Video Comprehension Activity #8

Instructions: Study the vocabulary, watch the video, answer the questions and complete the grammar practice.

Vocabulary

Word/Phrase	Context/Part of Speech	Definition
Reunion	(n.)	A social gathering attended by members of a group who have not seen each other for some time, often former classmates or family.
Drift out	(phrasal v.)	To move slowly and gradually away from a place or group.
Astounding	(adj.)	Surprisingly impressive or notable; astonishing.
Privileged	(adj.)	Having special rights, advantages, or immunities. In this context, referring to socio-economic or educational advantage.
Well off	(adj.)	Rich or wealthy; having a lot of money.
Rhetoric	(n.)	The art of effective or persuasive speaking or writing, especially the use of figures of speech.
Expansively	(adv.)	In a way that covers a wide area or is broad in scope; living life fully and without many limitations.
Wasted	(v./adj.)	Used or spent carelessly or for no purpose (e.g., wasted time/life).
Transform	(v.)	To make a thorough or dramatic change in the form, appearance, or character of something.
Formulation	(n.)	A recipe or a precise and carefully worked out set of steps or ideas.
Outward facing	(adj.)	Concerned with or directed toward external things, especially the needs or problems of others (opposite of inward facing).
Intuited	(v.)	Understood or known something immediately without conscious reasoning; to grasp by intuition.
Transactional	(adj.)	Relating to the conducting of business or trade; in this context, concerned only with the exchange of benefits (a superficial interaction).
Monologue	(n.)	A long speech by one actor in a play or film, or in this context, a long, internal speech one has with oneself.
Elevator pitch	(n.)	A concise, pre-prepared speech used to quickly and clearly explain a concept or an organization’s value proposition.
Snippet	(n.)	A small piece of something; a short extract from a film, piece of music, or speech.

Questions

6. According to the speaker, how many parts of the five-part “life purpose formulation” are not about yourself?
7. What percentage of the speaker’s classmates at the reunion were unhappy with their lives?
8. What is the one specific question the speaker suggests you ask yourself to focus down “what you do”?
9. In the extra credit section, what is the speaker’s suggested better response to the question, “So, what do you do?”
10. The speaker claims that the most successful people in any field focus most on whom?

Specific questions

1. Do you agree or disagree with the speaker’s implied definition of happiness, which seems to be strongly linked to knowing one’s life purpose? Why?
2. The speaker notes that 80% of highly educated and successful people were unhappy. What reasons, besides a lack of life purpose, might contribute to widespread unhappiness among this privileged group?
3. The speaker contrasts “classes for the joy of learning” with classes taken to “direct us to a specific job.” How do you think the purpose of education influences a person’s long-term happiness?
4. The speaker advocates for being “outward facing.” In what ways could someone who works alone (e.g., a freelance writer or a coder) apply this principle to their life and work?
5. What are the strengths and weaknesses of trying to define your entire life purpose in a simple five-part sentence?

Grammar

Simple Related Grammar Lesson: Defining Relative Clauses

The speaker uses defining relative clauses frequently to add essential information that defines or specifies a noun.

Explanation

A defining relative clause (also called a restrictive relative clause) gives essential information about a noun. If you remove the clause, the meaning of the main sentence changes or becomes unclear. They are not separated from the main sentence by commas.

The clauses start with a relative pronoun:

• Who/That: for people (e.g., classmates, people)
• Which/That: for things (e.g., house, classes)
• Where: for places (e.g., tent, campus)

Example from the Transcript:

1. “We could hear each other talk and catch up with classmates that we had not seen in more than 2 decades.” (The highlighted clause tells us which classmates they were trying to catch up with.)

2. “The people that I was speaking with were privileged…” (The highlighted clause tells us which specific people were privileged.)

Practice Task

In the following sentences, underline the noun being defined and circle the best relative pronoun (who, which, or where).

1. This is the house (who / which / where) they had the second spouse.
2. The speaker met people (who / which / where) were unhappy with their lives.
3. They were standing in the middle of Yale’s old campus (who / which / where) the party was held.
4. The speaker talked about the five things (who / which / where) happier people knew.
5. They were the theatre people (who / which / where) had studied for the joy of learning.
6. The speaker was at a college reunion (who / which / where) there was a party in a tent.
7. It was the noise (who / which / where) caused them to drift out of the tent.
8. They were catching up with classmates (who / which / where) they hadn’t seen in two decades.
9. He spoke with people (who / which / where) were financially well off.
10. The unhappy group consisted of individuals (who / which / where) had the first house, and the second house.
11. The happier group studied classes (who / which / where) were taken for the joy of learning.
12. The happy people knew five things (who / which / where) defined their life purpose.
13. Amazon lists 151,928 books (who / which / where) refer to learning your life purpose.
14. He was describing a warm New Haven night (who / which / where) he met the happier people.
15. Happier people (who / which / where) focus on serving others feel taken care of, too.

