Posted in Exam Preparation Class, Proficiency, Vocabulary Classes

C2 Proficiency: Use of English Revision Worksheet

C2 Proficiency de Inglés (CPE) del Cambridge: Cómo Aprobarlo | TURBOLANGS

This is a worksheet for students preparing for the Cambridge C2 Proficiency exam. It’s designed as a revision activity for a lot of the expressions, collocations and phrasal verbs that come up in the use of English paper. Download the handout and answer key below:

Verb Phrases & Collocations

Complete the sentences with the correct form of the verbs in the box, you will need to use some verbs more than once:

bring    give    take    buy    make    do    place    get    have    put
  1. Could you please ……… me up-to-date with the latest news about the project?
  2. We’ve …….. our plan into action, now we just have to wait for the results.
  3. When is the wedding ……… place?
  4. She ……. exception to his comments about her lateness and got quite offended.
  5. The release of the chemicals ……… a detrimental effect on wildlife in the surrounding area.
  6. He ……… the impression that he doesn’t care but really, underneath he’s completely committed to the relationship.
  7. A few days off would ……… wonders for my mental health.
  8. Some people in this business ………. no scruples about stabbing their rivals in the back to get what they want.
  9. The council has ……….. steps to bring the situation under control.
  10. Where can I ……… hold of a good bottle of French red wine?
  11. How long do you think they’re going to ………. to finish the refurbishment?
  12. This school ………. a lot of importance on punctuality and respect.
  13. They failed to ………. into consideration just how expensive organising the festival would be.
  14. After ………. your suggestions a lot of thought, I’ve decided to make the changes you recommended.
  15. Most bars ……….. all their food and drink in bulk in order to save money.
  16. I’ve ………… an order for a new TV on the website, it should arrive next week.
  17. Don’t worry if your cat ate one of the leaves of the plant, it won’t …….. it any harm.
  18. The company ………. a pre-tax profit of €10,000 last year.
  19. Calm down, I’ve managed to ………. us some more time to get the presentation finished, I told the boss I had food poisoning.
  20. The sight of my brother and his fiancé finally tying the knot ………. tears to my eyes.

Missing Prepositions

  1. ……… all likelihood, the new store will be opening at the end of next month.
  2. ………. and large, the school play was well received by the audience.
  3. ………. the whole, the product launch was a success despite a few hitches.
  4. He broke his mum’s favourite salad bowl …….. accident.
  5. The instructor gave the group a safety demonstration to put them …….. ease before their first dive.
  6. Sadly bees seem to be ……. decline across Europe.
  7. They gave her the job ……. the strength of the excellent answers she gave to the interview questions.
  8. You can’t expect me to work the Saturday shift ……. such short notice, I can’t do it I’m afraid.
  9. He handed …….. his final project at 12:00 ……. the dot, just in time.
  10. I’m sorry but I’m ……. the end of my tether, I can’t handle this group anymore, they’re driving me ……. the wall!

Phrasal Verbs & Fixed Expressions

  1. More …….. than not, we go out for dinner on Friday night. (usually)
  2. For ……. we know, there might be aliens living underground on Mars.
  3. I had to put ……. with a screaming baby right next to me for the whole return flight.
  4. I didn’t know what to say so I just blurted out the first thing that …….. into my head.
  5. We can’t give up, there’s ………. he would love more than to see us fail!
  6. I’ve put a lot of effort …….. organising this evening so I hope everything goes …….. plan.
  7. Darkness ……. while we were still on the mountain so we had to walk the last part in the pitch black.
  8. His work didn’t see the …….. of day until years after his death.
  9. The last bus had already gone so we were …….. with no choice but to walk back.
  10. We’ve ……. into the habit of eating dinner in front of the TV, it’s so bad.
  11. The fog and rain made …….. difficult to make …… what was written on the signpost.
  12. The fire brigade arrived and managed to …….. out the fire in 20 minutes.
  13. We need to come ……. with a way to raise enough money for the trip to Paris.
  14. The renovations to the old church have given it a new lease of …….. as a community centre.
  15. The financial crash in 2008 gave …….. to a huge jump in the number of families in poverty.
  16. We need your help to organise the ad campaign, we’re giving you ……. rein, you can do whatever you want.
  17. My friends always ……… up for me in tricky situations.
  18. What were you doing on the night …….. question?
  19. I ……. in touch with my family via Skype or Whatsapp.
  20. Don’t worry sir, your order is …….. hand and will be ready soon.

