Mariusz | THE BLUE TREE

How Focus Music Hacks Your Brain

How Focus Music Hacks Your Brain

by Mariusz | Jan 27, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development > How to learn >

How Focus Music Hacks Your Brain

THE BLUE TREE

How to Learn

CEF B1

CEFR B2

Upper
Intermediate

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warm up

Answer the questions below. Then listen to audio answers and report back on what you’re heard.

Do you listen to music when you study?

TRANSCRIPT

Yes, I do listen to music when I study! I find it helps me get into the zone, especially when I’m working on something that requires a lot of focus. I usually put on instrumental or classical music because it doesn’t have lyrics, so it doesn’t distract me. It just sort of fades into the background while I concentrate.

What kind of music helps you relax?

TRANSCRIPT

When I want to relax, I like to listen to soft jazz or acoustic music. There’s something about the calming rhythms and melodies that help me unwind after a long day. Sometimes, I’ll even listen to nature sounds or ambient music, which has this amazing way of making me feel peaceful and grounded.

Does music help you focus, or does it distract you?

TRANSCRIPT

Music can sometimes be distracting for me, especially if it’s a song I know really well or if it has lyrics. I tend to get caught up in the words or the beat. But when I need to focus, I go for ambient or lo-fi music. It’s simple enough to not grab my attention but still creates a nice environment that helps me stay on task.

listening-girl

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part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

Does music affect our brain?
What is Brain Entrainment and how is it used in shops and offices?
Why is regular music not ideal for focusing?



part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

What is Amplitude Modulation?
How can we know which rhythms are good for focus, rest and sleep?
What do you think of the idea of data-driven sound design?

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POLL

Cast your vote in the poll.

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lesson glossary



COMMENTS

How important is music for you?

Do you have a favourite type of music?

Does music affect how you feel?

Share your views and experience here.

Do schools kill creativity?

Do schools kill creativity?

by Mariusz | Jan 21, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development > How to learn > Do schools kill creativity

THE BLUE TREE

How to Learn

CEF B1

CEFR B2

Upper
Intermediate



warm up

Answer the questions below. Listen to the answers below.

Did you like going to school?

TRANSCRIPT

I had a mixed experience with school. I liked learning new things, especially when it came to subjects I was passionate about, like literature and art. But sometimes, the structure felt too rigid, and I didn’t always feel like there was enough room for creativity. There were parts of school that I enjoyed, but other times, it felt more like going through the motions rather than being truly engaged.

What are schools for?

TRANSCRIPT

I think schools are meant to teach kids the basics of knowledge, like reading, math, and critical thinking, but they should also be places that help students figure out who they are and what they want to do. It’s not just about academic subjects; schools should help young people develop life skills, creativity, and confidence. That way, they can find their passions and use them to contribute to society.

Do schools do a good job preparing young people for adult life?

TRANSCRIPT

I think schools could do a better job of preparing young people for adult life. They teach academic subjects, but they often don’t focus enough on practical life skills—things like managing finances, critical thinking, or emotional intelligence. Preparing students for adult life should go beyond textbooks and exams, helping them develop the adaptability and resilience they’ll need in the real world.

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part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

What are schools for according to Sir Ken Robinson?
What don’t we know and why is it a problem for education?
What does Sir Robinson think about creativity?

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part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

What does the story of a little girl drawing God illustrate?
Who does the educational system favour?
Should schools put as much importance on dance as on languages?

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part three

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the third part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

What does it mean intelligence is:
- diverse
- dynamic
- distinct?
Retell the story of Gillian Lynne.
What does her story illustrate?
Why is it critical that school do a better job of preparing children for the future?



POLL

Cast your vote in the poll.

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lesson glossary

Do schools kill creativity - Sir Ken Robinson

The new 5 second rule

The new 5 second rule

by Mariusz | Jan 13, 2020 | Uncategorised

back to HOME > Personal Development > Better Communicator >

The new 5 second rule

THE BLUE TREE

Better
Communicator

CEF B1

CEFR B2

Upper
Intermediate

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warm up

Answer these questions. Then listen to Bella share her views. Report back what you heard.