Video Comprehension Activity #7

Video 1 How to Solve the UN’s Sustainable Development Goals in 5 minutes | Léonard Boussioux | TEDxBoston

Vocabulary

1. Sustainable – Able to continue without harming the environment.
   Example: “Sustainable cities and communities help protect the planet.”
2. Blueprint – A detailed plan for achieving something.
   Example: “The SDGs are a blueprint to ensure prosperity for all.”
3. Generative AI – Artificial intelligence that can create new content or solutions.
   Example: “We can use generative AI to solve the goals.”
4. Data scientist – Someone who analyzes and uses data to solve problems.
   Example: “We need millions of data scientists to help achieve social impact.”
5. Optimization – Making something as effective or functional as possible.
   Example: “Students learn to use optimization and AI for solving the goals.”
6. Prototype – An early model or sample of a solution or product.
   Example: “You need to build a prototype to show your solution.”
7. Prescriptive analytics – Using data to recommend the best actions to take.
   Example: “I can learn prescriptive analytics to make recommendations.”
8. Urban Forest management – Planning and caring for trees in cities.
   Example: “I want to do something around Urban Forest management.”
9. Demo – A demonstration showing how something works.
   Example: “I can even build the demo guided by AI.”
10. Community – A group of people working together for a common goal.
    Example: “Join a community to work on real-world challenges.”
11. Real-world impact – Actual effect or change in society, not just theoretical.
    Example: “We need real-world impacts by working with people facing challenges.”
12. Collective intelligence – Combining knowledge and skills of many people to solve problems.
    Example: “The power of collective intelligence is a game changer.”
13. Democratize – Make something accessible to everyone.
    Example: “Generative AI can democratize access to education and solutions.”
14. Marketplace (for innovators) – A place where researchers, students, and organizations collaborate.
    Example: “Join this Marketplace built with MIT of innovators and learners.”
15. Call to action – A statement encouraging people to do something.
    Example: “This is my call to action today: use AI to make the world better.”

Questions

1. What inspired the speaker to care about a fair, peaceful, and sustainable world? 0:18
2. What are the UN Sustainable Development Goals (SDGs)? 0:28
3. Why does the speaker say we should be hopeful despite the short time left to meet the goals? 0:43
4. How does AI help in visualizing sustainable cities? 1:24
5. Why do we need data scientists to help achieve the SDGs? 2:01
6. How can anyone become a data scientist to contribute to solving the SDGs? 2:18
7. What are the first steps in the journey to solve a goal using AI? 2:46
8. How does the speaker suggest building a prototype or demo? 3:36
9. Why is joining a community important for real-world impact? 4:31
10. What is the speaker’s call to action for the audience? 5:10

Discussion

• How can young people contribute to solving the SDGs?
• What role can AI play in improving cities or communities?
• If you had access to powerful AI, what global problem would you solve first, and why? How would you design your AI solution?
• Do you think technology can replace human creativity and problem-solving in achieving the SDGs, or is human involvement still essential? Explain your reasoning.

Video 2 Bullying and Corporate Psychopaths at Work: Clive Boddy at TEDxHanzeUniversity

Vocabulary

• Corporate psychopath – A person in a company who is very manipulative and has no conscience.
  Example: “Some corporate psychopaths enjoy controlling others at work.”
• Bullying – Hurting or frightening someone regularly, often at work or school.
  Example: “Bullying makes the workplace very stressful.”
• Belittling – Making someone feel small or unimportant.
  Example: “He kept belittling his colleague in meetings.”
• Humiliating – Making someone feel embarrassed or ashamed.
  Example: “The boss shouted at her, humiliating her in front of everyone.”
• Intimidating – Making someone afraid or nervous.
  Example: “The manager’s tone was very intimidating.”
• Sweep under the carpet – To hide a problem instead of dealing with it.
  Example: “The company tried to sweep the bullying under the carpet.”
• Ethical – Doing what is morally right.
  Example: “It’s important for companies to make ethical decisions.”
• Psychological effects – How something affects a person’s mind or feelings.
  Example: “Bullying can have serious psychological effects.”
• Withdraw – To pull back or stop participating.
  Example: “Employees may withdraw from extra work if they feel bullied.”
• Counterproductive work behavior – Actions at work that harm the company.
  Example: “Stopping work to get revenge is counterproductive work behavior.”
• Parasitic – Taking advantage of others without giving anything back.
  Example: “Some people in the office act parasitic, always using others’ ideas.”
• Machiavellian – Clever and dishonest to get what you want.
  Example: “A Machiavellian manager may manipulate employees to climb the career ladder.”
• Dissocial personality / Antisocial personality disorder – People who ignore others’ rights and feelings.
  Example: “Corporate psychopaths often have a dissocial personality.”
• Instrumental bullying – Bullying used to get personal advantages, like promotion.
  Example: “Some bosses use instrumental bullying to make themselves look strong.”
• Predatory – Hurting or taking advantage of others for personal gain.
  Example: “Predatory behavior at work can damage careers.”
• Conscience – The feeling that tells you what is right or wrong.
  Example: “Corporate psychopaths act without a conscience.”
• Knock-on effects – When one problem causes more problems.
  Example: “Bullying can have knock-on effects across the whole company.”
• Smokescreen – Something that hides the real problem or intention.
  Example: “The manager created a smokescreen to cover his mistakes.”
• Hierarchy – A system where people are ranked by power or position.
  Example: “Psychopaths often move quickly up the company hierarchy.”
• Predicament – A difficult or unpleasant situation.
  Example: “She found herself in a predicament because of the bullying boss.”

