Posted in 2Ts in a Pod: Podcast, Listening Classes

2Ts in a Pod: Episode 3 – Food – Listening Activity

 

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Image credit: Mark Wilding

Anna Balquin, one of the listeners to our podcast made this fantastic listening activity based around a section of episode 3 about food. The extract you’ll need is 10.57 – 15.09, download the student handout and answer key below:

2Ts in a Pod Food listening

Student Handout

Pre-listening

1. Discuss these questions with your partner:
• What’s your favourite comfort food?
• What do you think a ‘supper club’ is?
• What do you know about food from the USA? What are some traditional American dishes?

2. First listen

We’re going to listen to Nicole talk about her supper club. What kind of food does she serve?

3. Second listen: listen again and answer the following questions.

1. How long has Nicole been living in Barcelona?
2. What did Nicole serve with the brisket?
3. Do the supper club guests usually know each other?
4. Where did gumbo come from?
5. Which cultures does the dish gumbo mix?
6. What’s the first thing you do when making gumbo?
7. What is the holy trinity?
8. What were the main ingredients of the gumbo that Nicole made?
9. How does Katy express that she likes the sound of Nicole’s gumbo?

4. Look at this quote from the audio and discuss its meaning with your partner.

“I love to gather people around the table that are from different walks of life”

Answer key:

2. First listen

We’re going to listen to Nicole talk about her supper club. What kind of food does she serve? Southern US soul food

3. Second listen: listen again and answer the following questions.

1. How long has Nicole been living in Barcelona? over a decade
2. What did Nicole serve with the brisket? collard greens, sweet potato mash, green beans, crispy shallots
3. Do the supper club guests usually know each other? no
4. Where did gumbo come from? Louisiana New Orleans
5. Which cultures does the dish gumbo mix? West African with French
6. What’s the first thing you do when making gumbo? Make a roux (butter, flour)
7. What is the holy trinity? Onion, celery, bell peppers
8. What were the main ingredients of the gumbo that Nicole made? prawn chicken sausage and bacon
9. How does Katy express that she likes the sound of Nicole’s gumbo? “Oh my gosh, my mouth is watering!”

 

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Posted in Uncategorized

Watching TV Series

Klara@eoi

Watching TV series is often a favourite pastime for many of my students, and not just the millennials. Most of those who are in C1 and C2 are already watching them in English, as they are aware that they can learn everything from the newest slang to an authentic-sounding accent.

Series are shorter than films, they let you come back to the characters again and again and predict what will happen to them next. They often reflect real life, which means people in them use real language and grammar. Therefore, it’s a great resource to exploit inside and outside the classroom. Here are some things I have done in class:

autonomous learning

This year I have been trying to encourage and guide my students into practising their English outside the classroom every day, so I provided them with a list of things they could do to practise the different skills…

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Posted in Uncategorized

New year, new language? Language learning resolutions for 2019.

Emma's Language Journey

23755515_10159585416905335_3745950809325334108_n Cheers, Duolingo… This was a while ago, hope I’ve improved a bit since then! 

Since it’s the start of a new year, I thought I’d write about my language learning goals for 2019, in the hope that this will help me become clearer about what I want to achieve (and also help me stick to it!).

I realised recently that, despite having a languages degree and reaching C2 level in Spanish, my language learning strategies aren’t particularly well developed. I’ve always been lucky enough to “pick up” vocabulary quite quickly, especially when I was living in Chile (but also when I was studying at university and spending a lot of time reading  complex literary texts in Spanish). This means that I don’t really have strategies for learning vocabulary (apart from the classic “read, cover, write, check” strategy that I remember from primary school spelling tests). So, I’m also hoping to…

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Posted in Uncategorized

#eltbookclub

Are you a teacher looking for opportunities to continue your professional development? Why not join an elt book club? Jenni Fogg writes about it here.

jennifoggteach

I ask a lot of questions on Twitter, for example, ‘what’s the most outside your remit thing you’ve had to teach in the ELT classroom?’ (answers included ‘the legal side of a petrochemical refinery’ and ‘mudlogging’ *shrug emoji*) and ‘what’s in your teaching bag?’ (answers included blu tac, dice, paperclips and obviously fly swatters).

Recently, I asked if an ELT book club existed on Twitter. I asked because I’d like to do a little bit more reading, just one ELT-related book or article a month to get me thinking. Lots of people seemed to like the idea! I suppose doing something with a big group not only encourages connections with people within the community, but it makes us a bit more accountable and more likely to read, even if we secretly just read the first chapter and the conclusion. #nojudgement

So, what’s out there? Turns out there’s plenty for you to get…

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Posted in Teacher Training

Teacher Development Workshops: The Menu

Josh and Tim are experienced teacher trainers with a variety of different teacher development talks and workshops under their belts. If you’re interested in booking either of them to give a session at your school or institution, below you’ll find a menu of the different sessions they offer.

Contact details:

Tim Warre: tim_rd_warre@hotmail.com

Josh Widdows: joshwiddows@hotmail.com

Josh: Teacher Development Workshops

Josh Widdows delivers a range of workshops for teachers to brush up on their teaching with practical ideas that bring the classroom to life, to enhance our students’ learning experience.

 

These sessions have been delivered in various academies around Barcelona throughout 2018. Tailor-made workshops can be developed on request. Sessions are 90 minutes, but can be adapted to 1 hour if necessary.

