Category
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CreativityTranscript
00:00I'm sorry, please allow me to introduce myself. My name is Tumnus.
00:05Pleased to meet you, Mr. Tumnus. I'm Lisa Pevensey.
00:13Oh, you shake it.
00:15Why?
00:18I... I don't know.
00:21People do it when they meet each other.
00:30Hello, everyone. I'm Ksenia, your Real Life English Fluency Coach.
00:34And today we are bringing you to the fantasy world of Narnia,
00:38which tells us about the adventures of four siblings in the imaginary land of Narnia,
00:44guided by the talking lion named Aslan,
00:48and fighting the evil white witch to restore peace in the kingdom.
00:53Today we'll see how these four children find themselves in this magic place for the very first time,
00:59and will observe their reactions and learn how to express surprise at other emotions in English.
01:07But before we get started, let me remind you of our method.
01:11First, we will watch the clip with the subtitles.
01:14You'll learn the most important grammar, vocabulary and pronunciation.
01:19Then, at the end of the lesson, you will watch the clip a final time,
01:23now without the subtitles, and answer some of the quiz questions.
01:27Every week we put out lessons just like this one to help you understand your favorite movies and series
01:33without getting lost, without missing the jokes, and without subtitles.
01:38Now, if that sounds like something you would like to do,
01:41just hit that subscribe button and bell down below so you never miss any of our new lessons.
01:47Now, I invite you to take a look at what's inside this unusual wardrobe,
01:53and enjoy some nice British accent.
01:56I invite you to take a look at what's inside it.
02:00Come on!
02:02You've got to be joking!
02:04No!
02:05No!
02:06No!
02:07No!
02:09No!
02:10No!
02:11No!
02:12No!
02:13No!
02:14No!
02:15No!
02:16No!
02:17No!
02:18No!
02:19No!
02:20No!
02:21No!
02:22No!
02:23No!
02:24No!
02:25No!
02:28No?
02:29No!
02:30No!
02:33I'm sure it's just your imagination.
02:34I...
02:35I don't suppose saying that we're sorry would quite cover it.
02:38No.
02:39It wouldn't.
02:40Give that mic!
02:41Oh...
02:42Oh...
02:43Oh!
02:44Oh!
02:45Sorry...
02:46...I'm sorry...
02:47This is myiking piece...
02:49Oh...
02:50Ow, stop it, you little liar, you didn't believe her either, I apologize to Lucy, say you're
03:09sorry, all right, I'm sorry, that's all right, maybe we should go back, shouldn't we at least
03:18take a look around, I think Lucy should decide, I'd like you all to move Mr Tomness, well then Mr Tomness
03:28it is, but we can't go hiking in the snow, dressed like this, no, but I'm sure the professor wouldn't
03:37mind us using these, anyway, if you think about it logically, we're not even taking them out of
03:46the wardrobe, but that's a girl's coat, I know, come on, you've got to be joking, the first expression
04:00of surprise we're going to learn today is, you've got to be joking, in the scene Susan can't believe
04:06her brother Edmund is actually offering them to hide in this wardrobe, the phrase you've got to
04:12be joking, doesn't necessarily mean that someone is joking or you don't believe someone, but rather
04:19it expresses your surprise to see or hear that, you can come across these other phrases with the same
04:26meaning, you must be joking, you've got to be kidding me, are you kidding me? Check out these other examples
04:34words, you've got to be kidding me, do something Jonathan, me, you can command them, you have got to be
04:48joking, you stop shoving! Now the word shove means to push with force, for example when you push the door
04:58that's normal, when you shove the door, those around you will understand that you're angry or very upset
05:05about something. By the way, have you heard the word shovel? It can be both an object and an activity,
05:12for instance, to shovel snow. To work with a shovel you need to do some pushing, right? The words shove
05:20and shovel share a common root, so maybe this association will help you better remember the new word.
05:27Let's explore just a bit more vocabulary around this word. Can you guess the meaning of this phrase?
05:33When push comes to shove. When two people start pushing each other. When you push someone back.
05:42When you push the door but fail to open it. When the situation gets critical and requires some action.
05:57The correct answer is D. Imagine that. The situation gets critical, there is this feeling of urgency,
06:06you've got to make a tough decision. That's when push comes to shove. That's something you don't want
06:13to do but will be forced to do under the circumstances. If push comes to shove,
06:19I can borrow money from the bank or even from my relatives.
06:22If you see or hear something you can't believe is true or you're surprised, you could simply say
06:46impossible. Other variants may be unbelievable, mind-blowing. Do you like solving puzzles?
06:55This game is called Jumble. If you can unscramble the mixed letters, you will find the hidden word,
07:03which has the similar meaning as the words impossible and unbelievable. Can you do it? Now, pause the video,
07:11and if you can guess the word, practice your English by writing a sentence with this word in the comments below.