Questions

1. Why did the speaker become interested in corporate psychopaths and bullying?
(0:35–1:44)

2. How does the speaker define bullying in the workplace?
(2:02–2:19)

3. How common is workplace bullying according to research mentioned in the video?
(2:37–2:44)

4. How do organizations typically respond to bullying, and what are the consequences of sweeping it under the carpet?
(3:28–3:57)

5. What are the personal effects of bullying on employees?
(4:02–4:45)

6. What are the organizational effects of bullying, and how does it affect employees’ behavior?
(4:50–6:01)

7. How does the speaker describe bullies in terms of personality traits?
(6:37–6:51)

8. What distinguishes corporate psychopaths from ordinary bullies?
(7:56–8:13)

9. How much bullying in organizations is attributed to corporate psychopaths according to the studies cited?
(10:17)

10. What are the two main reasons corporate psychopaths bully, and how does this affect their promotion in organizations?
(11:33–13:01)

Discussion

• Do you think bullying is common in workplaces?
• How can employees or organizations prevent it?
• Imagine your boss is a corporate psychopath. How would you protect yourself and your mental health at work? What strategies would you use to survive and succeed?
• Do you think organizations unintentionally encourage bullying? Why might some companies promote or reward aggressive behavior instead of ethical leadership?
• If you could design a perfect workplace, what rules or systems would you put in place to prevent bullying and corporate psychopathy? How would you make employees feel safe and motivated?

Practice – Prepositions, Comparatives, Superlatives and Make/Do

Read paragraphs one by one and fill in the blanks to the corresponding paragraph below.

PART I

Paragraph 1: Prepositions (Process Optimization)

Process optimization is crucial for the survival of any modern business. In essence, it focuses on the detailed analysis of workflow streams within the organization, from the acquisition of raw materials to the delivery of the final product to the customer. Through the identification of bottlenecks and waste, management looks for continuous improvements. The focus on efficiency results in lower costs and greater agility in the response to market demands.

Paragraph 2: Comparatives and Superlatives (Leadership and Innovation)

An effective leader is as important as a solid strategy. Transformational leadership is generally seen as more inspiring than transactional leadership, driving the team to achieve better results. In the field of innovation, disruptive startups are often the quickest to adapt, surpassing more established corporations. Investment in R&D is the most vital of all factors for ensuring long-term competitiveness, with innovation being the most powerful engine for sustainable growth.

Paragraph 3: Make/Do (Strategy and Execution)

To make a successful market strategy, one needs to do an in-depth analysis of the competitive environment. Senior management must make robust contingency plans before doing any operational changes. It is essential to do a stocktake of internal competencies to ensure the team can do the work required for execution. A good manager always ensures that all employees can do their best and that the company manages to make money ethically.

1. Fill-in-the-Blanks for Prepositions (Paragraph 1)

Process optimization is crucial ______ the survival ______ any modern business. ______ essence, it focuses ______ the detailed analysis ______ workflow streams ______ the organization, ______ the acquisition ______ raw materials ______ the delivery ______ the final product ______ the customer. ______ the identification ______ bottlenecks ______ waste, management looks ______ continuous improvements. The focus ______ efficiency results ______ lower costs ______ greater agility ______ the response ______ market demands.

2. Fill-in-the-Blanks for Comparatives and Superlatives (Paragraph 2)

An effective leader is ______ important ______ a solid strategy. Transformational leadership is generally seen as ______ inspiring ______ transactional leadership, driving the team to achieve ______ results. In the field of innovation, disruptive startups are often ______ to adapt, surpassing ______ established corporations. Investment in R&D is ______ vital ______ factors for ensuring long-term competitiveness, with innovation being ______ powerful engine for sustainable growth.

3. Fill-in-the-Blanks for Make/Do (Paragraph 3)

To ______ (make/do) a successful market strategy, one needs to ______ (make/do) an in-depth analysis of the competitive environment. Senior management must ______ (make/do) robust contingency plans before ______ (make/do) any operational changes. It is essential to ______ (make/do) a stocktake of internal competencies to ensure the team can ______ (make/do) the work required for execution. A good manager always ensures that all employees can ______ (make/do) their best and that the company manages to ______ (make/do) money ethically.

PART II

Paragraph 1: Prepositions (Supply Chain Resilience)

Building a truly resilient supply chain depends on meticulous planning for potential disruptions. Companies are moving away from a sole focus on minimizing cost in favor of building redundancy into their networks. They look beyond their primary suppliers, securing alternatives across different geographic regions. This strategy protects against unexpected political events or natural disasters. The investment in diversification, while increasing immediate costs, offers by far the better protection against future volatility.

Paragraph 2: Comparatives and Superlatives (Digital Transformation)

In digital transformation, early adopters are usually smarter than late followers, gaining a stronger foothold in emerging markets. Software that is easier to integrate is more valuable to organizations with complex existing infrastructures. Legacy tech often proves to be the costliest to maintain, while cloud solutions are typically faster and cheaper to scale. Ultimately, the company with the clearest roadmap for AI adoption will achieve the biggest competitive advantage and be the highest performer in its sector.

Paragraph 3: Make/Do (Financial Management)

To make a successful financial model, you first need to do extensive research on market trends. Managers must make tough decisions about capital allocation and frequently do revisions to their quarterly budgets. It’s crucial to do an audit of existing assets before making major new investments. By ensuring every department can do its part in controlling expenditures, the company can make a sustainable profit and do right by its shareholders.

1. Fill-in-the-Blanks for Prepositions (Paragraph 1)

Building a truly resilient supply chain depends ______ meticulous planning ______ potential disruptions. Companies are moving ______ ______ a sole focus ______ minimizing cost ______ favor ______ building redundancy ______ their networks. They look ______ their primary suppliers, securing alternatives ______ different geographic regions. This strategy protects ______ unexpected political events or natural disasters. The investment ______ diversification, while increasing immediate costs, offers ______ far the ______ protection ______ future volatility.

