Want to improve your listening skills and improve your vocabulary at the same time? Do you want to have fun while learning? In this video, I will teach you common words we use while describing people's faces. Then, you will practice your listening skills in a fun and interesting activity. Get a pen and paper ready for this interactive and hands-on video. If you want even more practice, try my helpful quiz at the end of the video at https://www.engvid.com/vocabulary-listening-comprehension-faces-game/
Next, watch my video on 11 'MIND' Expressions in English:
Hello. My name is Emma, and in today's video we are going to do something very special. Okay? We are going to practice our listening skills by doing a really, really fun activity that I love to do with my classes. So, for this video, we are going to be listening for adjectives about the face. Okay? So I'm going to teach you a whole bunch of new words, and maybe some words you already know, when... That we can use to describe our faces. Okay? So you are going to first learn some new words and we're going to review some words; and once you have these words down, what we are going to do is I am going to describe a face to you, and while I describe it, you're going to listen carefully and you are going to draw the face. Okay?
So this is what you're going to do: You're going to take your pen or your pencil, and a piece of paper, and you are going to draw what I describe. Okay? Now, it's okay if you're not a great artist; you don't have to be for this video. You don't have to Picasso or Leonardo Da Vinci. Okay? As you can tell, I'm not the greatest of artists, so that's okay. But after you listen and you draw what I say, you're going to look at your picture and you're going to compare it to my picture or what I was describing. And then you can see: "Okay. Are these the same? Are they different? Did I follow the instructions? Did I understand these adjectives correctly?" And so this is a great way to really practice your listening, and to also learn some new words. All right? So let's get started.
Ta-da. Here is my art. Okay? So I'm going to describe these pictures now, just so you learn some new words, and we're... We're also going to review maybe some words you already know. Okay? And I hope none of my drawings creep you out; I know that, you know, they might be a little bit unusual, but let's get started.
So, when we're talking about faces, there's many different ways to describe a face; I've just picked two. This man has a long face. Okay? His face is in the shape of an oval, but it's also very long. Now, compare this to this person who has a round face; more like a circle. Okay? So, during the description I'm going to be describing faces, and I'm going to either use the word: "a long face" or "a round face". Okay? So, here we have the eyes, we have the nose, we have the mouth... In this picture we have lips which are these things, so we might have really red lips or big lips, like Angelina Jolie; maybe small lips, thin lips. Okay?
Another thing I'm going to talk about in this video is eyebrows. So, the eyebrows are this part of your face; they're the hairy part above the eyes, here. So, I have two different types of eyebrows. These eyebrows... So you see we have eyes here. The eyebrows here are very thin; whereas these eyebrows are thick, or we can also call them bushy eyebrows. Okay? Because they almost look like bushes. Bushy or thick.
Okay. Another thing you're going to hear during this listening activity is I'm going to talk about wrinkles. So, what's a "wrinkle"? Well, as you get older, your face starts to develop these lines, usually around the eyes or maybe around, you know, your smile - and we call these age lines wrinkles. Okay? So here's the spelling of that word. So, you'll be hearing this word during the listening activity.
You might also hear the word "braces". So, braces are something that helps your teeth to become straight. So, during the listening, one of the people I'm going to be describing may have braces. So this is the teeth, and it's just a piece of wire that goes across the teeth to help keep the teeth straight. Okay. So, anything else on this picture? No? Let's move on to this picture.
The other thing you might hear during this activity is I might be describing facial hair. So, when I'm talking about facial hair, I'm not talking about the hair on the head; I'm talking about the hair on the face. So, this man has a lot of facial hair. He has a beard, which is hair that comes from your chin, down. You might have a short beard or a very long beard. This man has a long beard. I also put a moustache on this man, so that's the facial hair or the hair under the nose - the moustache. And this is how we spell that word. […]
Hi, should we use "their" or "his/her"' in our essay for unknown gender?
For example: "The defendant feels better because he/she is judged fairly" or "The defendant feels better because they are judged fairly". Which one should we use in the IELTS (especially for task 2 of the writing section)?
ارجوا من الجميع أن يؤمنوا بالله ورسوله فإن الكافرين لن تصدقوا ما
سيحصل لهم فإن يأجوج ومأجوج سوف يقتلوهم و يتركوا المؤمنين
فأرجو من الكل أن يؤمن إن لم تصدقوا هذا أيها العالم فليس لي
دخل أنا لا احاسب بل الله هو عز وجل الذي يحاسب
رسالة إلى الأجانب والإنجليز
I don’t understand why a person would dislike this video if she is try to help everyone who want to learn. People do you understand that she is giving us a powerful weapon to pursue a career and obviously have a better future. Come on. Thank you Emma
well done indeed Emma ...i really enjoy following ur classes.
Teaching for free while others seek for useful information by spending o lot of money inorder to improve their language
,however ,,,instead it just decline.. ..but here with u i can tell this and believe me, we feel so proud because we gain benefits
GAINS:I have learned a lot about expressions of human faces from this video.The most important point is that do not translate English into your mother tongue.For example,when you look at the face and the picture face,then face is face in English,not the 脸(lian) in Chinese. Just regard yourself a guy who grows up in English speaking countries.
Owned buildings at another site may be used as alternate workspace if a building cannot be occupied. This depends upon the location of the building and whether the building would be affected by the same hazard that prevented use of the primary building. The alternate facility may be a viable business recovery strategy if the building can be configured with the required equipment or existing equipment can be configured to need business requirements.
Systems and Equipment.
Evaluate these systems to determine whether they meet the needs of the program. Identify and plan to overcome emergency communication system limitations such as weak radio or cellular service or areas where a warning system cannot be heard. Upgrading this critically important system may be required. Verify that these systems are in reliable working condition.
If fuel, battery backup power or batteries are required, make sure the system can run for the required time and chargers are available. Document how to operate these systems and mark the locations of controls. Make sure the information is available during an emergency. Many of these systems also require periodic inspection, testing and maintenance in accordance with national codes and standards. Train staff so a knowledgeable person is able to operate systems and equipment.
Materials and Supplies.
Be sure to compile a list of available resources using the Emergency Response Resource Requirements and Business Continuity Resource Requirements worksheets as a guide.
Preparing for an emergency, responding to an emergency, executing business recovery strategies and other activities require resources that come from outside the business. If there were a fire in the building, you would call the fire department. Contractors and vendors may be needed to prepare a facility for a forecast storm or to help repair and restore a building, systems or equipment following an incident.
The following external resources should be identified within plan documents. Include contact information to reach them during an emergency and any additional instructions within the preparedness plan.
Public Emergency Services.
Contractors and Vendors.