Tuesday, 7 April 2026

TED talks. Oral and written mediation

TED TALKS. PREPARED FOR YOUR OWN STORY-TELLING

TED, in case you haven’t heard, is an organization designed to spread ideas. The ideas take the format of short minute talks which are given during conferences held around the world. All the conferences have a focus, one guiding idea that ties all the talks together. The TED format of presenting is different from any other style of presenting in that the focus is on making a connection with your audience. A strong TED style speech bring the audience in and helps them to relate to the speaker and topic in a way unlike any other. Here you can find some examples before creating yours:

Visit www.ted.com (or search TED Talks on Youtube).

Decide on the topic and fill the template to help you organise the speech to be delivered in front of the class. This should be no longer than 3 minutes and visual aid will be limited as it is NOT meant to be a presentation with slides but a specch on the selected topic. Try to use all the hints provided, such as humour, inspiration, shocking facts, etc.

 
  TED LESSONS; 3:30-minute video.


        Sleep has become a big deal in working life. Sleeping is no longer seen as a sign of weakness among competitive colleagues. Apple introduced a Night Shift feature on its devices earlier this year, as consumers recognised that stimuli such as your screen’s backlight can affect your sleep quality.
          Research shows that more sleep can lead to us earning more money. A US study has found that in areas where the sun sets earlier, people sleep for longer – and this translates into higher earnings. In the long term, just one extra hour of sleep a week increases wages by 4.9%. So if you live in an area that gets darker earlier, you should be richer. But don’t move house just yet – the higher wages correspond almost exactly with inflated house prices. As Jeffrey Shrader, one of the authors of the study, puts it: “If you want to sleep more, there are better ways to do it than moving house – just buy better curtains.”
         This goes against conventional economics. Each extra hour of sleep should be taken away from working time. So how can sleeping earn you money? The answer is productivity. “The biggest effects come through employees who work on commission,” says Shrader. “If you go to work well rested, you are livelier and happier, and can sell more to increase your earnings.”
       Even small amounts of sleep deprivation can have large effects. Another study found that sleeping six hours a night for two weeks produced the same results in cognitive tests as being totally sleep-deprived for up to two days straight. But a mid-afternoon nap can help. “Naps are great,” says sleep psychologist Dr Hans Van Dongen. If you struggle to get eight hours of sleep a night, a siesta can have a “reset” effect, and your productivity improves afterwards. “Roughly speaking, an hour’s nap can make up for an hour in lost sleep at night.”
       So, the introduction of nap pods at Google’s headquarters does have some science behind it. Although once you start sleeping at work, what is the point in going home at all? Even short naps of up to half an hour can partially offset the productivity lost from chronic sleep deprivation. You snooze, you win.
          But the most important workplace revolution would be much more flexible hours. Most of us fall into two broad “chronotype” categories: morning and evening types. Rigidly early start times at work are fine for larks, but a third of us are night owls, who are likely to earn up to 5% less as a result of being tired at work.
     Lack of sleep has already been shown to be worse for productivity than being overweight or underweight. So, why are you still reading this? You should go back to bed.


Question 1: [2,5 POINTS] Indicate whether the following statements are true or false and write down which part of the text justifies your answer.
a)     The best way to get more sleep is to move to a new home.
b)     Sleeping more makes employees produce more.
c)     The less you sleep at night, the longer you need to sleep during the day to get the same effect.
d)     Google is about to introduce places in their offices for the workers to have a nap.
e)     You may earn less if you are a nocturnal person.

Question 2: [1,5 POINTS] Find words or phrases in the text that correspond to the words   and definitions given.
a)     characteristic (par.1)
b)     salary (par.2)
c)     to remove (par.3)
d)     to make better (par.4)
e)     to recompense (par.5)

Question 3: [2 POINTS] Choose the most suitable answer (a, b or c) according to the text
1.     You sleeping quality…
a)     affects your colleagues at work.
b)     is said to be related to being overweighted..
c)     is affected by how you use technology at night.
2.     Productivity is linked to….
a)     mainly to your weight.
b)     only to sleeping
c)     both your sleep and your weight. 
3.     In places where it gets dark earlier….
a)     people sleep more hours.
b)     houses are cheaper.
c)     you’d better use curtains. 
4.     Working shifts….
a)     Are more tiring for workers.
b)     are the change needed.
c)     are only for nocturnal people.

Wednesday, 18 March 2026

VOCABULARY-U11-SIGHT

 

English vocabulary - WAYS OF LOOKING 

▪ look: give attention to what one is seeing; turn the eyes and see in a certain direction. Look at that cute baby!  

