possible about the following:

WATCH THE VIDEO

a) peopleb) placesc) countriesd) what the people are doinge) people's feelingsShare your ideas with a partner

VIDEO

Think

Think about the video clip and discuss the questions:1. What kind of music do you expect to hear?2. Who is the song for?3. What is the message of the song?Click on the picture and listen to the song with the lyrics. Choose the quotes that you think are the most important in the song. Share your ideas with a partner.

D

1. What forms of support have you heard of in the world/in your country/in your community?

2. In your opinion, who are the essential workers?

DISCUSS

3.Have you witnessed any changes on social media during the pandemic?

4. How has your life changed since the outbreak? Think of some positive aspects of the lockdown.

THANK YOU!

Pictures:

https://themindunleashed.com/2020/03/amid-national-quarantine-italians-uplift-spirits-by-singing-from-balconies-during-global-pandemic.htmlhttps://www.thefirstnews.com/article/meals-for-doctors-initiative-sees-restaurants-and-locals-support-frontline-medical-staff-battling-covid-19-11245

https://www.ebrd.com/news/2020/rapid-coronavirus-response-in-ukraine-from-blouses-to-face-masks-.html

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TheGreatest THINK AND SHARE Look at the word cloud. The words come from a song and refer to a current situation in the world. Can you guess what the song is about? Discuss. Watch the video with NO sound.

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business group

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This is a lesson I have recently tried with my C1 teenage group. It is based around the climate change solutions quiz by CNN. The activities include vocabulary brainstorming, mini group discussion and ranking, and a possible writing extension. You will need around 90 minutes for this class.

I stumbled upon the CNN quiz online by accident and I immediately knew I would want to use it with my students. The quiz was made possible by the research of the group Project Drawdown who ranked the most effective climate change solutions, which subsequently were divided into 7 categories in the quiz:

Additionally, each solution has been labeled depending on who can enact the change (individuals, industries or policymakers)

The asks us to rank the solutions in each category from the most to the least effective by dragging them in the right order. Once we check the answers, we find out about the impact of every solution if adopted and the ranking is generally explained. We can also see how correct our answers were in comparison to other quiz takers.
I strongly encourage you to go through the quiz yourselves before you do it with your students to see the mechanics of the process and explanations.
The quiz ends with a top 5 ranking which summarises the findings of the quiz.

The Lesson

Step 1: vocabulary and categeories

Students work in pairs or alone. They complete the list of collocations connected to the topic of climate change. you may use the PDF worksheet attached at the end of the post or display the table on the screen in the classroom using this link. There are many possible answers but the answer key provides the collocations which are used in the CNN quiz.

After checking the collocations, ask the students to divide the vocabulary into 5 categories and give each category a name. The answer key provides the names the authors of the quiz used but you can be as flexible as you wish as long as students' answers make sense or they are able to very convincingly justify their choices.

Step 2: mini discussions and ranking

Tell your students they are going to work in groups in order to figure out the most effective solutions combating climate change in different categories. Students should work in pairs or groups of 3 or even 4. Show the website on the screen in your classroom so that everybody can see it well.

Display each category and solutions. Allow students around 5 minutes to decide within their group on the correct order of solutions. They should write their answers down.

Ask one group to reveal their solutions (rotate between groups who reveal their solutions for each new category) and use their answers to rank the answers on the screen.

Check the answers allowing students to read the explanations.

See which group has managed to create a correct ranking. Allow some time for them to explain how they arrived at that solution.

Repeat these steps with each category you want your students to discuss.
Variation
Since you can skip any category on the screen ( for relevance or time reasons) you don't need to cover them all.

Another idea would be to present your students with the list of categories at the beginning of the activity and ask them to select 4 or 5 out of 7 which they want to discuss.

If you want to spice the activity up with some competition, you might award points to groups for each correctly ranked solution.

Step 3: top 5 solutions / Final Jeopardy

The last step in the quiz involves selecting the top 5 solutions to climate change.

If you follow the points system in the previous rounds, you might want to adopt a Final Jeopardy tactic for this last ranking. Students bet their points (minimum is 1, maximum is the number they have so far accumulated) without seeing the solutions first. Then they are given 5minutes to agree on the right order.

When you reveal the answers, they will know whether they won or lost any points. Only producing an entirely correct ranking of solutions allows them to win any points!

Step 4: a possible writing extension

This step includes a possible writing activity extension to the discussion portion of the lesson.

