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Learn English with The Intern

#7. Chicken Soup

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12.01.2020   [ UPDATED MAR 2023 ]
Level 5   |   Time: 2:51
Accent: American
Source: The Intern

Ben buys lunch for overworked and hungry Jules.


triangle Directions 목표 Direcciones Instruções

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  1. READ the VOCABULARY + BACKGROUND

    It is important to read the vocabulary and background before you watch the video. This will improve your ability to understand the video. It will also help you understand how the new vocabulary is used naturally.

  2. WATCH the VIDEO

    The first time you watch the video, just try to understand the overall situation.

  3. ANSWER the QUESTIONS

    First, try to answer all the questions from memory. Then rewatch the video and try to answer the questions that you missed.

  4. WATCH and READ the SCRIPT

    Watch the video again while you read the script. Reading and listening at the same time will help you hear each individual word and improve your listening accuracy.

  5. DO the ACTIVITIES

    There are several different activities that focus on listening accuracy, pronunciation, vocabulary, grammar, and sentence structure.

  1. LEA el VOCABULARIO y ANTECEDENTES.

    Es importante leer el vocabulario y los antecedentes antes de ver el video. Esto mejorará su capacidad para comprender el video. También le ayudará a comprender cómo se usa el nuevo vocabulario de forma natural.

  2. VER el VIDEO

    La primera vez que vea el video, intente comprender la situación general.

  3. RESPONDE a las PREGUNTAS

    Primero intente responder todas las preguntas de memoria. Luego, vuelva a ver el video e intente responder las preguntas que se perdió.

  4. MIRAR Y LEER

    Mire el video nuevamente mientras lee el guión. Leer y escuchar al mismo tiempo lo ayudará a escuchar cada palabra individual y mejorará su precisión auditiva.

  5. HACER LAS ACTIVIDADES

    Hay una serie de actividades diferentes que se centran en la precisión auditiva, la pronunciación, el vocabulario, la gramática y la estructura de las oraciones.

  1. 어휘와 배경 읽기

    비디오를 보기 전에 어휘와 배경을 읽는 것이 중요합니다. 이렇게 하면 비디오를 이해하는 능력이 향상됩니다. 또한 새로운 어휘가 어떻게 자연스럽게 사용되는지 이해하는데 도움이됩니다.

  2. 비디오 보기

    비디오를 처음 볼 때 전체 상황을 이해하려고 노력하세요.

  3. 문제에 답하기

    먼저 모든 질문에 답을 해보세요. 그런 다음 비디오를 다시보고 놓친 질문에 답해보세요.

  4. 비디오 보면서 대본 읽기

    대본을 읽는 동안 비디오를 다시 보세요. 읽기와 듣기를 동시에 하면 각각의 단어를 듣고, 듣기 정확도를 향상시킬 수 있습니다.

  5. 액티비티 하기

    듣기 정확도, 발음, 어휘, 문법 및 문장 구조에 초점을 맞춘 다양한 액티비티가 있습니다.

  1. LER o VOCABULÁRIO + FUNDO

    É importante ler o vocabulário e o histórico antes de assistir ao vídeo. Isso melhorará sua capacidade de entender o vídeo. Também ajudará você a entender como o novo vocabulário é usado naturalmente.

  2. ASSISTA ao VÍDEO

    Na primeira vez que assistir ao vídeo, tente entender a situação geral.

  3. RESPONDA às PERGUNTAS

    Primeiro, tente responder todas as perguntas de memória. Em seguida, assista novamente ao vídeo e tente responder às perguntas que você errou.

  4. ASSISTA e LEIA o SCRIPT

    Assista ao vídeo novamente enquanto lê o roteiro. Ler e ouvir ao mesmo tempo ajudará você a ouvir cada palavra individualmente e a melhorar sua precisão auditiva.

