Learn English with Quirks & Quarks


Published: 2.26.2017
Level 5   |   Time: 2:25
Accent: Canadian

TOEFL: A lecture on a condition called misophonia which makes people sensitive to annoying sounds


You can download the file [ HERE ].


triangle Directions 목표 Direcciones Instruções


    It is important to read the vocabulary 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.


    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.


    There are several different activities that focus on test preparation, vocabulary, grammar, and sentence structure.


    Es importante leer el vocabulario 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.


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


    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.


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

  1. 어휘 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.


    É importante ler o vocabulário 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.


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


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


    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.


    Existem várias atividades diferentes que se concentram na preparação para o teste, vocabulário, gramática e estrutura de frases.

triangle Vocabulary 어휘 Vocabulário Vocabulario

  • ☐ ☐ ☐ evoke [v] - make/cause (an emotion)
  • ☐ ☐ ☐ adverse [adj] - harmful
  • ☐ ☐ ☐ flight [adj] - run away
  • ☐ ☐ ☐ onset [v] - the beginning of something (usually an illness)
  • ☐ ☐ ☐ sloppy [adj] - messy / not clean
  • ☐ ☐ ☐ interpersonal [adj] - between people
  • ☐ ☐ ☐ bothersome [adj] - annoying
  • ☐ ☐ ☐ set (someone) off [phv] - make someone angry
  • ☐ ☐ ☐ a trigger [n] - a cause
  • ☐ ☐ ☐ a slam dunk [n] - a big success (a score in basketball)
  • ☐ ☐ ☐ control group [n] - the group that does not receive treatment
  • ☐ ☐ ☐ the palm [n] - the inside of the hand
  • ☐ ☐ ☐ the amygdala [n] - a part of the brain
  • ☐ ☐ ☐ the hippocampus [adj] - a part of the brain
  • ☐ ☐ ☐ the ventral medial prefrontal cortex [n] - a part of the brain
  • ☐ ☐ ☐ myelin [n] - a part of nerve cells
  • ☐ ☐ ☐ a neuron [n] - a cell that carries messages from the brain
  • ☐ ☐ ☐ misophonic [adj] - the adjective for misophonia

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

triangle TOEFL Questions TOEFL 문제 Perguntas do TOEFL Preguntas de TOEFL

  1. What was the lecture mainly about?
    (A) A brain condition related to people's reactions to sounds
    (B) The degeneration of the brain as people get older
    (C) How some people react to specific sounds
    (D) The ways to overcome hearing annoying sounds

  2. What does the term "misophonia" mean?
    (A) latin hearing
    (B) fear of phones
    (C) reaction to annoying sounds
    (D) hatred of sounds

  3. What does the "fight or flight" response refer to?
    (A) the desire to fight people on airplanes
    (B) the mouth sounds that come from people eating
    (C) a need to get angry or runaway
    (D) a certain kind of fighting style

  4. How much of the population suffers from misophonia?
    (A) about 20 percent
    (B) around half of the population
    (C) people around the age of 5
    (D) the general population

  5. When do people usually start suffering from misophonia?
    (A) in childhood
    (B) early in the day
    (C) almost every day
    (D) It is very rare.

  6. Which annoying sound does the professor NOT mention?
    (A) chewing sounds
    (B) scratching a chalkboard
    (C) swallowing
    (D) a dog barking

  7. Why does the professor consider this study a slam dunk?
    (A) Many people responded to the sounds.
    (B) There was a clear difference between the study group and the control group.
    (C) Many subjects had heightened activity in the brain during the study.
    (D) People had a skin response to the sounds.

  8. What is the Galvanic Skin Response?
    (A) People's hands begin to sweat.
    (B) People get emotional when touched.
    (C) People have increased skin sensitivity.
    (D) a combination of physical and emotional responses

  9. Which parts of the brain became active when subjects heard annoying sounds?
    (A) the motor-control part
    (B) the analytical part
    (C) the emotional processing part
    (D) the cortex

  10. According to the professor, ...
    (A) people only had physical responses to sounds.
    (B) there were permanent changes to the brain.
    (C) there was an increase in the amount of neurons in the brain.
    (D) the amount of myelin was unchanged.

  11. In this talk, "hard-wired" refers to...
    (A) permanent
    (B) destructive
    (C) changeable
    (D) active

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


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.)


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).


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)


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.

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.

Instrucciones: Escreva orações sobre o videoclipe usando as palavras-chave. Você pode alterar a forma da palavra ou adicionar palavras, mas não pode alterar a ordem das palavras.

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

Sentence 1

misophonia / Latin / word / mean / hatred / sound

misophonia is a Latin word which means hatred [and/of] sound.

Sentence 2

Misophonia / cause / fight / flight / response / specific / set / sound

Misophonia causes a fight or flight response [to/for] a specific set of sounds.

Sentence 3

about / 20% / general / population / may / suffer / misophonia

About 20% of the general population may suffer from misophonia.

Sentence 4

host / think / he / experience / misophonia / when / he / hear / people / eat / loud

The host thinks he experiences misophonia when he hears people eating loudly.

Sentence 5

study / he / ask / participant / rate / sound / they / hear

In the study, he asked participants to rate the sounds (that) they heard.

Sentence 6

they / play / everyday / sound / sound / most / people / find / unpleasant / and / misophonic / sound

They played everyday sounds, sounds (that) most people would find unpleasant, and misophonic sounds.

Sentence 7

people / misophonia / show / heighten / annoyance / and / have / negative / reaction / trigger / sound

The people [with/that had] misophonia showed heightened annoyance and had negative reactions to the trigger sounds.

Sentence 8

second / day / study / they / monitor / people / brain / activity / bodily / response

On the second day of the study, they monitored people's brain activity and bodily responses.

Sentence 9

people / misophonia / much / strong / reaction / misophonic / sound

The people [with/that had] misophonia had much stronger reactions to the misophonic sounds.

Sentence 10

part / brain / control / emotional / processing / very / active / when / they / hear / sound

The parts of the brain that control emotional processing were very active when they heard the sounds.

Sentence 11

scientist / find / evidence / permanent / change / brain

The scientists found evidence of permanent changes to the brain.

triangle Discussion 논의 Questões de discussão Discusión

  1. Which sounds do you find the most annoying?
  2. How do you react to annoying sounds?
  3. Which sounds do you find the most relaxing? Have you heard of ASMR?
  4. What is the best way to ask/tell someone to stop making an annoying sound?   How would you ask (in English)?   Practice with a partner.
  5. Do you think we should spend money to research this problem? What are the benefits of this type of research?