2. Fill-in-the-Blanks for Comparatives and Superlatives (Paragraph 2)

In digital transformation, early adopters are usually ______ (smart) than late followers, gaining a ______ (strong) foothold in emerging markets. Software that is ______ (easy) to integrate is ______ (more valuable) to organizations with complex existing infrastructures. Legacy tech often proves to be the ______ (costly) to maintain, while cloud solutions are typically ______ (fast) and ______ (cheap) to scale. Ultimately, the company with the ______ (clear) roadmap for AI adoption will achieve the ______ (big) competitive advantage and be the ______ (high) performer in its sector.

3. Fill-in-the-Blanks for Make/Do (Paragraph 3)

To ______ (make/do) a successful financial model, you first need to ______ (make/do) extensive research on market trends. Managers must ______ (make/do) tough decisions about capital allocation and frequently ______ (make/do) revisions to their quarterly budgets. It’s crucial to ______ (make/do) an audit of existing assets before ______ (make/do) major new investments. By ensuring every department can ______ (make/do) its part in controlling expenditures, the company can ______ (make/do) a sustainable profit and ______ (make/do) right by its shareholders.

PART III

Paragraph 1: Operational Efficiency

A smaller, specialized team is often quicker than a large, bureaucratic department at making crucial decisions. Legacy systems are usually slower and less reliable than modern cloud-based software, making them the costliest option in the long run. To be truly competitive, companies must be smarter and leaner than their closest rivals. A simple, well-defined process is easier for employees to follow, leading to fewer errors and a higher quality output, making it the best choice for new ventures.

Paragraph 2: Talent Management

Hiring a candidate with a wider range of soft skills is typically better than focusing only on technical expertise. Companies that invest in employee development have happier staff who are more committed to their work. The most valuable asset in any organization is its human capital, and those with the brightest minds tend to drive the biggest innovations. A clearer career path makes an organization a more attractive place to work, especially for younger talent seeking rapid progression.

Paragraph 3: Market Expansion

Entering a closer or adjacent market is safer than attempting a leap into a completely foreign one. However, the potential returns might be greater in the latter, riskier territory. Businesses with the strongest brand recognition face fewer obstacles when expanding internationally. Analyzing competitors’ weaknesses gives a firm a sharper edge, allowing them to craft a more effective entry strategy. Ultimately, the market with the lowest barriers to entry is not always the most profitable one.

1. Fill-in-the-Blanks for Operational Efficiency

A smaller, specialized team is often ______ (quick) than a large, bureaucratic department at making crucial decisions. Legacy systems are usually ______ (slow) and ______ (less reliable) than modern cloud-based software, making them the ______ (costly) option in the long run. To be truly competitive, companies must be ______ (smart) and ______ (lean) than their closest rivals. A simple, well-defined process is ______ (easy) for employees to follow, leading to ______ (few) errors and a ______ (high) quality output, making it the ______ (good) choice for new ventures.

2. Fill-in-the-Blanks for Talent Management

Hiring a candidate with a ______ (wide) range of soft skills is typically ______ (good) than focusing only on technical expertise. Companies that invest in employee development have ______ (happy) staff who are ______ (more committed) to their work. The ______ (valuable) asset in any organization is its human capital, and those with the ______ (bright) minds tend to drive the ______ (big) innovations. A ______ (clear) career path makes an organization a ______ (more attractive) place to work, especially for ______ (young) talent seeking rapid progression.

3. Fill-in-the-Blanks for Market Expansion

Entering a ______ (close) or adjacent market is ______ (safe) than attempting a leap into a completely foreign one. However, the potential returns might be ______ (great) in the latter, riskier territory. Businesses with the ______ (strong) brand recognition face ______ (few) obstacles when expanding internationally. Analyzing competitors’ weaknesses gives a firm a ______ (sharp) edge, allowing them to craft a ______ (more effective) entry strategy. Ultimately, the market with the ______ (low) barriers to entry is not always the ______ (profitable) one.

Paragraph 1: Prepositions (The Scope of AI’s Impact)

The rapid proliferation of Generative AI has necessitated a profound shift in thinking about education and employment across the globe. This transformation is driven by large language models that are capable of producing content from a simple prompt. Educators at major universities, from Boston to Singapore, are scrambling to integrate new curricula into their existing programs. For administrators, the challenge lies in allocating resources to fund for necessary infrastructure and training, while simultaneously preparing students for a world where automation will be pervasive. Furthermore, businesses must look beyond simple cost savings and consider the ethical implications of deployment within their operations, adhering to regulations and maintaining public trust.

Paragraph 2: Comparatives and Superlatives (The Skills Gap and Speed of Change)

The current skills gap is significantly wider than any seen in the past three decades, primarily because the speed of technological change is now demonstrably faster than the ability of traditional institutions to adapt. Workers with strong digital literacy are generally better prepared to leverage these tools, making their skills more marketable than those relying on routine cognitive tasks. Countries that embrace comprehensive digital policies are becoming the quickest to capture economic benefits, while those with stricter regulatory environments find their adoption rate is slower. The shift in demand has made prompt engineering one of the hottest and highest-paying skills, and the most forward-thinking companies are those actively recruiting talent that is smarter and more agile at integrating new AI workflows.