Since I tried this activity with my Cambridge Advanced group, I asked them to write a report at the home which lists 3 ways individuals may combat climate change explaining how and why that would help. Given how much students learn in the course of the lesson, coming up with the content will not be problematic and they will be able to focus on the language part of the assignment.

Alternatively, you could ask your students to write a "response paper" at home, describing solutions which they found surprising, useful, worth-researching, etc.

Another option would be to ask students to further research one of the solutions described in the quiz (using the links provided in the explanations for each category) an write a short summary of why it is important and how it can be implemented.

Step 5: possible problem-solving follow-up

These slides might be used as a speaking follow-up during the lesson or during the next one, should you choose to continue discussing the topic of climate change.

The problems mentioned allow students to use both the knowledge they gained during the quiz and the vocabulary they brainstormed earlier.

Students might work in pairs to discuss how they would address each situation or they might role-play each situation negotiating towards an outcome.

In order to conduct the activity, you might want to choose the rotating station method.

Step 6: vocabulary recycling/exit ticket

Since the lesson was quite heavy on the vocabulary you can spend the last couple of minutes recycling the vocab or leave the activities for the revision portion of the next lesson. Possible ideas include:

Personal Experience

I have never been a big fan of so-called "green" topics in coursebooks but I think the time is up on skipping those just because they might not seem interesting enough. Climate change and many other environmental issues have become a part of everyday news and conversations. With the abundance of videos and interviews, no one can claim ignorance on the topic anymore. On top of that, green initiatives often go hand in hand with technological advances which makes it a topic of interest for those interested in technology as well. All in all, it is a damn hot topic and not harnessing the power of how much our students already know about it would be a serious waste.

My students proved to have a lot of knowledge on the topic and their lively reactions to each ranking reveal showed me they had really been thinking and reading about these topics a lot as it was. Even if they disagreed with the order of solutions suggested by the quiz, they managed to keep an open mind and admit that maybe there was something to it but they had to find out more about it to truly grasp the importance of it.

Language-wise, the most rewarding part of the lesson was the mini-debate in each group. The task naturally elicited the necessary language from the students who had to come to a final solution together. The discussions got quite heated at times and it was quite challenging to keep decorum in the room, but I chose to put it down to their engagement in the activity at hand.

A huge asset of the quiz is the number of outbound links it provides. All the extra information helps understand the problem better and oftentimes managed to convince disagreeing students to compromise and dig deeper for more facts.

Materials
Climate change collocations and key Problem-solving discussion

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Climate change lesson plan - Lesson Plans Digger

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This lesson about climate change includes vocabulary brainstorming, mini group discussion and ranking, and a possible writing extension.

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Discussion Questions - Family and Friends

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Discussion Questions:Should gay (homosexual or lesbian) couples be allowed to getmarried legally? How about adopt children?Would you ever adopt a child?Do y...

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Grafitti

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This ESL graffiti lesson plan is based on a video which presents the Beyond the Streets exhibition which featured over 100 graffiti artists, and touches upon the history of graffiti and street art. The worksheet includes some vocabulary tasks as well as two listening comprehension activities. Students will also have the possibility of expressing their opinion about this form of art.

VOCABULARY & DISCUSSION

Students start this graffiti lesson plan with a general warm-up discussion about art which includes some reference to street art as well. They have to answer questions and it's your choice whether it should be an open discussion, a pair work or a group work. Next, they move to a word formation task. They get a few sentences and need to complete them with correct forms of words given in brackets. It includes such words as a curator, an exhibition, soften, etc., and most of them appear in the video they will watch later.

VIDEO - VOCABULARY AND COMPREHENSION

Before watching the video, students need to acquire some vocabulary that may facilitate listening to and understanding speakers from the video. They get four words and phrases in context which they need to match with correct meanings. Then, they move to the first listening comprehension task. In this activity they have to watch the video and answer a few questions. In the second task, students watch the video again and fill in the gaps in the sentences taken from the video. They need to complete them with one word each.

DISCUSSION

This graffiti lesson plan ends with a discussion. This time students get a list of statement about graffiti and street art and they need to tell whether they agree or disagree with them. Monitor your students and make them use various structures to express their opinions. You can even use our standalone extra worksheet for expressing opinions if you find a need to revise with your students different vocabulary and structures for giving opinions.