  5. FAÇA as ATIVIDADES

    Existem várias atividades diferentes que se concentram na precisão auditiva, pronúncia, vocabulário, gramática e estrutura da frase.

triangle Vocabulary 어휘 Vocabulário Vocabulario

  • ☐ ☐ ☐ mercury [n] - a poisonous chemical (often found in fish) [Hg]
  • ☐ ☐ ☐ pull up [phv] - drive a car next to a building
  • ☐ ☐ ☐ pick (someone) up (something) [phv] - buy/get (something) for (someone)
  • ☐ ☐ ☐ I'll pick (you) up (some soup). [phv] - I will buy/get (some soup) for (you).
  • ☐ ☐ ☐ nauseous [adj] - feeling like you want to vomit or throw up
  • ☐ ☐ ☐ Word travels fast. [exp] - News spreads quickly.
  • ☐ ☐ ☐ condescending [adj] - treating someone like you are more important or more intelligent than them
  • ☐ ☐ ☐ a know-it-all [n] - a person who pretends to know everything (negative meaning)
  • ☐ ☐ ☐ sexist [adj] - suggesting that women (or men) are less able or less intelligent
  • ☐ ☐ ☐ run (a business) [v] - manage (a business)
  • ☐ ☐ ☐ inorganic [adj] - not in a natural and positive way
  • ☐ ☐ ☐ kill ourselves to (do something) [exp] - work very hard to (do something)
  • ☐ ☐ ☐ blink [v] - close both eyes
  • ☐ ☐ ☐ an Olympian (something) [exp] - very good at (something)
  • ☐ ☐ ☐ in the a.m. [exp] - in the morning
  • ☐ ☐ ☐ Be there or be square. [exp] - I will be there. Come or you won't be cool. (square = not cool)
  • ☐ ☐ ☐ I won't bite. [exp] - Don't be afraid of me. I am not scary.

[n] - noun,  [v] - verb, [phv] - phrasal verb,  [adj] - adjective,  [exp] - expression


triangle Background 배경 O fundo Antecedentes

Ben from the Intern Jules from the Intern Cam from the Intern
Ben Jules Cameron
  • Ben is a senior intern at a company called ATF.
  • Jules is the founder and CEO of the company.
  • Cameron is the office manager.
  • The investors at ATF want Jules to hire a new CEO.
  • Jules is going to a meeting to interview a new CEO for the company.

  • For more background, watch the previous video:   #6. Ben Gives Jules a Ride

triangle Questions 문제 Questões Preguntas

  1. How long does Jules expect the meeting to last?
    A few minutes
    Less than an hour
    All day

  2. Why doesn't Jules want to eat sushi?
    She isn't hungry.
    She prefers soup.
    She doesn't like fish.
    Fish tends to have a lot of mercury.

  3. How does Jules feel (before the meeting)?
    Angry
    Excited
    Nervous
    Nauseous

  4. What food does Ben get for Jules?
    Soup
    Sushi
    Macaroni
    A sandwich

  5. How long did the meeting last?
    Much less than an hour
    About an hour
    Much more than hour

  6. What does Jules say about the man she interviewed?
    He is sexy.
    He is sexist.
    He is intelligent.
    He is a know-it-all.
    He blinks too much.
    He doesn't like organic food.
    He participated in the Olympics.
    He would cause them to lose customers.
    He has a good sense of style and fashion.
    He would probably try to fire Jules and Cameron.

  7. When will Jules see Cameron?
    In a few minutes
    In the evening
    The next morning

  8. What does Jules thank Ben for?
    Helping her (with Mike)
    Buying her soup
    Taking care of her daughter
    Coming with her to the meeting

  9. When did Jules start the business?
    A few months ago
    220 days ago
    A year and a half ago

  10. Where does Ben take Jules?
    To her home
    To her office
    To a restaurant


triangle Vocabulary Accuracy 어휘 정확성 Precisão de Vocabulário Vocabulario precisión

Directions: Choose the word or expression that best completes the sentence.

Instrucciones: Elija la palabra o expresión que mejor complete la oración.