Paragraph 3: Make/Do (Preparing for an AI-Driven Economy)

Business schools must urgently make foundational changes to their core curriculum to do justice to the reality of the future economy. Leadership teams have to make strategic alliances with tech companies to make sure their students have access to the latest tools. It is no longer enough to do routine coursework; students must do projects that simulate real-world AI implementation and management challenges. University administrators must make a plan to continuously retrain faculty to do the best job possible. Ultimately, the goal is to make graduates capable of leveraging technology to make ethical decisions and do work that adds meaningful human value, ensuring the institution can make its mark as a true innovator in the 21st century.

1. Fill-in-the-Blanks for Prepositions (Paragraph 1)

The rapid proliferation ______ Generative AI has necessitated a profound shift ______ thinking ______ education and employment ______ the globe. This transformation is driven ______ large language models that are capable ______ producing content ______ a simple prompt. Educators ______ major universities, ______ Boston ______ Singapore, are scrambling to integrate new curricula ______ their existing programs. ______ administrators, the challenge lies ______ allocating resources ______ fund ______ necessary infrastructure and training, while simultaneously preparing students ______ a world where automation will be pervasive. Furthermore, businesses must look ______ simple cost savings and consider the ethical implications ______ deployment ______ their operations, adhering ______ regulations and maintaining public trust.

2. Fill-in-the-Blanks for Comparatives and Superlatives (Paragraph 2)

The current skills gap is significantly ______ (wide) than any seen in the past three decades, primarily because the speed of technological change is now demonstrably ______ (fast) than the ability of traditional institutions to adapt. Workers with strong digital literacy are generally ______ (good) prepared to leverage these tools, making their skills ______ (marketable) than those relying on routine cognitive tasks. Countries that embrace comprehensive digital policies are becoming the ______ (quick) to capture economic benefits, while those with ______ (strict) regulatory environments find their adoption rate is ______ (slow). The shift in demand has made prompt engineering one of the ______ (hot) and ______ (high-paying) skills, and the most forward-thinking companies are those actively recruiting talent that is ______ (smart) and ______ (agile) at integrating new AI workflows.

3. Fill-in-the-Blanks for Make/Do (Paragraph 3)

Business schools must urgently ______ (make/do) foundational changes to their core curriculum to ______ (make/do) justice to the reality of the future economy. Leadership teams have to ______ (make/do) strategic alliances with tech companies to ______ (make/do) sure their students have access to the latest tools. It is no longer enough to ______ (make/do) routine coursework; students must ______ (make/do) projects that simulate real-world AI implementation and management challenges. University administrators must ______ (make/do) a plan to continuously retrain faculty to ______ (make/do) the best job possible. Ultimately, the goal is to ______ (make/do) graduates capable of leveraging technology to ______ (make/do) ethical decisions and ______ (make/do) work that adds meaningful human value, ensuring the institution can ______ (make/do) its mark as a true innovator in the 21st century.

Video Comprehension Activity #6

A. Before you start, study the words below. If you are teaching, say the words and ask students to explain or read and then test orally.

Teacher’s note: The Video Comprehension Activities are for practicing the understanding of English spoken by people with foreign accent. The activities are divided into Upper Intermediate and Advanced, but you can use both if preferred. The file to download at the end contains the answers to the questions and, in some cases, the transcripts.

• 1. Evacuate – to leave a dangerous place for safety.
  Example: Students had to evacuate Ukraine after the conflict started.
• 2. Conflict – a serious fight, war, or disagreement.
  Example: The conflict in Ukraine affected thousands of students.
• 3. Brain drain – when educated people leave their country to study or work abroad.
  Example: Brain drain is a problem when talented students don’t return home.
• 4. Racism – unfair treatment of people because of their race or skin color.
  Example: Some students faced racism at the borders during evacuation.
• 5. Discrimination – treating someone unfairly because of who they are.
  Example: Students abroad sometimes experience discrimination in universities.
• 6. Infrastructure – the basic systems and facilities like buildings, roads, electricity, and water.
  Example: Foreign colleges are praised for their good infrastructure.
• 7. Red-tapeism – too many rules and paperwork that slow down progress.
  Example: Red-tapeism makes it hard for students to start new projects.
• 8. Bureaucracy – a system with many officials and rules, often slow and complicated.
  Example: Bureaucracy can delay business approvals in India.
• 9. Incentives – rewards or benefits that encourage someone to do something.
  Example: Governments should give incentives to young entrepreneurs.
• 10. Indigenous – originally from a particular place, not foreign.
  Example: India has many indigenous companies, but they need to create more jobs.
• 11. Accessibility – how easy it is for people to use or get something.
  Example: Education should have better accessibility for all students, not only the rich.
• 12. Sustainable – something that can continue over time without causing harm.
  Example: Education must be affordable and sustainable for future generations.
• 13. Merit-based – chosen because of skill, ability, or achievement, not because of money or influence.
  Example: The speaker wants college admissions to be merit-based.
• 14. Flexible – able to change easily to suit needs.
  Example: Flexible class hours would help students balance study and work.
• 15. Reform – to improve a system by making changes.
  Example: The speaker asks policymakers to reform the education system.