EXTRA WORKSHEET: ExpressiNG PREFERENCES

This extra worksheet supplements our lesson plan on graffiti and includes various words and phrases that more advanced students might use when talking about their preferences. There are two vocabulary tasks (including key word transformation) and one speaking activity in which students need to discuss and express their opinion about selected works of art. For the last task (discussion exercise) we picked a few works of art we thought people might either hate or love - if you want to use other artwork for this task, we recommend browsing Google Arts&Culture .

WORKSHEETS TO DOWNLOAD

EXTRA WORKSHEET TO DOWNLOAD
Read this info before becoming a Patron!
Get this extra worksheet and many others if you subscribe for $5

See our other Design and Art lesson plans!

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When graffiti ends up in art galleries | ESL Brains

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This ESL graffiti lesson plan is based on a video which presents the Beyond the Streets exhibition which featured over 100 graffiti artists, and touches upon the history of graffiti and street art. The worksheet includes some vocabulary tasks as well as two listening comprehension activities.

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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 expressions - 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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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.

Barcelona based English Teacher, blogger and sometime actor and director. View All Posts

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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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In English 5 we have focused on oral interaction - discussions - for a couple of lessons. Often we have taken a look at a short film and then discussed the content, characters, theme and/or message of the film. The discussions have been good and generally students have been very proficient in stating their own opinions. However, I see a need of getting the students more engaged when it comes to interacting, asking for other people's opinions and ideas. Consequently, I put together a list of phrases (with linkings to the source) that will come in handy before we have our next session with oral interaction.

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Asking for opinions + giving opinions - phrases for oral interaction

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In English 5 we have focused on oral interaction - discussions - for a couple of lessons. Often we have taken a look at a short film and then discussed the content, characters, theme and/or message of the film. The discussions have been good and generally students have been very proficient in stating their own opinions.

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Conversation Questions - World Television Day

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You could get "addicted."

While binge-viewing can be fun and feel satisfying, there's always the danger of becoming too obsessed. "Addiction involves doing an activity more than you had planned," says Fader. "For example, if you intend to watch three episodes of a show and end up watching six, it could be a sign that you're overdoing it." Behavior also becomes addictive when it begins to negatively affect other aspects of your life, like if you neglect other activities or responsibilities to binge House of Cards. Fader recommends breaks between episodes and not snacking while you watch, which could lead to mindless overeating. Chatting with fellow fans about the show can also make your binge habit healthier, since it pulls you away from the main screen and allows you to reflect on what you've just watched.

You might become more antisocial.

Binge-viewing tends to be a pretty isolating activity, according to a study by Marketcast, an entertainment research firm, which found that 56 percent of bingers prefer to watch alone; 98 percent watch at home. "Whenever you spend too much time on something, you're taking time away from other essential things in life, like hanging out with friends or working," Lyubomirsky says. But, if you get into a show with your partner or pals, experts argue it could bring you closer. "It gives you a common ground for talking about something-the characters' motivations, the plot," says Rutledge. "Discussing your thoughts on these aspects of a show is a way of expressing your own world view." Using a wildly popular series as a conversation topic can possibly help you relate to others more easily.

You might enjoy your show less.

Blame a psychological phenomenon called hedonic adaptation, which is basically a fancy way of saying that we get used to new things, says Sonja Lyubomirsky, PhD, a professor of psychology at the University of California, Riverside. "You buy something new, but then it gets old," she says. "At first, a new TV show is really exciting, but the more you watch, the less you enjoy it over time." Binge-watching also reduces the pleasure of anticipation. A break between episodes may make you like the show more; even a brief commercial can contribute to increased excitement and pleasure from a show, Lyubomirsky says.

However, not all experts are convinced that binge-watching decreases your viewing pleasure. "Watching a series to completion gives us a feeling of control and power," says Jonathan Fader, PhD, a clinical psychologist and co-founder of the Union Square Practice in New York City. The tremendous gratification we feel from seeing a story from start to finish makes us more excited, especially since there's no time to forget about plot points and characters between episodes, he says. Binge-watching can also be an immersive, stress-relieving escape from reality. "Viewing a few episodes in a row to create more of a story arc than can be done in an hour can be a good experience. In a way, it's like saying, 'I reclaimed my time doing something I enjoy,'" says Pamela Rutledge, PhD, director of the Media Psychology Research Center.

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How Unhealthy Is Binge Watching? Press Pause, and Read On

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While binge-viewing can be fun and feel satisfying, there's always the danger of becoming too obsessed. "Addiction involves doing an activity more than you had planned," says Fader. "For example, if you intend to watch three episodes of a show and end up watching six, it could be a sign that you're overdoing it."