▪ see: use the power of sight. See! Here she comes! 

▪ watch: look at some activity or event; keep one's eyes fixed on something. The boys watched television all the afternoon. 

▪ gaze: look at something for a long time, in surprise or admiration. She gazed at him in disbelief when he told her the news.

▪ stare: look at something for a long time with the eyes wide open. She was staring into space. 

▪ gawk = gawp: stare impolitely. Many people gathered to gawp at the crashed car. 

▪ gape: look at something with one's mouth open. She gaped at him in surprise. 

▪ glance: have a quick look at something. She glanced at her watch. 

▪ scan: look quickly at something without careful reading. He scanned the newspaper over breakfast. 

▪ glare: stare angrily or fiercely. She didn't answer, but just glared silently at me. 

▪ glower: look very angry, annoyed or threatening. You don't need to glower at me like that; you know the rules! 

▪ peer: look very carefully, as if not able to see well. He peered at me over his spectacles. 

▪ peep: look quickly and cautiously. He was caught peeping through the keyhole. 

▪ observe: watch carefully. The police observed the man entering the bank. 

▪ glimpse: have a passing view of something or someone. Usually used in the expression to catch a glimpse of. He could catch a glimpse of the president among the crowd. 

▪ spot: recognize someone suddenly among many others. He was spotted by the police boarding a plane for Berlin. 

▪ behold: old use of the verb to see. Behold the king! 

▪ view: (technical) look thouroughly; regard, consider. That film hasn't been viewed by the censor yet. 

▪ sight: see for the first time. The men in the ship finally sighted land. 

▪ leer: look in an unpleasant way, suggesting ill will or lust. The man leered at the young girl. 

▪ blink: shut and open the eyes quickly. How long can you stare without blinking? 

▪ wink: close one eye briefly, as a signal to somebody. He winked at me to show that he was just joking. 

▪ frown: look in a worried or angry way, moving down the eyebrows together. He read the telegram, frowning at its contents. 

▪ scowl: frown angrily. She was very angry and scowled at him while she talked. 

▪ squint: look with eyes half shut or turned sideways, or through a narrow opening. She squinted through the letter-box and saw an envelope. 

▪ peek: look quickly and secretively. She found her brother peeking at her diary. 

▪ ogle: look or stare (at a woman) suggesting sexual interest. Most women hate being ogled at. 

▪ goggle: look with the eyes wide open in surprise or shock. (old-fashioned) People were goggling at her as if she were from another planet. 

▪ eyeball: look directly or closely. Francis eyeballed a beautiful woman at the party. 

▪ take a gander at something: (informal) look at something.

▪ cast an eye on/over something: look at something, examine something. 

▪ browse: look through the pages of a book or magazine; look at the goods in a shop without really wanting to buy anything. Sheila spent all the afternoon browsing the boutiques. 

▪ scrutinize: examine thoroughly and carefully. John scrutinized the painting at the museum. 


https://ielts-up.com/listening/ielts-listening-sample-8.3.html

Listening: SECTION 3. QUESTIONS 21-30. You will hear a discussion about shopping habits.

Questions 21-24

Complete the sentences below. Write NO MORE THAN THREE WORDS
AND/OR A NUMBER
 for each answer.

21. The woman being interviewed is now working in the bank. Her occupation is  .

22. The woman usually spends about  when she goes shopping.

23. The woman often goes to  because she finds them convenient.

24. According to the woman,  is/are her most difficult thing(s) to buy.

Fill in the blanks with ONE WORD AND/OR A NUMBER for each answer.

50% of the people being interviewed spend
25.  a month.

15% of the people being interviewed spend
26.  a month.

35% of the people being interviewed spend
27.  a mo

 

Questions 28-30

Mark THREE letter that represent the correct answer.

Most of the people being interviewed think that _________ is/are most difficult to buy.

 A Books

 В Study materials

 С Foods

 D Trousers

 E Shoes

 F Sportswear

Monday, 16 March 2026

St. Patrick´s Day-2026

Basically, MEDIATION has to do with solving and dealing with problems we come up with in communication in our daily life. Generally speaking, when we are asked to mediate, we have to:

  • Summarise
  • Simplify
  • Adapt
  • Paraphrase
  • Translate
  • Clarify
- Adapting the register and the language level to the receiver.
- Structuring the text/speech so that the information is conveyed in an organised way.
- Making good use of appropriate non-verbal communication skills (in spoken mediation tasks) such as gestures and eye contact.