B. Now watch the video once for general understanding and answer the questions below.

Questions (Upper Intermediate)

1. Who is the speaker in this transcript?
a) A policymaker
b) A 12th-grade student named Ishmeher
c) A professor
d) A journalist

2. Why did many students have to evacuate Ukraine?
a) Because of economic crisis
b) Because of war/conflict
c) Because of lack of scholarships
d) Because of language barriers

3. How many medical colleges were mentioned in Ukraine?
a) 25
b) 45
c) 65
d) 75

4. What does “brain drain” refer to in this context?
a) Students forgetting their studies abroad
b) Students leaving their home country to study/work abroad
c) Lack of new businesses in India
d) Too much paperwork in India

5. Which problem was mentioned as discouraging innovative ideas in India?
a) Inflation
b) Racism
c) Red-tapeism
d) Shortage of teachers

6. Why are foreign universities often seen as more attractive?
a) Because they offer free housing
b) Because of better infrastructure, job opportunities, and lifestyle portrayed in media
c) Because they don’t require exams
d) Because they are closer to India

7. What is lacking in Indian colleges compared to foreign ones?
a) Flexible class hours and sufficient job opportunities for students
b) Cultural diversity
c) Teachers who speak English
d) Access to sports facilities

8. What example does the speaker use to criticize investment priorities in India?
a) India spends millions on cricket coaches but not on professors.
b) India spends on military instead of schools.
c) India builds stadiums instead of libraries.
d) India hires foreign doctors instead of local ones.

9. What solution does the speaker suggest for improving education in India?
a) Restrict students from going abroad
b) Call back Indian professors who studied abroad
c) Build fewer colleges
d) Ban Hollywood movies

10. What is the final message of the speech?
a) India should focus only on sports.
b) Students should adapt to foreign laws.
c) Students and policymakers must reform education in India to build the economy.
d) India should stop offering higher education.

C. Listen again, if necessary, and answer the questions below.

Questions (Advanced)

1. What challenge do Indian students face after enrolling in foreign colleges during times of political instability?
2. What tragic example does the speaker give of a student in Ukraine?
3. What forms of discrimination did students face during the Ukraine conflict?
4. How does the media and cinema influence the perception of foreign education?
5. What does the speaker mean by “red-tapeism,” and how does it affect innovation?
6. Why does the speaker say India needs its own “Googles and Apples”?
7. What issue exists with the accessibility of Indian colleges?
8. What does the speaker suggest should change about faculty hiring in India?
9. How should college admissions and class hours be structured, according to the speaker?
10. What is the overall call to action made by the speaker?

Opinion Questions (Discussion / Writing Prompts)

1. Would you like to study abroad in the future? Why or why not?
2. What do you think are the main advantages of studying in a foreign country?
3. What problems might students face when they go to study abroad?
4. Do you think Indian colleges (or colleges in your country) can offer the same quality of education as foreign ones? Explain.
5. How important is political stability when choosing a place to study?
6. Do you agree that movies and media make foreign education look more attractive than it really is? Why?
7. What do you think about the problem of “brain drain”? Should students return to their home country after studying abroad?
8. How can governments make education more attractive in their own countries so students don’t feel the need to leave?
9. Do you think job opportunities during college (part-time work) are important for students? Why?
10. What changes would you like to see in your country’s education system in the next 10 years?

Printable Lesson (Teachers Only)

Video Comprehension Activity 6_degreeDownload

Video Comprehension Activity #5

A. Before you start, study the words below. If you are teaching, say the words and ask students to explain or read and then test orally.

Teacher’s note: The Video Comprehension Activities are for practicing the understanding of English spoken by people with foreign accent. The activities are divided into Upper Intermediate and Advanced, but you can use both if preferred. The file to download at the end contains the answers to the questions and, in some cases, the transcripts.

1. Windmill – a machine that uses wind power to turn blades and generate energy.
2. Library – a place where books and resources are available for study.
3. Generate – to produce or create (e.g., electricity).
4. Blades – flat parts of a windmill that spin in the wind.
5. Pulley – a simple machine with wheels and a rope used to lift or move things.
6. Rotate – to turn around a central point.
7. Watts – a unit of power used to measure electricity.
8. Bulbs – glass devices that produce light when powered by electricity.
9. Irrigation – the process of supplying water to crops.
10. Crops – plants grown on farms for food or sale.
11. Materials – physical items needed to build or make something.
12. Energy – power from natural sources like wind, water, or electricity.
13. Design – a plan or drawing showing how something works or is made.
14. Frame – the basic supporting structure of an object (here, a bicycle).
15. Impressed – feeling admiration or respect for something.

B. Now watch the video once and answer the questions. Watch again if necessary. For upper intermediate students, watch the video below. For advanced students, watch the video on TEDTalks here.

Questions (upper intermediate)

1. Where is William Kamkwamba from?

A) Kenya
B) Tanzania
C) Malawi
D) Uganda

2. How old was William at the time of the TED interview?

A) 14
B) 16
C) 19
D) 21

3. What idea did William have when he was about 14?

A) To build a radio
B) To make a windmill
C) To design a bicycle
D) To create an electric fence

4. Where did he find the information to build the windmill?

A) At school
B) On television
C) In a library book
D) From a neighbor

5. How many blades did his windmill have?

A) Two
B) Three
C) Four
D) Five

6. What materials did he use to build the windmill?

A) Wood, rope, and iron
B) Bicycle frame, pulley, and plastic pipe
C) Wires, batteries, and a car motor
D) Stone, cement, and metal sheets

7. How much electricity did his windmill generate?

A) 5 watts
B) 10 watts
C) 12 watts
D) 20 watts

8. What could the windmill power in his house?

A) A refrigerator and TV
B) Four bulbs and two radios
C) An irrigation pump
D) A computer and fan

9. What did William want to build next?

A) A school
B) A bigger windmill to pump water
C) A solar panel
D) A car engine

10. What career goal did William mention for his future?

A) To become a pilot
B) To continue working with energy
C) To study medicine
D) To become a teacher

Questions (advanced)

• Why did William drop out of school, and what did he do afterward?
• How did reading books influence William’s invention?
• What difference was there between the book’s windmill design and William’s?
• Why did William choose to add four blades instead of three?
• What simple materials did he use to construct the windmill?
• How did the windmill help his family’s daily life?
• How did his parents react when they saw what he built?
• What was William’s plan for the future regarding windmills?
• Why did he hope people at TED could support him?
• What does William’s story teach us about creativity and determination?

