workshop.gifEXO 2 - Flashcards with "Double Audio" for Understanding Brentney

 In Real English Online, no 2 exercises are exactly the same, since these "Vocabulary Flashcards" for example, reflect problems of understanding spontaneous speech, which is rarely "Standard English".

First watch the video of Brentney. Click on the video play button.
 
Workshop Participants: Note that this a special "long version" of Brentney. Instead of just showing how sure she seems of herself when saying "Oh, I'm going to be a judge.", we continue with the weak part of her interview, which is not included in the "Achieve" video since it doesn't meet the minimum requirements of clarity to be included in Real English. And you thought this was all spontaneous!
 
The 5 pairs below are sort of a mess - I've combined some mediocre student flashcards with other considerations of real English vs  Standard English.

Brentney-long.rm
 
Did you watch the video above? If you did, click on the famous "Next" button:
 

 

Click on "Next" twice to see each pair of boxes side by side.

You might have to scroll down to see what you are opening.

There are 5 pairs (that makes a total of 10 clicks). Click on the different links.

Take your time with each pair of windows.

Begin by watching the short video extract in each of the 5 cases.

 

Do it like a student: if you are sure you have "learned" an item,

click on "Delete" so that you will not see the same item again.

1 -Click on the picture to listen.

judge.gif		 Workshop Participants: This is just a quick example of the standard vocabulary exercises I do. The student looks at a picture representing something from the video, and clicks to listen to the word in question. In this case it is "Judge  (noun)". If I had time, I would redo the picture so that we only see one judge, or I would add a sound file for the pronunciation of the plural "judges". All I try to do with this type of presentation is to give meaning without translating, of course. I suppose the pictures don't always convey the same meaning to students of different cultures, but I try to be  universal whenever it seems to make sense.
2 - First watch the second part of Brentney's interview:

Brentney-explains-why.rm

 Workshop Participants: This type of activity would not normally be part of Vocabulary..

Is it worthwhile to have the second voice? Or is the poor quality of the sound in the second part of the video when Brentney gets shy not worth the bother??

 

This would be student info:

Brentney begins with "I think some laws are..." but she changes to "I think some laws should..."

Now listen to another voice (click here).

"I think some laws should be changed, and if I want to change them, then that's what I've got to be".

3 - What is a law?

congress-makes-laws.jpg

SupremeCourt.jpg

Law (noun)

a rule recognized by a community and enforceable by authority.

 

Workshop Participants: another example of "Vocabulary".

Brent-thinking.gif

4 - "I think some laws should be changed..."		 Brentney-very-short-240.rm

think (I think) (verb): In this case, "I believe" or "I consider"

change (verb): some laws should be changed: It's a good idea to change some laws!

should: modal auxiliary verb for making recommendations

 

Workshop Participants: I realize this pair is not very good - I only provide a second voice and I do not exploit the words for the students in bold above.  But what to do?

5 - Listen again to Brentney:
"I think some laws should be changed, and if I want to change them, then that's what I've got to be".

Now listen to another voice: "I think some laws should be changed, and if I want to change them, then that's what I've got to be".		then (adverb): so, in that case

that's what I've got to be: that's what I must be!

 

...then that's what I've got to be"! =
...so, that's what I must be!