Word Formation

  1. Watching the video about immigrants crossing the Mediterrean made me realise that my problems pale into …………………… compared to what they have to go through. SIGNIFY
  2. We need to see a drastic cut in carbon …………………………… if we’re going to meet our green targets. EMIT
  3. The economic effect of the pandemic could be ………………………….. for some families. DISASTER
  4. One of the …………………………….. of living in a city is the relentless noise pollution. SIDE
  5. I spent many …………………………… nights listening to my neighbours’ parties. SLEEP
  6. Life ……………………………. in the western world has increased considerably in the last century. EXPECT
  7. Scientists’ theories on what will be found beneath the surface of Mars remain ………………………. SPECULATE
  8. Green ………………………….. such as carpooling or cycling schemes can only do so much to mitigate climate change. INITIATE
  9. The city centre has ………………………… a marked change in the last few years. GO
  10. It’s becoming increasingly clear that the public have been ………………………….. about the true state of our planet. LEAD
  11. I think it’s fair to say that the current ecological crisis in the arctic is an ……………………………. complex issue that presents many problems. CREDIBLE
  12. One of the problems is that people make …………………………… about the situation without knowing all the details. ASSUME
  13. The school has opened a special unit for students with …………………………… hearing. PAIR
  14. I have complained to the council …………………………… but nothing has been done about the problem. REPEAT
  15. We need to protect the area by …………………………… tourists from taking rocks and plants home as souvenirs. COURAGE
Posted in 2Ts in a Pod: Podcast, Campaigns, Listening Classes

2Ts in a Pod: Green Movements in ELT Part 1

Part 1 of our climate special on green movements in ELT is now live on our SoundCloud page.

We spoke to Harry Waters from Renewable English and Chris Etchells and Johanna Stirling from ELT Footprint UK about the great work their organisations are doing to raise awareness of the effects of climate change and strive towards a greener future!

Listen to the episode and then follow the links below to get involved in the movements!

Harry Waters – Renewable English
Twitter: @Renewablenglish

Johanna Stirling & Christopher Etchells – ELT Footprint UK
Twitter: @ELTFootprintUK

Posted in Conversation Classes, Exam Preparation Class, Proficiency

C2 Proficiency: DIY Speaking Long Turn Topics

C2 Proficiency de Inglés (CPE) del Cambridge: Cómo Aprobarlo | TURBOLANGS

This is a lesson plan for students preparing to take the Cambridge C2 Proficiency exam. Students create their own topic cards for part 3 of the speaking exam; the dreaded long turn! Download the handout and examples below:


You could use this lesson plan to introduce the long turn, give students a chance to practice and go over some useful language before they make their own topic cards.

Print and cut out the example cards, these examples were created by my C2 group. As you can see they came up with some thought provoking topics that are definitely more engaging than some of the run-of-the-mill topics from most text books.

Put students in pairs and have them complete a timed long turn each to get them warmed up to the task.

Then give them a set of blank cards each (candidate A & B) and have them work together to create two topic cards with a main question and three bullet points. Tell them that their classmates are going to use their topic cards so they should choose engaging, open topics. Give them 3-5 minutes to do this. In the exam, after candidate A has finished their long turn, candidate B is asked a shorter question in response to what candidate A has just said, so you could have your students write a question for candidate B on the back of A’s card and vice versa for candidate B.

Have them pass their newly created cards to another pair so that everyone has a set created by another group. Instruct them to keep practicing two-minute long turns using the new cards. Then encourage students to give feedback to the group who wrote the topic card; was it easy to talk about for two minutes? Did the bullet points help? Could anything be clarified?

Students then pass the cards to another group, rinse and repeat. Students will get lots of practice for this part of the exam on topics chosen by their peers.

I was really impressed by the questions my group came up with, there weren’t too many softballs in there. Comment below with some of the topics and bullet points your students come up with and I’ll add them to the example doc, that we can create a big list of topic cards for future use.

Posted in Teacher Training

APAC Online Teacher Development Courses July 2021

APAC (Associació de Professorat d’Anglès de Catalunya) are running four 100% online teacher development courses this July. They will cover a range of topics and one of them will be presented by me! I will be running a 30-hour course from 5th-9th July entitled “Exploring Methodologies and Lesson Frameworks”, here’s my blurb:

“This course will compare and contrast a range of different methodologies and approaches including task-based learning, the lexical approach and many more practical and applicable tools and techniques. Trainees will develop their understanding of several lesson frameworks that can be adapted for use in their own teaching contexts. They will put their knowledge into practice by developing their own lesson plans and materials throughout the course.”