Printable Lesson (Teachers Only)

Video Comprehension Activity 5_windmillDownload

Video Comprehension Activity #4

Vocabulary

A. Before starting, let´s study the vocabulary and structures used in this video.

1. Migrate – to move from one place to another, often seasonally, like animals moving for food or better conditions.
2. Predators – animals that hunt and eat other animals (e.g., lions, leopards).
3. Livestock – farm animals such as cows, goats, or sheep that are raised by people.
4. Community – a group of people living together in the same area or sharing common traditions.
5. Morans – Maasai warriors responsible for protecting their people and livestock.
6. Scarecrow – a human-shaped figure placed in fields or near farms to scare away animals.
7. Torch – a portable light source (in British English, “flashlight” in American English).
8. Indicator box – a small electronic device in motorcycles that makes lights blink when signaling turns.
9. Solar panel – a device that captures sunlight and converts it into electricity.
10. Transformer – an electrical device that changes the voltage or flow of electricity (in this context, the boy used the term to describe the blinking system).
11. Predators – carnivorous animals that hunt other animals for food.
12. Savanna – a grassy plain in tropical and subtropical regions, often with few trees.
13. Scholarship – financial support given to a student to help pay for education, usually awarded for merit or need.
14. Fundraising – collecting money for a cause, project, or organization.
15. Awareness – knowledge or understanding of a situation or problem.
16. Conflict – serious disagreement or struggle between groups, individuals, or even humans and animals.
17. Invention – a new device, idea, or method created to solve a problem.
18. Aircraft engineer – a professional who designs, builds, and maintains airplanes.
19. Electric fence – a barrier powered by electricity used to keep animals or people out of an area.
20. Trenches – literally deep ditches, but in this context used metaphorically for “being in the hard work of problem-solving.”

B. Now watch the video once and answer the questions. Watch again if necessary. For upper intermediate students, watch the video below. For advanced students, watch the video on TEDTalks here.

Questions (upper intermediate)

1. Where does the speaker live, and what problem was his community facing with lions?

A) In Tanzania; elephants were destroying crops
B) In Kenya; lions were killing livestock
C) In Uganda; crocodiles were attacking people
D) In Ethiopia; hyenas were stealing food

2. Why are lions able to leave Nairobi National Park freely?

A) Because the park has many rivers
B) Because the park is not fenced in the south
C) Because people invite them out
D) Because lions dig tunnels

3. How do the Maasai people traditionally view their animals?

A) As decoration for their land
B) As a business for trading only
C) As sacred, given to them from heaven
D) As dangerous and unnecessary

4. What role do Morans play in the Maasai community?

A) They herd the cows only
B) They act as teachers for young boys
C) They are warriors who protect people and animals
D) They are responsible for planting crops

5. What were the first two ideas the boy tried to stop lions?

A) Fire and scarecrow
B) Dogs and fences
C) Guns and loud music
D) Nets and stones

6. Why did the scarecrow stop working?

A) Lions were afraid of it forever
B) The scarecrow was too far from the cowshed
C) Lions realized it never moved
D) The wind blew it away

7. How did he discover that lions are afraid of moving lights?

A) By reading a book about lions
B) By walking with a torch around the cowshed
C) By watching a television program
D) By talking to morans

8. What materials did he use to create his “lion lights” invention?

A) A solar panel, car battery, indicator box, bulbs, and a switch
B) A radio, cell phone, and bicycle
C) A net, a drum, and a scarecrow
D) A candle, mirror, and blanket

9. What opportunity did the invention bring him?

A) A trip to America to work as a pilot
B) A scholarship to Brookhouse International School
C) A job as a moran warrior
D) A chance to move to Nairobi city

10. How did his feelings toward lions change after his invention?

A) He continued to hate them deeply
B) He ignored them completely
C) He learned to coexist with them peacefully
D) He became a lion hunter

Questions (advanced)

• Where does the speaker live, and what problem was his community facing with lions?
• Why are lions able to leave Nairobi National Park freely?
• How do the Maasai people traditionally view their animals, and why are they so valuable?
• What role do morans play in the Maasai community?
• What were the first two ideas the boy tried to stop lions, and why did they fail?
• How did he discover that lions are afraid of moving lights?
• What materials did he use to create his “lion lights” invention?
• How did the invention benefit not only his family but also neighboring homes and farms?
• What opportunities did the invention bring him for his education and future career?
• How did his feelings toward lions change after his invention, and why?

Video Comprehension Activity 4_moranDownload

Compose, constitute or comprise?

compose is preferred when the parts of the whole being assembled are regarded as nonconcrete and more general; when the parts are concrete and specific, then constitute is more appropriate, and then there is comprise , which can mean ‘comprehending or encompassing certain parts’

comprise means literally ’embrace’: a zoo comprises mammals, reptiles, and birds (because it ’embraces’ or includes them), but animals do not comprise (’embrace’) a zoo, they constitute a zoo.