07:27Now, our students often share their first experience on the RealLife English app as mind-blowing.
07:33Some people might think, I'm kidding what I'm saying, that just with a single click of a button,
07:40you get connected to another person in a different country to have a real English conversation.
07:46But that's exactly what you can do on the RealLife English app. And besides that, you can access our
07:52weekly lessons with digital transcripts and flashcards to learn the most important vocabulary you need to
08:00go from intermediate to advanced level of English. And you can also become a part of the next episode
08:07by answering the question of the day. Unbelievable! Impossible! Look at what one of our app users,
08:15Juliette, is sharing about her experience. Great! I love it! And the possibility of talking
08:21to people from all over the world is incredible! So, if you want to go from feeling like a lost and
08:28insecure English learner to becoming a natural and confident English speaker, do like Juliette and
08:34download our RealLife English app. It's free and you can find it in the Apple App Store or Google Play Store.
08:41Or simply click on the link in the description under this video.
08:47Don't worry, I'm sure it's just your imagination.
08:52Imagination is our ability to form images in our minds. Something I think about sometimes is when
08:59children are afraid of monsters under their beds or in the wardrobes and we tell them there's nothing
09:06there, it's just your imagination. But maybe we need to remember that actually it's important to
09:12develop your imagination. That's where creativity comes from. Albert Einstein said,
09:18Imagination is more important than knowledge, for knowledge is limited to all we know and understand,
09:25while imagination embraces the entire world and all there ever will be to know and understand.
09:34I don't suppose saying we're sorry would quite cover it? No.
09:39When we suppose, we are guessing or thinking. So here Peter is simply saying that he thinks saying
09:46sorry wouldn't be enough. Now, if you watch the movie, you might remember that Lucy was the first
09:51one to see Narnia and she was trying to tell about this magic land to her other siblings and they
09:57couldn't believe her. And now they feel like they should apologize to her. To cover it in this context
10:03means to compensate or make up for something. Imagine that you forgot some important day or a meeting
10:10and now you want to apologize to the other person and offer them a gift maybe.
10:15You can say, I want to make it up to you. Good morning, princess. What's all this about?
10:21You know, we kind of got off to a bad start yesterday and I wanted to make it up to you.
10:27I mean, after all, you did rescue me. Uh, thanks.
10:36I don't suppose saying we're sorry would quite cover it. No, it wouldn't.
10:45Do you know what to call this activity in English? It's called a snowball fight. Everyone's just
10:57throwing snowballs at each other. It's so much fun. Do you have a snowy winter in your country?
11:03If not, try to use your imagination and write us in the comments
11:07what it would look like if you had snow in the winter. Use the second conditional here for an
11:13imaginable, unreal situation. For example, if we had snow in winter here in Brazil,
11:20I would be making snowmen with my friends. You can use these winter activities in your sentences.
11:27sledding, snowboarding, making a snow angel, building a snow fort. If you do have snow in winter,
11:35share with us what's your favorite winter fun. And you can make a sentence like this.
11:40If we didn't have snow in winter, I wouldn't be able to make a snow angel.
11:45Here Edmund reminds his older brother that he didn't believe Lucy either,
12:00when she first told them about Narnia. Either here is used to mean also. You see,
12:05when you agree with something your friend does or likes and you feel the same, you use the words like
12:12TO as well also. But in negative statements, you would use EITHER instead.
12:18I love ice cream. I love it too. I don't like blue cheese. I don't like it either.
12:25It's also good to know that there are two variants of pronunciation, EITHER and EITHER. Both are correct.
12:43Notice how they pronounce the T at the end of all right. This is a stop T and here how you do this.
12:50Prepare the lips so they are in the position to produce the sound
12:55but then stop the air. All right. All right. This is it. This is the stop T.
13:00All right. That's all right.
13:10Some little children just don't know when to stop pretending.
13:15To pretend is to behave as if something is true when you know that it's not.
13:19For example, some kids pretend to feel sick so they can skip school.
13:24Remember we talked about imagination? This is something which is happening in your head.
13:29Pretending is using your imagination in the real world. If you've watched the movie
13:34The Talented Mr. Ripley, then you remember that he pretended to be another person.
13:40This is also called to impersonate someone. Stand-up comedians often do that in their shows.
13:47And the sentence Lucy just said was actually her impersonating Edmund.
13:52Check out this earlier scene with Edmund where he says the same.
13:56I'm sorry, Pisa. I shouldn't have encouraged her.
14:01But you know what little children are like these days?
14:05They just don't know when to stop pretending.
14:10Maybe we should go back.
14:12Shouldn't we at least take a look around?
14:14When you take a look around, it means you explore and go through a place in order to see what's there.
14:20Let's practice the connected speech from this sentence.
14:23The main stress falls on the word take.