Instrucciones: Escolha a palavra ou expressão que melhor completa a frase.

지시 사항 : 문장을 가장 잘 완성하는 단어나 표현을 선택하십시오.


  • Jules thinks that the man she interviewed is a (know-it-all) .
    → a person who pretends to know everything (negative)
  • Because Jules seems hungry, Ben offers to (pick her up) some food.
    → buy/get (something) for (someone)
  • Ben (pulls up) next to the building and then opens the door for Jules.
    → drive up next to
  • Cameron already knows that the meeting was very short because (word travels fast) .
    → news/gossip spreads quickly
  • For the past 18 months, everyone at ATF has been (killing themselves to make) the business successful.
    → working very hard in order to make

triangle Grammar 문법 Gramática Gramática (prepositions)

  • Don't worry. I'll be (Ø) here.
  • I think I forgot to eat (Ø) today.
  • No, I eat too much mercury. I'll be fine. I'm good. I'm actually kind (of) nauseous.
  • I picked you up some soup (from) a place I know.
  • I think he would run our business (in) a completely inorganic way.
  • Yeah. See you (in) the a.m.?
  • Be (Ø) there or be square.
  • I just wanted to say thank you (for) helping out (with) Mike today.
  • You started this business all (by) yourself a year and a half ago, and now you have a staff (of) 220 people.

triangle Sentence Building 문장 만들기 Construção de sentença Construcción de oraciones [ ? ]

Summary

This activity is designed to improve sentence accuracy and complexity. Most students can produce the key content words in a sentence. However, they have difficulty with accuracy because the functional words are difficult or can seem unimportant. This activity will help learners eliminate problems with these functional words by giving them immediate feedback on the mistakes they are making. It will also help students develop their use of more natural, varied and complex sentence structures.

TIP: Say the sentence out loud. Notice the types of mistake you make often. Focus on those types of errors. (singular/plural, subject-verb agreement, article use, prepositions, gerunds and infinitives, noun clauses, adjective clauses, word order, and word forms.)

Resumen

Esta actividad está diseñada para mejorar la precisión y complejidad de las oraciones. La mayoría de los estudiantes pueden producir las palabras clave del contenido en una oración. Sin embargo, tienen dificultades con la precisión porque las palabras funcionales son difíciles o pueden parecer poco importantes. Esta actividad ayudará a los alumnos a eliminar problemas con estas palabras funcionales al brindarles retroalimentación inmediata sobre los errores que están cometiendo. También ayudará a los estudiantes a desarrollar su uso de estructuras de oraciones más naturales, variadas y complejas.

CONSEJO: Diga la oración en voz alta. Observe los tipos de errores que comete con frecuencia. Concéntrese en ese tipo de errores. (singular / plural, concordancia entre sujeto y verbo, uso del artículo, preposiciones, gerundios e infinitivos, cláusulas sustantivas, cláusulas adjetivas, orden de las palabras y formas de las palabras).

요약

이 액티비티는 문장의 정확성과 복잡성을 개선하기 위해 고안되었습니다. 대부분의 학생들은 문장에서 핵심 내용 단어를 생성 할 수 있습니다. 그러나 기능적 단어가 어렵거나 중요하지 않은 것처럼 보일 수 있기 때문에 정확성에 어려움이 있습니다. 이 액티비티는 학습자가 실수에 대한 즉각적인 피드백을 제공함으로써 이러한 기능적 단어의 문제를 제거하는 데 도움이 됩니다. 또한 학생들이 보다 자연스럽고 다양하며 복잡한 문장 구조를 사용하는 데 도움이 됩니다.