 

Pre-developed workshops:         100 euros

Tailor-made workshops:            130 euros

 

Practical Pronunciation

Some teachers shy away from integrating pronunciation into their teaching due to lack of knowledge or lack of confidence in demonstration and drilling.

A practical session on ways of using phonemic script both as a teaching tool in the classroom and as a resource for students to use themselves at home.

For all levels and age groups.

 

Revitalise Revision

Revision is often left to the last minute, when really it should be central to our syllabus.

A session of practical ideas to help teachers provide their students with more effective ways to revise and feel better prepared for exams.

For all levels and age groups.

 

The Key to Teaching Transformations

Key Word Transformations can be taxing for our students, so we should give them much more practice, not only with the techniques employed, but also with the grammatical structures used.

A practical session of activities to help learners unscramble the puzzle of Key Word Transformations more effectively. The workshop gives our students multiple opportunities to discover, analyse and practise the embedded grammatical structures in some surprisingly dynamic ways.

Suitable for all main suite exam level teachers, but open to all.

 

Making your board work

What do students spend most their time looking at in the classroom? The board.

A practical session in ways of using colour, layering, planning and visual aids so that boardwork is more effective and enhances the student’s learning experience.

For all levels and age groups.

Tim: Teacher Development Workshops

Tim delivers a range of different 90-minute teacher development sessions, the titles of which are listed below, email me for further details. Bespoke sessions are also available.

Off-the-peg workshops:         100 euros

Bespoke workshops:            130 euros

  • An introduction to pronunciation: Phonemic script & connected speech
  • Making exam classes more engaging
  • Grammar Refresher – Fresh ideas for teaching typical grammar structures
  • Skills Refresher – Fresh ideas for developing receptive & productive skills
  • Using podcasts in the classroom
  • Using authentic materials in the classroom
  • Classroom lifesavers: warmers & games
  • A crash course in young learners
  • A project-based syllabus for young learners
  • An introduction to Cambridge exams
  • Teaching very young learners (3-6 years old)
  • Teaching proficiency & beyond
  • Blogging & developing your own materials

 

Posted in 2Ts in a Pod: Podcast, Listening Classes

2Ts in a Pod Episode 17: The Weird and Wonderful World of Sports

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Check out the latest episode of 2Ts in a Pod, our podcast for B2+ learners. The topic is weird and wonderful sports. We spoke to Mark, who has attended the legendary Gloucester Cheese Rolling event. We also spoke to my sister, Ruth Warre, about the full contact “rugby on rollerskates” sport that is roller derby. This is the first episode recorded in a professional studio! From now on we’ll be recording in Cadenza Studio in Sants in Barcelona.
We’ve included a couple of fun quizzes for teachers to use in class, the timings in the episode are listed below:
 
22:20 – Sport or Not a Sport Quiz
1:01:31 – Sports Vocab Quiz
 
Posted in Listening Classes

Listening: This American Life – Embarrassing Moments

Image result for tate donovan

Image credit: Disney Wiki – Fandom

This is another guest post by Katy Wright, the co-host of our podcast 2Ts in a Pod. This is a listening activity for B2+ students based around a clip from an episode of the popular podcast This American Life. The episode is called 20 Acts in 60 MinutesThe clip in question is an interview with the actor Tate Donovan in which he recounts a particularly embarrassing moment in his life. Download all the materials below:

Teacher’s Notes

Warm-up

  1. Show a picture of Tate Donovan. Ask students if they recognise him (he was famously Joshua on Friends)
  2. Tell students that they are going to listen to an him talking about an embarrassing moment.
  3. Ask you students: What would an actor find embarrassing?
  4. Play the audio file (This American Life: 20 acts in 60 minutes)
  5. Were their predictions correct?

Decoding

  1. Give students the transcript
  2. Ask them to listen again to the section and fill in the gaps. Tell them that there is one word per gap
  3. The students may need you to play it several times to get the right answer. Give them the first letter of the word to help them if they are struggling.
  4. Tell students that these are elements of connected speech. Ask students to drill (repeat after the teacher) the connect speech. If students are too embarrassed to do this tell them that it is ok to do this quietly (mumble drill)
  5. Ask students to listen to the section again and this time underline the stressed words. You do the first word as an example
  6. Check their answers
  7. Now ask students to drill the section, sentence by sentence. Using both the connected speech and the stress.
  8. Now tell them that they are going to say the words at the same time as the audio. Do this sentence by sentence, pausing in between to help students to catch up.
  9. Ask students if they feel this has improved their understanding of connected speech and intonation in English.

Speaking

  1. Ask students to think about an embarrassing moment that they had or someone they know has had, but not to discuss is yet!
  2. Tell them to think for 2 minutes and write down 5 – 10 words about their story.
  3. When time is up, turn to their partner and tell their story
  4. Monitor the class and note down example of errors or interesting language that emerges
  5. In open class look at the emergent language and discuss improvements or other ways of expressing the same thing
  6. Ask students to turn to another partner and repeat their story. This time trying to use the improvements discussed in open class

Additional Idea

  • Ask students to write out their story for homework and record it on their phones. They can send the audio file to you for homework

Decoding Key – Stress Underlined

So all of a sudden, the 10 minutes we’re sitting there waiting for it to start, three or four people come up to me and recognize me. I mean, they know exactly who I am. And they are quoting lines from a television show I was on. And like, hey, you were Joshua on Friends.