How long do you think it takes to make a first impression?

TRANSCRIPT

I think it takes just a few seconds to make a first impression — maybe five or six. It happens almost instantly, before we even realise it. Our brain is wired to notice things like body language, tone of voice, and facial expressions right away. Of course, that impression can change later, but the first few seconds definitely set the tone for how we see someone.

They say, “You only have one chance to make the first impression.” What do you think about it?

TRANSCRIPT

I think that’s mostly true, but not completely. The first impression is powerful — people often decide whether they like or trust us within seconds. But I also believe we can change that impression over time, especially if we act consistently and show our real personality. Sometimes people just need to see us in a different context to realise who we truly are.

How much control do we have over what first impression we make on others?

TRANSCRIPT

I think we have some control, but not total control. We can choose how we dress, how we smile, or how confident we sound — that’s the part we manage. But people’s reactions also depend on their mood, experiences, or expectations, and that’s something we can’t influence. So, I’d say we can guide the impression, but we can’t fully control how others see us.

Depositphotos_179303958_xl-2015-1

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part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

What does our brain do when you meet a new person?
What serves as a frame of reference when we make a first impression?
What happens when our first impression is wrong?
What does it mean “to see the other person”?



part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

What does the acronym STOP mean?
What is the advantage of the STOP approach?
What does Quita ask us to do when we meet a new person?

Quita Christison

The new 5 Second Rule

“Think of the respect you could give first instead of the apology later.”

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POLL

Cast your vote in the poll.

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DISCUSSION

Coming Home After the Company Reception

Read or role play this dialogue.

Alita: That was quite a reception! I didn’t expect so many new people. My head is still spinning from all the names and faces.

Pete: Same here. At first, I felt completely out of place. But then I remembered the STOP idea — See The Other Person.

Alita: Oh yes! I tried to use it too. Instead of worrying how I looked, I focused on really seeing the person in front of me.

Pete: That’s what helped me start a real conversation. I stopped thinking about making a perfect impression and just listened. One guy from IT was shy at first, but once I noticed his badge said “photography club,” we clicked right away.

Alita: That’s such a great example. I used to think first impressions were all about control — what I wear, how I smile. But tonight I realised it’s more about presence than performance.

Pete: Exactly. When we truly see others, they feel it. And that changes everything.

Alita: I agree. It’s almost like pressing pause on our inner critic for five seconds, and giving space for the other person to be seen.

Pete: Right. And it’s amazing how a small shift in focus can make us feel more relaxed and authentic too.

Alita: So true. Next time we have an event like this, I’ll remind myself: “STOP — See The Other Person.”

Pete: Me too. Maybe that’s the real secret behind a good first impression.

OVER TO YOU

Discuss these questions.

	Quita says we often make snap judgments about people. Why do you think our brain does that so quickly?
	What does it mean to “See The Other Person”? How can this mindset change your first impression of someone?
	Quita suggests giving respect first instead of the apology later. Can you think of a situation where that advice would apply?
	When was the last time your first impression of someone turned out to be wrong? What made you change your mind?
	How can you use the “STOP” idea in everyday situations — not just at receptions or meetings, but also at work, school, or home?

MIND-MAP

Use the mind-map below to have a more in-depth conversation about this topic.

STOP - See the Other Person

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lesson glossary

Key to getting ahead

Key to getting ahead

by Mariusz | Jan 12, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development > Personal Productivity >

Key to getting ahead

THE BLUE TREE

Personal
Productivity

CEF B1

CEFR C1

Advanced

warm up

Answer the questions below. Then listen to some model answers. Read the transcript.

Does your company offer career development opportunities? Are you taking advantage of them?