- In 5 minutes, you will have to select the information relevant to the task, structure and adapt it to give it to the receiver in up to 2 minutes.

WRITTEN MEDIATION
In 20 minutes they will have to select, structure and adapt the information relevant to the task and write it down in between 80-100 words.
- Selecting the information to be conveyed because not all the information might be relevant.
- Deciding whether extra-cultural information is necessary for better understanding.
- They might have to explain some idioms or cultural references from the text.

SPOKEN MEDIATION
In 5 minutes they will have to select the information relevant to the task, structure and adapt it to give it to the receiver in up to 2 minutes
.
Ireland

1. Which of these statements is true?
a) Ireland is part of the United Kingdom.
b) Ireland is part of Scotland.
c) Ireland is an independent country.

2. Which colour is associated with Ireland?
a) green
b) red
c) blue

3. What is the approximate population of Ireland?
a) 5.3 million
b) 21.5 million
c) 43 million

4. Which two sports are both very popular in Ireland?
a) football and American football
b) football and Gaelic football
c) golf and baseball

5. What is ‘Guinness’?
a) a kind of beer
b) the capital of Ireland
c) a kind of Irish music

6. Which of these has not increased in Ireland since the 2000s?
a) the number of immigrants
b) foreign investment
c) the number of people leaving the country to live abroad

7. Which of these statements is true?
a) Irish people have a reputation for being talkative.
b) Ireland’s national day is called Saint Rafael’s Day.
c) It doesn’t rain very often in Ireland.

8. What is ‘Gaelic’?
a) a language
b) a kind of food
c) the capital of Ireland

9. The Titanic was built in which Irish city?
a  Galway
b. Belfast
c. Waterford
d. Dublin

10. What is the national symbol of Ireland?
a. Crown Jewels of Ireland
b.The Celtic Cross
c. The Celtic Harp
d. The Irish Wolfhound

The Shadows of the Past

The conflict known as "The Troubles" was an ethno-political struggle in Northern Ireland that lasted for about thirty years, from the late 1960s until the signing of the Good Friday Agreement in 1998. Although it happened in a small corner of the United Kingdom, its impact was felt globally. The heart of the conflict lay in the deep-seated divisions between two communities: the Unionists, who were mostly Protestant and wanted to remain part of the UK, and the Nationalists, who were predominantly Catholic and sought a united Ireland.

Throughout these three decades, violence became a daily reality for many. Paramilitary groups on both sides, such as the IRA and the UVF, engaged in bombings and shootings, while the British Army was deployed to maintain order. One of the most tragic events occurred in 1972, known as "Bloody Sunday," when British soldiers opened fire on unarmed civilians during a protest march in Derry. This event escalated the violence significantly, leading to years of social unrest and the construction of "peace walls"—high barriers designed to separate clashing neighborhoods.

Peace finally arrived in 1998 with a historic compromise. While tensions still simmer occasionally and the physical walls remain in parts of Belfast, Northern Ireland has transformed into a major cultural hub, attracting visitors with its history, its landscapes, and its resilient spirit.


Reading Comprehension

1. Answer the following questions using your own words as far as possible.

  • a) What were the primary goals of the two opposing groups mentioned in the text?

  • b) How did the events of 1972 change the course of the conflict?

2. Are the following statements True (T) or False (F)? Copy the evidence from the text.

  • a) The conflict was confined strictly to the borders of the UK and had no international influence.

  • b) The "peace walls" were built to celebrate the end of the conflict in 1998.

3. Find words or phrases in the text that mean:

  • a) Conflict or fight (Paragraph 1)

  • b) Mainly or mostly (Paragraph 1)

  • c) Placed or sent for a specific purpose (Paragraph 2)

  • d) Strong and able to recover (Paragraph 3)

4. Grammar Exercises:

  • a) Not until 1972.....................................

  • b) Were it not for paramilitary groups on both sides......................................

  • c) If the government hadn't signed the treaty, the violence.....................................



Wednesday, 11 March 2026

Use of English. Conditionals/Inversion

 

IF, EVEN IF, ONLY IF, AS LONG AS, PROVIDED, SUPPOSING, UNLESS, BUT FOR, IF NECESSARY, IF SO, IN CASE etc.

IF and WHEN

When can replace if in zero conditionals:
If you heat water to 100 degrees Celsius, it boils.
When you heat water to 100 degrees Celsius, it boils.
In the other types of conditionals, we cannot use when instead of if.

