2020-10-20 BWH group 2

American English:
	Stranger Things is a TV (Netflix) series.
	The series has three seasons.
	Each season has about 8 episodes.
In British English, what it as three of are called series. The whole thing is also a series.
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Which doctor/hospital shows do you love or hate because you’re doctors?
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p. 66 part D - Make the sentences true for you
spoiled for choice = having too many options available, so you can’t choose easily

I don’t mind asking them.

in my younger days / in my youth / when I was younger

extracurricular activities
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p. 67 exercise E - Are these statements true or false?
1 F - They all have “unusual brains”, but we don’t know that all (or most) are autistic. The one example (Temple Grandin) is autistic.
2 T
3 F - She can’t recall more than three simple instructions at a time.
4 F - Like most of the people Sarah studies, Grandin likely feels her success is because of her unusual brain, not in spite of it.
5 T - “She believes that’s one of the reasons she’s so good at her work. “
6 F - She thinks autistic people could solve problems that are impossible for neurotypical people if everyone stopped focusing on it as a disability.
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We often draw a contrast between doing something in spite of another thing, or doing it because of the other thing.
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BREAK
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Listen for details.

“These difficulties could have meant the destruction of her dream.”
- That was a possibility, but it didn’t happen.
(In other sentences, “could have” sometimes means something was possible and the speaker is unsure about what really happened: I don’t know where he was yesterday. He could have been sick.)
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Pronunciation: ‘ed’ endings

What are the three different ways we pronounce the -ed ending on past tense verbs?
/d/ as in “happened”
/t/ as in “passed” (Which sounds the same as “past”.)
/əd/ as in “needed” or “wanted”

Rules:
- If the verb ends with a /t/ or /d/ sound, add /əd/.
	(If we didn’t add the /ə/ sound, it would be impossible to hear the ending.)
- If the verb ends with another voiceless sound (p, f, θ, s, ʃ, k), add /t/.
	(Ex: slipped, laughed, unearthed, missed, washed, walked)
- If the verb ends with a voiced sound (vowels, b, v, ð, z, ʒ, g, r, l, w, m, n, ŋ), add /d/
	(sobbed, loved, bathed, buzzed, lodged, clogged, preferred, called, etc.)
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There are analogous rules for ‘s’ endings (plurals, verbs, or possessives):

- If the word ends with /s/ or /z/ or /ʃ/ (“wash”) or /ʒ/ (“garage”), add /əz/
	misses, rises, washes, garages, watch, judges
- If the word ends with another voiceless sound (p, f, θ, t, k), add /s/
	(Ex: slips, laughs, unearths, hits, walks)
- If the word ends with a voiced sound (vowels, b, v, ð, d, g, r, l, w, m, n, ŋ), add /z/
	(sobs, loves, bathes, needs, etc.)
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These rules also apply to voiced and voiceless sounds that are not typically found in English, such as the last sound of the name “Bach”, as in “Bach’s fugues” or, “You really Bached that up.”
	(If I heard “Bach” as a verb, I would probably assume it meant composing or arranging a song in a very similar style to Bach. We can verb anything in English.)
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https://www.ted.com/talks/phil_hansen_embrace_the_shake

Can you think of some other examples of when limitations can help with creativity?
(For example I can animate this text to emphasize my question when you can’t hear me.)

How about voluntary self-imposed limitations?
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Homework: Find a piece of art (visual, music, or anything) that you like that was created with some kind of self-imposed limitation. Prepare to tell us about it next week. (Who’s the artist? What’s the limitation? What do you like about the piece?)