TRANSCRIPT

Absolutely, my company offers a ton of career development opportunities. I work at a bank, and they really invest in our growth. I’m 48 and have been with the company for over 20 years. I’ve taken advantage of various training programs, which have helped me stay updated with industry changes and new technologies. Plus, having a mentor has been invaluable. My mentor has guided me through some tough career decisions and helped me set and achieve my professional goals. Honestly, these programs have played a big part in my career progression.

Who can help you get ahead in your career the most?

TRANSCRIPT

In my experience, the person who can help you get ahead the most is a good mentor. My mentor at the bank has been crucial to my career growth. He’s provided guidance, shared his experiences, and connected me with the right people. Besides a mentor, having a supportive manager also makes a big difference. My manager encourages me to take on new challenges and supports my professional development. Building a strong network within the company is essential too. Colleagues can offer advice, share opportunities, and give feedback that helps you improve.

Is it useful to have a plan for one’s career? Do you have such a plan or a strategy?

TRANSCRIPT

Definitely, having a plan for your career is really useful. It gives you direction and helps you focus on your goals. I’ve always had a rough plan for where I wanted to go in my career. Over the years, I’ve adjusted it based on new opportunities and changes in the industry. Right now, my strategy includes continuing my education through the bank’s training programs, seeking out challenging projects, and regularly checking in with my mentor to stay on track. Having this plan has kept me motivated and on course, even when things get tough.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	00:35	What is a “roundtable”?
2	00:48	How were people divided during this kind of evaluative process?
3	00:54	What was the consequence of being put in one of the buckets?
4	01:17	What three roles of people at the roundtable did Carla mention?
5	01:40	Why was Carla excited to be at this meeting for the first time?
6	01:58	How do many companies advertise their culture?
7	02:05	How does a meritocratic organisation work in theory?

part two

VIDEO

Watch the next part.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	02:58	How were Joe, Mary and Arnold assessed?
2	03:17	What question came to Carla’s mind at that moment?
3	03:28	What did she realize about the idea of a meritocratic organisation?
4	03:38	What prevents the meritocratic process from being objective?
5	04:00	What did she realize about her own situation?

part tHREE

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the next part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	04:08	What did Carla want to know about this person who should speak on her behalf?
2	04:30	Why shouldn’t this person be called “a mentor”?
3	05:20	What name did she finally come up with for this person?
4	05:32	What questions came to her mind at that point?

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the next part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	05:45	Why do we need a sponsor?
2	06:02	Why is subjectivity an issue?
3	06:18	What do we have to make sure as regards our sponsors?
4	06:45	What is the ideal, if unrealistic, scenario of getting a sponsor?

part five

VIDEO

Watch the next part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	07:01	What are the two types of currencies?
2	07:11	How do we earn performance currency?
3	07:52	What are the three benefits of the performance currency?
4	08:05	Why may sponsors be attracted to a person who earns performance currency?
5	08:19	What kind of power can we exercise if we are looking for a sponsor?

part six

VIDEO

Watch the next part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	08:28	What type of currency becomes most important at this point?
2	08:36	How do we earn relationship currency?
3	09:06	What can we invest and what should our goal be?

part sEVEN

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the next part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	09:48	What three characteristics should a good sponsor have?
2	10:28	How can you approach your sponsor? What might we say?
3	11:18	What are the three reasons they might say no to your request?
4	11:33	Why is getting rejected by your sponsor valuable information for you?
5	11:54	Why is it critical to have a sponsor in any organization?
6	12:01	What question should we ask ourselves regularly?

part EIGHT

video

Watch the last part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

1	12:23	Who does Carla address at the end?
2	12:34	What reponsibility do people at the table have?
3	12:45	What might these people worry about?
4	12:50	What does Carla encourage them to do?
5	12:58	What did she learn during her time on Wall Street?

DISCUSSION

Dialogue

Friday evening. Sven and Pete are leaving the office. Sven has just found out he didn’t get the promotion he was hoping for.