EVEN IF

Even if emphasises that something will happen, would happen or would have happened whatever the condition:
Even if we leave right now, we still won't catch the train.
I wouldn't go into the water even if I could swim.
Even if we had booked our flight earlier, it wouldn't have been cheaper.

ONLY IF

Only if makes the condition more restrictive:
Acetaminophen is dangerous to children only if dosage is too high.
If the if-clause is first, the subject and the auxiliary in the main clause are inverted:
Only if you like classical music is it worth coming tonight.

SO/AS LONG AS, PROVIDING/PROVIDED (THAT)

So/As long as and providing/provided (that) can be used instead of if to express a condition. Note that providing/provided (that) is a bit formal:
You can stay here as long as you keep quiet.
Provided/Providing (that) the bills are paid, tenants will not be evicted.

SUPPOSE/SUPPOSING, WHAT IF

Suppose/supposing and what if can replace if, mainly in everyday conversation, and are often used without a main clause:
Suppose/supposing you won the lottery, what would you do?
Suppose/supposing you can't find a job?
What if you are not accepted to university? What will you do then?

UNLESS

Unless is followed by an affirmative verb to express "if ... not":
My leg's broken. I can't stand up unless you help me. (I can't stand up if you don't help me.)

IF IT WEREN'T FOR / IF IT HADN'T BEEN FOR, BUT FOR

These expressions mean "without". They are used in second and third conditionals and are usually followed by a noun phrase:
If it weren't for Miguel, we wouldn't know what to do now. (Without Miguel...)
If it hadn't been for your foolishness, we wouldn't have got lost. (If you hadn't been such a fool...)
But for your help, I would have been in big trouble. (Without your help... / If you hadn't helped me...)

IF IN DOUBT, IF POSSIBLE, IF NECESSARY etc.

We can make the if-clause shorter by omitting the subject and the verb be:
If (you are) in doubt, consult a dictionary.
In certain idiomatic expressions, the subject and be are normally omitted:
If necessary, you can call Jake at home.
I'd like a seat by the window if possible.

IF SO, IF NOT

If so and if not can stand for an if-clause which is understood from the context:
"According to the weather forecast, it might rain tomorrow." "If so, we'll go hiking another day."
I hope Peter gets here soon. If not, we'll have to start without him.

IN CASE and IF

An in case-clause gives a reason while an if-clause describes a condition:
I'll buy a sandwich in case I get hungry. (I'll buy a sandwich because I may get hungry later.)
I'll buy a sandwich if I get hungry. (I'll buy a sandwich when I get hungry.)
We can use should after in case:
Take an umbrella in case it should rain.

Conditionals and inversion

In formal English, the subject and the auxiliary can be inverted in the if-clause with if omitted:
Should you see Kate, say hi from me. (if you should see Kate)
Were he to propose to you now, what would you say? (if he were to propose to you)
Were I you, I would stop smoking. (if I were you)
Were it not for Miguel, we wouldn't know what to do now. (if it weren't for Miguel)
Had we booked our flight earlier, it would have been cheaper. (if we had booked our flight earlier).
Had it not been for your foolishness, we wouldn't have got lost. (if it hadn't been for your foolishness) 

Inversion in conditional sentences

Should you find

In first conditional sentences it’s possible to use should at the beginning of the sentence instead of if. This form is formal and it’s quite common with an imperative form in the main clause.

  • Should you find the answer, please let me know as soon as possible. (=If you find the answer)
  • Should you change your mind, you know where to contact us. (=If you change your mind)

Had we arrived

In third conditional sentences, we can invert the auxiliary verb had and leave if out. Had we arrived = If we had arrived.

  • Had we arrived earlier, we could have prevented the incident. 
  • Had they looked further into the data, they might have realised there was a mistake. 

Were we to announce

We can also find cases of inversion with this structure: were + subject + to. + infinitive. It is used to talk about future improbable events (like the second conditional).

  • Were we to announce the truth, we would receive a lot of criticism. (=If we announced …)
  • Were they to buy a new house, they would need to sell the old one first. (=If they bought …)

Negative forms: should I not, had we not, were we not

When shouldhad or were are negative, contracted forms are not possible, and  not is used after the subject.

  • Should you not wish to retake the test, you must let us know before the end of June. (NOT Shouldn’t you wish)
  • Had you not refused my invitation, we would have had the most incredible time in our lives. (NOT Hadn’t you refused)
  • Were you not my brother, I would call the police. (NOT Weren’t you)

UNREAL TIME AND SUBJUNCTIVES


The past tense is sometimes used in English to refer to an unreal situation. Although the tense is the past, we are usually talking about the present, e.g. in a Type 2 conditional sentence:

If dogs had wings, they would be able to fly.