팁 : 문장을 크게 말하세요. 자주 저지르는 실수 유형과, 이러한 유형의 오류에 집중하세요. (단수 / 복수, 주어-동사 일치, 관사 사용, 전치사, 동명사 및 부정사, 명사절, 형용사절, 어순 및 단어 형태)

Resumo

Esta atividade foi desenvolvida para melhorar a precisão e a complexidade das frases. A maioria dos alunos pode produzir as palavras-chave do conteúdo em uma frase. No entanto, eles têm dificuldade com precisão porque as palavras funcionais são difíceis ou podem parecer sem importância. Esta atividade ajudará os alunos a eliminar problemas com essas palavras funcionais, dando-lhes feedback imediato sobre os erros que estão cometendo. Também ajudará os alunos a desenvolver o uso de estruturas de sentenças mais naturais, variadas e complexas.

DICA: Diga a frase em voz alta. Observe os tipos de erro que você comete com frequência. Concentre-se nesses tipos de erros. (singular/plural, concordância sujeito-verbo, uso de artigos, preposições, gerúndios e infinitivos, cláusulas substantivas, cláusulas adjetivas, ordem das palavras e formas das palavras.)

Directions: Write sentences about the video clip using the words given. You can change the word form or add words, but you cannot change the word order. Use a present time frame (tense).
( ) = optional   [ ] = necessary

Instrucciones: Escriba oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de la palabra o agregar palabras, pero no puede cambiar el orden de las palabras. Usa el tiempo presente.

Instrucciones: Escribe oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de las palabras o agregar palabras, pero no puede cambiar el orden de las palabras. Usa tiempo presente.

지시 : 주어진 단어를 사용하여 비디오 클립에 대한 문장을 씁니다. 어형을 변경하거나 단어를 추가할 수 있지만 어순은 변경할 수 없습니다. 현재 시제를 사용합니다.



Sentence 1

Ben / polite / open / car / door / Jules


Ben politely opens the car door for Jules.



Sentence 2

Ben / offer / get / Jules / sushi


Ben offers to get Jules (some) sushi.



Sentence 3

Jules / feel / nauseous / because / she / forget / eat


Jules [feels/is feeling] nauseous because she forgot to eat.



Sentence 4

Jules / come / out / office / building / after / very / short / meeting


Jules comes (back) out of the office building after a very short meeting.



Sentence 5

Ben / pick / chicken / soup / Jules / place / he / know


Ben picked up (some) chicken soup for Jules from a place (that/which) he knows.



Sentence 6

Cameron / call / Jules / right / after / meeting


Cameron calls Jules right after [her/the] meeting.



Sentence 7

Jules / not / like / CEO / candidate / because / he / condescending / sexist / know-it-all


Jules didn't like the CEO candidate because he [was/is] a condescending, sexist know-it-all.
Jules didn't like the CEO candidate because he [was/is] condescending, sexist, and a know-it-all.



Sentence 8

Jules / think / he / run / business / inorganic / way / lose / customer


Jules thinks (that) he would run [their/the] business in an inorganic way [that/which] would lose (them) customers.
Jules thinks (that) he would run [their/the] business in an inorganic way and lose (them) customers



Sentence 9

Jules / also / think / he / replace / Jules / Cameron / soon / he / get / chance


Jules also thinks (that) he would replace Jules and Cameron as soon as he got [the/a] chance.



Sentence 10

Jules / apologize / Cameron / end / meeting / so / quick


Jules apologizes to Cameron for ending the meeting so quickly.



Sentence 11

Jules / thank / Ben / soup


Jules thanks Ben for the soup.



Sentence 12

Ben / remind / Jules / she / start / very / success / business / all / self


Ben reminds Jules (that) she started [this/a] very successful business all by herself.



triangle Listen & Repeat 듣고 따라하기 Ouça e repita Escuchar y repetir [ ? ]

Listen & Repeat


This activity has two purposes.

The first purpose is to improve listening accuracy. Learners can often understand the general meaning of a video but still not hear and understand many of the words that are said. This is because native speakers tend to say the functional words unclearly. (eg. don’t know, going to, want to, can’t, must have) This activity is designed to help learners improve their ability to hear these words.