Read or role-play this dialogue.

Sven:
I can’t believe it. I really thought this was my moment. I’ve worked so hard this year… and still nothing.

Pete:
I’m sorry, Sven. That must hurt. Did they give you any specific feedback?

Sven:
Not much. They said I’m reliable and solid, but they went with someone “more visible.” I don’t even know what that means.

Pete:
It probably means what Carla Harris talks about — performance currency isn’t enough. You also need relationship currency and visibility.

Sven:
So doing a good job isn’t enough?

Pete:
In theory it should be. In reality, someone has to speak for you in those roundtable meetings. If no one advocates for you, your name might not even come up strongly enough.

Sven:
That’s frustrating. I thought merit would speak for itself.

Pete:
That’s the myth. The real question is: who is going to speak on your behalf? Do you have a sponsor?

Sven:
Not really. I have a good relationship with my manager, but I’ve never asked anyone to support me strategically.

Pete:
Maybe that’s your next step. Identify someone influential. Show them your results. Ask for honest feedback. And make sure more people know what you’re working on.

Sven:
So I need to be more intentional?

Pete:
Exactly. Keep performing — that’s your foundation. But build relationships. Increase your visibility. And next time, don’t just hope you’ll be promoted. Prepare for the roundtable.

Sven:
You know what? That actually makes me feel better. At least now I have a strategy.

Pete:
That’s the spirit. This wasn’t the end of your story. It was just data.

OVER TO YOU

Discuss these questions.

	In large organisations, what makes a person “visible” during promotion decisions?
	Why might strong performance alone not guarantee career advancement?
	What role can a sponsor play in professional growth?
	How can someone build relationship currency without seeming artificial or manipulative?
	How can rejection from a promotion become useful information for future growth?

MIND-MAP

Use the mind-map below to have a more in-depth conversation about this topic.

Getting Ahead Carla Harris

lesson glossary

COMMENTS

What do you think of the idea of a sponsor? How do you feel about performance and relationship currencies? Has anybody played a role of a sponsor in your career?

Share your views and experience here.



MY ENGLISH DICTIONARY

Add new and interesting words from this lesson to your English dictionary.

Store your words and expressions in this handy dictionary. You can create groups and play games based on your entries. There is also a practical importing feature.

You must log in to see content.

Your Goals Need Stamina

Your Goals Need Stamina

by Mariusz | Jan 8, 2020 | Uncategorised

back to HOME > Personal Development > Personal Productivity >

Your Goals Need Stamina

THE BLUE TREE

Personal
Productivity

CEF B1

CEFR B2

Upper
Intermediate



warm up

Answer the questions below.

Why is it so hard to achieve our goals?

TRANSCRIPT

It’s hard to achieve our goals because staying committed over time can be challenging. Life gets busy, we lose motivation, or we hit setbacks that make us doubt if we can really succeed. Also, big goals can feel overwhelming, and without a clear plan, it’s easy to lose focus. I’ve realized breaking down goals into smaller steps helps, but even then, it takes discipline and patience.

How does change affect goals?

TRANSCRIPT

Change affects our goals in significant ways, sometimes making us rethink or adjust them. Whether it’s changes in our personal lives or the workplace, we often need to adapt to new realities. A change can also create new opportunities, but it might also bring challenges that make it harder to stay on track. I think the key is to stay flexible and open to adjusting our plans as needed.

How can we increase our chances of success as regards reaching goals?

TRANSCRIPT

We can increase our chances of success by staying consistent and disciplined. It’s about developing good habits that support our goals and sticking with them, even when things get tough. Also, setting up a system for tracking progress and regularly evaluating what’s working and what’s not is important. Getting feedback from others and continuously improving can help us stay on course.

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key language

Go through the flashcards below. Memorise as many words and their definitions as you can.



watch the video

Watch a short video summary of the book “Choosing Change. How leaders and Organizations Drive results one person at a time” by Walter McFarland and Susan Goldsworthy.