Although had is in the past tense, we are not referring to the past - we are talking about a hypothetical situation. We call this the unreal past.

Other situations where this occurs are:
§  After other words and expressions like ‘if’ (suppose/supposing, if only, what if, imagine)
§  After the verb ‘to wish’
§  After the expressions I’d rather; I’d prefer; It’s time….

It's (high) time
The above expression is followed by past simple or continuous, though the time referred to is unreal.

It’s time we left. It’s high time I was going.
It's high time you hung up your trainers and started exercising your mind, not your body.


Wishes
  • Present/Future time
The verb to wish is followed by an unreal past tense when we want to talk about situations in the present that we are not happy about and would want to change a present/future state.

      I wish I had a motorbike. (I don’t have one now.) 
      I wish you weren’t leaving. (You are leaving.)

  • Would
Would is used when the speaker wants somebody or something else to change, or to describe an annoying habit.

      I wish he would stop smoking.        
      I wish it would stop raining. 
      I wish you wouldn’t make such a mess.

  • Past time
As with present wishes, when we refer to situations in the past we are not happy about or about actions that we regret, the verb form after wish is one stage further back in the past, so we use wish followed by the past participle. Same is used after if only to express regrets.

I wish I hadn’t said that.(but I did)             If only I hadn’t eaten so much. (but I did)

  • Hope
Wishes about simple future events are expressed with hope.

hope it doesn’t (won’t) rain tomorrow.     
hope you(‘ll) have a lovely time in Portugal (on your holiday next week).         

I’d rather/I’d prefer (followed by a clause)
  • I’d rather is followed by past verb forms in the same way as wishes about the present. It expresses preference about actions.
I’d rather you didn’t smoke in here.

Both I’d rather and I’d sooner are used with normal verb forms when comparing nouns or phrases.
I’d rather be a sailor than a soldier. (present)
I’d rather have lived in Ancient Greece than Ancient Rome. (past)

  • I’d prefer can be used in the same way, but note that prefer in this type of sentence has an object it.
                  I’d prefer it if you didn’t go.

      However, I’d prefer is not followed by an unreal verb form in other situations.
                  I’d prefer tea to coffee.
                  I‘d prefer you to go swimming (rather than go jogging).

As if, as though – Real and unreal
The verb form used with as if/as though depends on whether the situation is true or unreal.
                  You look as if you’re having second thoughts. (True. He is having second thoughts.)
                  He acts as if he were in charge. (Unreal. He isn’t in charge)

Note, however, that the more colloquial like does not require this verb form change. Compare:
                  You look like you have just seen a ghost.
                  You look as if you had just seen a ghost.

Suppose and imagine – Understood conditions
The conditional part of these sentences is often understood but not stated.
                  Imagine we won the lottery!
                  Suppose/supposing someone told you that I was a spy!
                  Imagine we had never met! (we have met)

As with conditional sentences, if the event referred to is a real possibility, rather than imaginary, a present verb form is possible:
                  Suppose it starts raining, what’ll we do?

Formal Subjunctives - Insisting, demanding, etc.
After verbs such as demand, insist, suggest, require which involve an implied obligation, the subjunctive may be used in formal style. This has only one form, that of the infinitive, and there is no third person –s, or past form. The verb be has be for all forms.

They demanded that he leave at once.
The school Principal suggested that he be awarded a scholarship.

Formulaic Subjunctives
These are fixed expressions all using subjunctive. Typical expressions are:
                  God save the Queen!
                  Be that as it may …
                  Come what may ….
                  Suffice it to say ….
                  Far be it from me …but

be that as it may: (formaldespite that. Synonym nevertheless. E.g. I know that he has tried hard; be that as it may, his work is just not good enough. 

come what may: despite any problems or difficulties you may have. E.g. He promised to support her come what may. 
  
suffice (it) to say (that)… used to suggest that although you could say more, what you do say will be enough to explain what you mean. E.g. I won't go into all the details. Suffice it to say that the whole event was a complete disaster. 

Far be it from me to do somethingsomething that you say when you are giving advice or criticizing someone and you want to seem polite. It is not really my place to do something. (Always followed by but, as in the example.) Far be it from me to tell you what to do, but don't you think you should apologize? Far be it from me to tell you what to do, but I think you should buy the book.