An experimental techno trance setting of Keats’s Ode to a Nightingale, reimagining the poem’s longing for ecstatic escape as hypnotic electronic music with striking visuals.
An analysis of how Chaucer’s satirical portrayal of the Prioress was lost for two centuries, tracing the story from the Reformation and Chaucer’s recasting as a proto-Protestant to the eighteenth-century translations that shaped how readers understood her. Part Two of two.
A close reading and historical analysis of Chaucer’s Prioress in the Canterbury Tales, exploring the reality of medieval convent life to reveal the satire hidden beneath her elegant surface. Part One of two.
Iron Maiden’s 1984 epic has introduced Coleridge’s poem to millions. This video examines how Steve Harris weaves together Coleridge’s poem, his 1817 gloss, and his own words — and what is lost and gained in the process.
Introduces mixed conditionals ‚Äî constructions that combine elements from different time frames ‚Äî using the example “If I knew, I would have told you”. Distinguishes this from both the standard second and third conditionals, and connects the topic to backshift in reported speech.
Explains why the standard rule for “some” and “any” ‚Äî some for positive statements, any for questions and negatives ‚Äî breaks down about 20% of the time. Introduces a more accurate explanation based on what the words actually mean: “some” when the speaker has a particular thing in mind, “any” when it doesn’t matter which.
Explains why ‘will’ appears once in ‘I’ll do what she tells me’ but twice in ‘I’ll tell you what she’ll do’. Introduces the concept of the future in the future ‚Äî a second future reference embedded within an already-future context.
Explains why teaching only how to form the passive voice is insufficient. Introduces the principle that the passive is used to talk about what happens TO someone or something, explaining why some grammatically correct passives are nonetheless wrong in practice.
A listening comprehension exercise in which a student answers every question correctly and still fails the test. Raises important questions about assessment design and the grammar of or questions.
Uses the example of ‘may you’ to illustrate good and bad language teaching practice. Explains the correct uses of ‘may you’ (wishes, hopes, wh- constructions) and demonstrates why teachers must consider all contexts before labelling an expression as wrong.