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COMPREHENSION

Answer the questions below. Throw some newly learned words and phrases into your answers.

⌚ 0:21 How should leaders view change?
⌚ 1:16 Why do goals need to be specific?
⌚ 1:21 What is the idea behind “time-stamped” goals?
⌚ 1:28 What makes goals achievable?
⌚ 1:34 What else, apart from performance indicators, should goals have?
⌚ 1:45 When is it particularly useful to have inspiring goals?
⌚ 1:53 What is the benefit of adding a narration to our goals?
⌚ 1:59 What adds momentum to our goals?
⌚ 2:13 How can STAMINA goals help us when we hit a bump in the road?

w

DISCUSSION

STAMINA IN REAL LIFE

Alita missed the training session on STAMINA goals, so Pete is giving her a friendly, simple walk-through as they grab a quick coffee before work.

Listen to their dialogue.

Now read or role play this a slightly different version of this conversation between Alita and Pete.

Alita:
Ugh, I can’t believe I missed yesterday’s training. You mentioned something about “STAMINA goals”? Can you give me the short version?

Pete:
Sure. STAMINA is just a way to make goals easier to stick to. Think of it as a checklist. The first one — S for Specific — means you should say exactly what you want. Not “I’ll get healthier,” but “I’ll go for a 20-minute walk every morning.”

Alita:
Okay, that already sounds more doable.

Pete:
Then comes T for Time-Stamped. A goal needs a deadline or a rhythm. Like “by March,” or “three times a week.” No time? No progress.

Alita:
Right, otherwise it lives in that magical land called “later.”

Pete:
Exactly. Next is A for Achievable. It should challenge you but not destroy you. If you haven’t run in years, a marathon next month is a bad idea. A 5 km run is better.

Alita:
So it’s about building confidence, not torture?

Pete:
That’s a nice way of putting it.
After that comes M for Measurable. You need a way to track your progress. Kilometres run, pages read, money saved — anything you can count.

Alita:
I love ticking boxes. It makes me feel productive even when I’m not.

Pete:
Same here.
Then we move to I for Inspiring — something that actually motivates you. “Because my doctor said so” works for a week. “Because I want more energy for my kids” lasts longer.

Alita:
So the emotional part matters too.

Pete:
A lot.
Next up: N for Narratable. Basically, can you explain your goal in a simple story? “I’m learning Spanish because I want to travel to Peru next year.” When your goal has a story, people remember it — and you remember it too.

Alita:
That’s true. A story makes it feel real.

Pete:
And finally A for Actionable — meaning you know the next step. Not the whole plan, just the next tiny action. “Open the app,” “Book a class,” “Write the first paragraph.” When in doubt, do the smallest step.

Alita:
This actually sounds… friendly. Not like another system that makes you feel guilty.

Pete:
That’s the point. STAMINA gives your goals structure but also energy. It keeps them alive when life gets messy — which it always does.

Alita:
Thanks, Pete. I think I’ve got it. Maybe missing the training wasn’t such a disaster after all.

Pete:
Happy to help. Now… about that coffee — is your goal to buy it or make it?

Alita:
Buy it. Definitely buy it.

Answer these questions on the basis of the dialogue between Alita and Pete.

Why does Pete say goals need to be specific?
What example does Pete give to explain Time-Stamped goals?
How does Pete describe an achievable goal?
Why is the measurable element important according to Pete?
What kind of motivation fits under the inspiring element?
What does Pete mean by making a goal narratable?
What is the purpose of making goals actionable?
What does Alita think about STAMINA after hearing the explanation?
How does Pete say STAMINA helps “when life gets messy”?
Which example at the end shows the difference between “buying” and “making” as an action step?

dive deeper into stamina

Use the mind-map below to dive deeper into this topic or to remember key ideas.

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POLL

Cast your vote in the poll.

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