14:26And when followed by the article A in its weak form A, the two words get linked.
14:32Take a.
14:33The word around also begins with an A sound.
14:37And we connect it to look.
14:39Look around.
14:40Try to repeat the whole phrase.
14:42Take a look around.
14:44Take a look around.
14:45Shouldn't we at least take a look around?
14:56I think Lucy should decide.
14:59I'd like you all to move Mr. Thomas.
15:01This interesting construction, then something it is, is used to agree with someone's choice.
15:10Picture this.
15:11Your family is choosing between pizza and pasta for dinner.
15:14And your younger brother cries pizza and your mom agrees.
15:18Then pizza it is.
15:20Well, it would have to be a Saturday.
15:21The churches work on Sunday and I work all the weekdays.
15:24Then Saturday it is.
15:26But we can't go hiking in the snow dressed like this.
15:30No.
15:32But I'm sure the professor wouldn't mind us using these.
15:35What Peter means here by wouldn't mind is that the professor would be okay with that.
15:40He would not be bothered by it.
15:42Now, why does he say wouldn't mind and not won't mind?
15:46You see, the professor is not there in the room with the kids.
15:50So Peter is simply imagining what the professor would feel like about it.
15:54This is a hypothetical situation and grammatically it's represented by the second type of conditional
16:00sentences.
16:01Remember we were making sentences with snow and winter?
16:04Here's the same thing.
16:06There is no if part, but you can easily understand that from the context.
16:10If the professor were here, he wouldn't mind us taking the quotes.
16:14If you say I wouldn't mind something or I wouldn't mind doing something,
16:19you mean that you would quite like it, in fact.
16:21I wouldn't mind having breakfast here sometimes.
16:25Not every day, but sometimes.
16:27I don't think anyone would object.
16:29Anyway, if you think about it logically, we're not even taking them out of the wardrobe.
16:36But that's a girl's coat!
16:38I know!
16:39First, let me break down the connected speech here for you.
16:42Not even becomes not even, with that flap T between the vowels sounding like D.
16:49Not even.
16:50We don't fully pronounce the G in the taking,
16:53and the word them loses the the sound and morphs with taking, resulting in taking em.
17:01Out of the becomes outer.
17:04We're not even taking em out of the wardrobe.
17:07We're not even taking em out of the wardrobe.
17:17We're not even taking em out of the wardrobe.
17:19But that's a girl's coat!
17:21I know!
17:22The word wardrobe here refers to this piece of furniture.
17:26The meaning of this sentence is, in order to wear the coats,
17:30the kids would need to take them out of the wardrobe, right?
17:33But actually, they found Narnia inside the wardrobe.
17:38So, in a way, if they are wearing coats in Narnia, the coats are staying inside the wardrobe.
17:46This movie tells such a marvelous story, and I highly recommend you watch it.
17:50It's available on Disney Plus if you're interested.
17:52And now it's time to test what you've learned today,
17:56by watching the clip a final time, without subtitles.
17:59Why does Susan say that?
18:18Because Edmund said a funny joke?
18:21Because they are scared and she asks Edmund to tell some funny joke?
18:26Because she can't believe Edmund wants them to hide in the wardrobe?
18:29It's time to let me know!
18:42Will you stop shoving?
18:46What does shoving mean here?
18:48Will you stop talking?
18:50Will you stop pushing?
18:52Will you stop complaining?
18:59You didn't believe her either.
19:12You didn't believe her also.
19:14I apologize to Lucy.
19:18Say you're sorry!
19:18All right!
19:20Choose the correct sentence.
19:22You didn't believe her either.
19:24You didn't believe her either.
19:37You didn't believe her neither.
19:39But we can't go hiking in the snow dressed like this.
19:44No.
19:46But I'm sure the professor wouldn't mind us using these.
19:50Anyway, if you think about it logically...
19:53This sentence means...
19:57The professor wouldn't even notice that the children had taken the coats.
20:01The professor would allow the children to take the coats.
20:04The professor would allow the children to take the coats of the clothes.
20:17All right!
20:18Great job!
20:19If you've enjoyed today's lesson, don't forget to give it a like and share it with a friend who's also
20:24learning English.
20:25And if you feel like working on your British accent today,
20:29go and check out this lesson we've made on TV series Sherlock.
20:33The game was too elaborate.
20:35You're enjoying yourself too much.
20:37No such thing as too much.
20:38Oh, enjoying the thrill of the chase is fine.
20:41Craving the distraction of the game, I sympathize entirely, but sentiment...
20:45Sentiment is a chemical defect found in the losing side.
20:48Sentiment?
20:50What are you talking about?
20:52You.
20:52Oh dear God.
20:56Look at the poor man.
20:59You don't actually think I was interested in you.
21:02Why?
21:03Because you're the great Sherlock Holmes, the clever detective in the funny hat.