TIP: Learners should listen, and then try to repeat exactly what they hear. Then they should click “Show” and read the sentence. After reading the sentence, learners should listen again and try to hear each word.

The second purpose is to improve pronunciation.

TIP: Learners should listen to and read the sentences at the same time. Then learners should try to copy the pronunciation and intonation of the speaker exactly.

TIP: Exaggerating the intonation and feeling of the speaker is useful. It may feel awkward or funny, but it will help you sound more natural.

Escuchar y Repetir

Esta actividad tiene dos propósitos separados.

El primer propósito es mejorar la precisión auditiva. Los estudiantes a menudo pueden comprender el significado general de un video, pero aún no escuchan ni comprenden muchas de las palabras que se dicen. En particular, los hablantes nativos tienden a decir las palabras funcionales (p. Ej., No sé, voy a, quiero, no puedo, debe haberlo hecho) de manera poco clara. Esta actividad está diseñada para ayudar a los alumnos a mejorar su capacidad para escuchar estas palabras.

CONSEJO: Los alumnos deben escuchar y luego intentar repetir exactamente lo que se dijo. Luego deben hacer clic en "Show" y leer la oración. Después de leer la oración, los alumnos deben volver a escuchar e intentar escuchar cada palabra.

El segundo propósito es mejorar la pronunciación.

CONSEJO: Los alumnos deben escuchar y leer las oraciones al mismo tiempo. Luego, los alumnos deben intentar copiar la pronunciación y la entonación del hablante.

CONSEJO: Es útil exagerar la entonación y el sentimiento del hablante. Puede parecer incómodo o divertido, pero te ayudará a sonar más natural.

듣고 따라하기

이 액티비티에는 두 가지 목적이 있습니다.

첫 번째 목적은 청취 정확도를 높이는 것입니다. 학생들은 종종 비디오의 일반적인 의미를 이해할 수 있지만 여전히 많은 단어를 듣고 이해하지 못합니다. 특히 원어민은 기능적 단어 (예 : 모르겠다, 갈 것, 갖고 싶어, 가질 수 없어야 한다)를 불분명하게 말하는 경향이 있습니다. 이 액티비티는 학습자가 이러한 단어를 듣는 능력을 향상시킬 수 있도록 고안되었습니다.

팁 : 학습자는 듣고 나서 말한 내용을 정확하게 반복해야 합니다. 그들은“Show”를 클릭하고 문장을 읽어야 합니다. 문장을 읽은 후 학습자는 다시 듣고 각 단어를 들어야 합니다.

두 번째 목적은 발음을 향상시키는 것입니다.

팁 : 학습자는 동시에 문장을 듣고 읽어야 합니다. 그런 다음 학습자는 화자의 발음과 억양을 따라 해 보아야 합니다.

팁 : 화자의 억양과 느낌을 과장하는 것이 유용합니다. 어색하거나 재미있게 느껴질 수 있지만 더 자연스럽게 들리는 데 도움이 됩니다.

Ouvir e repetir


Esta atividade tem dois propósitos.

O primeiro objetivo é melhorar a precisão auditiva. Os alunos geralmente podem entender o significado geral de um vídeo, mas ainda não ouvem e entendem muitas das palavras que são ditas. Isso ocorre porque os falantes nativos tendem a dizer as palavras funcionais de forma pouco clara. (por exemplo, não sei, vou, quero, não posso, devo ter) Esta atividade é projetada para ajudar os alunos a melhorar sua capacidade de ouvir essas palavras.

DICA: os alunos devem ouvir e tentar repetir exatamente o que ouviram. Em seguida, deveriam clicar em “Mostrar” e ler a frase. Depois de ler a frase, os alunos devem ouvir novamente e tentar ouvir cada palavra.

O segundo objetivo é melhorar a pronúncia.

DICA: os alunos devem ouvir e ler as frases ao mesmo tempo. Em seguida, os alunos devem tentar copiar exatamente a pronúncia e a entonação do falante.