Conversation classes – Starters

Below, some ideas for conversation classes I use with B2-C1 students. The aim is to start with the basic description and then continue to more profound questions about what the students think and feel regarding the image and its context.

Introductions

For the first class, you can use simple questions and answers, as shown below (file provided for download):

1. What’s a book, movie, or song that has had a big impact on you, and what about it resonated so much?
2. If you could have dinner with any three people—living or dead—who would they be and what would you talk about?
3. What’s one skill you’re currently trying to learn or improve, and why?
4. Tell me about a time you had to overcome a fear. What was it, and how did you do it?
5. What’s a goal you have for the next year, and what’s the first step you need to take to achieve it?
6. If you could live in any fictional world, which one would it be and why?
7. What’s a piece of advice you’ve received that you’ll never forget?
8. Is there a cause or issue you feel strongly about? Why does it matter to you?
9. What’s a talent or interest you have that might surprise people?
10. What does a perfect day look like to you? Describe it from start to finish.

Life Experiences

Next, you can continue with more profound questions:

1. What’s an experience, good or bad, that changed you most?
2. What is something you would never compromise on, and what would it take for you to change your mind?
3. Tell me about a time you realized you were wrong about something important. What happened?
4. If your life were a story, what would the most important chapter be called, and what would you title the chapter you’re in now?
5. What do you want to be remembered for, beyond your job or money? What are you doing now to make that happen?
6. When have you been most disappointed in yourself? How did you handle that feeling and what did you do next?
7. What is a belief you have that most people disagree with? Why do you believe it?
8. Would you rather live a calm, average life or a difficult life with the chance to do something amazing? Why?
9. What’s a confusing or contradictory idea you often think about, either in the world or about yourself?
10. What is the most important goal you have in your life, and what will happen if you don’t reach it?

Working with Images

Click on the link below to see suggested images. These images can be used to trigger meaningful conversations based on the following questions:

Basic Description

• What do you see in this picture?
• Where do you think this photo was taken?
• What time of day is it?
• Can you describe the main person or object in the image?

Deeper Analysis

• What is the relationship between the people in the picture?
• What kind of mood or feeling does this image create?
• What do you think happened just before this picture was taken?
• What do you think will happen next?
• If you could add one thing to this photo, what would it be and why?

Personal Connection

• Does this photo remind you of anything in your own life?
• How does this image make you feel?
• What strikes you as unusual about this image?
• If you had to give this photo a title, what would you call it?

Links

Homelessness

Bullying

Immigration | Immigration

Appearance

Family | Family

Work (burnout) | Work (satisfaction)

Loneliness | Loneliness vs Solitude | Loneliness in Crowds

Friendship | Friendship

Travel | Travel

Advanced students – working with movies II

Below, part II of movie scenes with questions for discussion or comprehension, ideal for advanced students.

Video 1 – Mister Mom

1. What is the announcer telling the store staff to do?
2. Which aisle has a cleanup?
3. What items does the customer ask for first?
4. How does the customer change their order during the scene?
5. What does the clerk say when the customer asks for multiple types of cheese?
6. What happens with the child in the shopping cart?
7. How do the store staff react to the chaos?
8. What items are mentioned as being “on special”?
9. How does the customer react to being corrected or told “forget it”?
10. Have you ever experienced a similar situation in a store? What happened?
11. How would you handle a customer who keeps changing their order?

Downloads

activity_video1_partIIDownload

activity_video_1_mister_momDownload

Video 2 – The Boys – Hughie Meets Starlight (S1E1)

1. Where are the people in the scene?
2. Who is the girl talking to on the phone and what happens to make her sad?
3. Why does the boy start talking to her?
4. What does she “dump” on him?
5. What does he ask her about her job in general?
6. What does she reply?
7. What is the meaning of his story?
8. Why does she feel better with the meaning of his story?
9. Have you ever started a conversation with a random person?
10. Explain why and what happened during the conversation?

Downloads

activity_video_2_startlightDownload

Video 3 – Wednesday Airport Scene

1. Who is Wednesday and what do you know about her family?
2. What is she doing at the airport?
3. How does she explain the weapons she carries?
4. How does she explain the hand?
5. Do they clear her and what warnings do they give her?
6. Have you ever been held up at the airport like Wednesday?
7. What has been your worst experience at an airport?

General Questions

1. Which scene did you enjoy the most? Why?
2. Have you seen any of these movies?
3. What film genres do you prefer?
4. Which ones do you not like and why?
5. What is your favourite film and what is the film about?

Download transcripts here.

Class resources

Tired of scavenging the internet every time you need fresh resources for bored students? Search no further. This has been such a recurring nightmare in my life that I have decided to do some serious research in the darkest corners of the web to find the very best resources teachers can just view, click, print and use with all students. This list will take me a while to complete and I really appreciate any suggestions. All links listed here have been tried and tested.

So here goes. Ready?

Lingua House – Some free, some not, but all good. The video lessons have the TED talks video embedded, so you don’t even have to drift off to other websites.

National Geographic Perspectives – If you really like using TED talks videos, try this resource. The videos that are too hard for some levels are transcribed on the screen with some pretty nifty editing that makes it easy for students to read along. Requires payment and registration.

All Things Grammar – This website is great for those moments when you really need some simple grammar activities that differ from the boring norm. It is put together with such love and affection that it deserves a special place in this list.

ISLCollective Video Lessons – This website has free video clips to practice all aspects of English grammar.