DICA: É útil exagerar na entonação e no sentimento do falante. Pode parecer estranho ou engraçado, mas ajudará você a soar mais natural.

Directions: Play the audio clip and try to repeat what you hear. Click "Show" to see the text.

Instrucciones: Reproduce el clip de audio e intenta repetir lo que escuchas. Haga clic en "Show" para ver el texto.

Instrucciones: Reproduzca el clip de audio e intente repetir lo que escucha. Haga clic en "Mostrar" para ver el texto.

지시 사항 : 오디오 클립을 재생하고 들리는 내용을 반복해 보십시오. 텍스트를 보려면 "Show" 를 클릭하십시오.


Clip 1

Oh, thanks, but you don't have to. I can open a door.



Clip 2

Okay. So this shouldn't take more than an hour. But if you can't stay here, I'll call Becky, and then she'll find you. And then you can just pull up...



Clip 3

I think I forgot to eat today.



Clip 4

Should I pick you up some sushi?



Clip 5

I picked you up some soup from a place I know.



Clip 6

Oh my god, that smells so good.



Clip 7

I thought he was a condescending, sexist know-it-all, who did not seem to get what we do at all.



Clip 8

I think he would run our business In a completely inorganic way that would lose us all the customers we have killed ourselves to get.



Clip 9

Oh, and I think that he would replace us as soon as he got the chance.



Clip 10

I just wanted to say thank you for helping out with Mike today and for getting me chicken soup.



Clip 11

You started this business all by yourself a year and a half ago.



Clip 12

And now you have a staff of 220 people. Remember who did that.



triangle Discussion 논의 Questões de discussão Discusión

  1. Jules leaves the interview with a very negative opinion of the man she met. Think of four things he might have said or done that made Jules hate him. (Why does Jules hate him? What did he say or do?)
  2. What are some examples of sexism that are common in the business world today?
  3. Is it always women who suffer because of sexism, or can men suffer as well?
  4. Do you think men should open doors for women, or is it sexist?
  5. Do you prefer to eat or not to eat before an important meeting or test? Is there any specific food that you like or avoid? Why?
  6. What is your favorite type of soup? What kind of soup do you hate? What kind of soup can you make well?

triangle Script 대본 Roteiro Texto

Jules: Oh thanks, but you don't have to. I can open a door.

Jules: Okay. So this shouldn't take more than an hour. But if you can't stay here, I'll call Becky, and then she'll find you, and then you can just pull up...

Ben: Don't worry. I'll be here.

Jules: I think I forgot to eat today.

Ben: Should I pick you up some sushi?

Jules: No, I eat too much mercury. I'll be fine. I'm good. I'm actually kind of nauseous, so...


Ben: That was fast.

Jules: Not fast enough.

Ben: Oh, I picked you up some soup from a place I know.

Jules: Thanks. You really didn't have to do... Oh my god! That smells so good.

Ben: Good.

Jules: Word travels fast.

Cameron: Pretty short meeting.

Jules: Yeah I hated him.

Cameron: Really? What happened.

Jules: I thought he was a condescending, sexist know-it-all, who did not seem to get what we do at all. And honestly, I think he would run our business In a completely inorganic way that would lose us all the customers we have killed ourselves to get. Oh, and I think that he would replace us as soon as he got the chance. Oh, and the man never blinked. An Olympian non-blinker.

Cameron: Okay, then.

Jules: Yeah. See you in the a.m.?

Cameron: Be there or be square.

Jules: I'm sorry.

Cameron: Hey, don't be.


Jules: I just wanted to say thank you for helping out with Mike today and for getting me chicken soup.

Ben: You're very welcome.

Jules: It's okay. I really won't bite.

Ben: You started this business all by yourself a year and a half ago, and now you have a staff of 220 people. Remember who did that.

Jules: Who? Um, thank you.

Daughter: Mommy.

Jules: My favorite girl.

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