If that topic doesn’t float your boat, there are 3 more courses on offer:

A Hands-On Introduction to Project-Based Learning, with Cèlia Esquerra

In this hands on course you will learn about the fundamentals of project based learning: origin, elements and characteristics. At the same time, you will learn how to design, implement and assess a project while creating your own project.

Aimed at: Secondary School and Language School teachers

Dates: 12-16 July 2021

Tackling Troubles in the ELT Classroom, with Colin Young

The course empowers English teachers to become language facilitators by providing real solutions to working in a diverse classroom.  

Hands-on practice of differentiated learning, pronunciation improvement tools, and questioning techniques will allow language facilitators to create a supportive learning environment where students and teachers develop the confidence to communicate clearly.

Additionally, teachers will make progress in their own personal language skills by gaining awareness, practice and a solid understanding of their ‘language gaps’.

Aimed at: Primary and Secondary School, and Language School teachers

Dates: 12-16 July 2021

Emotional Intelligence: Mindfulness for teachers and students, with Emma Reynolds

This course will bring together the Mindfulness Based Stress Reduction course for adults with practices for students that teachers can use in the classroom. We will learn experientially about how to become more focused with our attention, work with difficult thoughts and emotions through meditations, mindful movement and more.

Aimed at: Primary and Secondary School, and Language School teachers

Dates: 5-9 July 2021

Visit the APAC website by clicking the link below for more information or to enrol on the courses, there are special discounts for APAC members. Maybe see you on Zoom in July!

Posted in 2Ts in a Pod: Podcast, Advanced C1, B2 First, Listening Classes, Proficiency

2Ts in a Pod: Episode 47 – The Unluckiest People in the World

NEW EPISODE! In Episode 47 Tim & Katy tell stories of some of the unluckiest people to have ever lived! Which one do you think is the unluckiest?

This great lesson plan by Alice at Hot Take English is based around one of the hard luck stories from this episode; why not set the podcast for homework and then use the lesson plan in the following class?

Posted in Exam Preparation Class, Games, Proficiency, Vocabulary Classes

C2 Proficiency: Mega Revision Pub Quiz

4,881 Joker Card Illustrations & Clip Art - iStock

This is a fun revision activity I have designed for my C2 students to revise some of the vocabulary we have studied this year. It’s based on a series of lesson plans and activities I have used throughout the course, all of which you can find on the blog. Download the student handout, answer key and PowerPoint below:

Show students the PowerPoint that will explain the rules. They should work in pairs or groups of 3 and come up with a team name. The second slide will explain the concept of a joker round. Each team can play their joker round once to get double points in one round, but they must decide when they want to play their card before they see the questions. So each team must decide when to use their joker round before the quiz starts based on the titles of the different categories. Make a note of the round each group has chosen for their joker before starting the quiz.

Give out the student handout and give them 5 minutes to complete round 1, if covid restrictions allow you could then have them pass their papers to the next team in order to correct them, if not, they can correct their own.

The winning team is the one with the most points at the end of the 8 rounds!

Posted in Guest Posts, Pronunciation Classes, Reading Classes, Writing Classes

Guest Post: Hot Take English – Limericks

This is another guest post by Alice at on the topic of limericks. Students learn the rhyme and syllable structure of a limerick, then write their own. Download the student handout and teacher’s notes below:

Check out Alice’s blog for more great lesson plans. The limericks used in this lesson plan are from

Posted in 2Ts in a Pod: Podcast, Advanced C1, B2 First, Listening Classes, Proficiency, Reading Classes

2Ts in a Pod: Book Club – The Thursday Murder Club – Episode 5

This is part 5 in our book club series on Richard Osman’s The Thursday Murder Club. In this episode we look at chapters 18-23, discuss the things that happen and dig into some of the vocabulary.

Why not encourage your high level students to read and listen along with us? You’ll find the other 4 episodes on our SoundCloud page.

Posted in Advanced C1, Exam Preparation Class, Proficiency, Vocabulary Classes

C1/C2: Review – Gadget, App, Software

Los 21 gadgets que te vas a comprar en 2020, según Business Insider |  Business Insider España

This is a lesson plan for C1-C2 students designed to develop their understanding of vocabulary to describe gadgets, apps and pieces of software. Candidates are often required to describe such things in writing tasks in the main suite of Cambridge exams. This lesson plan may also be useful for business English classes. Download the handout and key below:

Students start by discussing the most useful gadgets, apps and pieces of software they own. Then they read a text describing the new Thermomix cooking robot. After focusing on the language, they put it into practice by writing their own short product pitches and presenting them to the class.


  1. What’s the most useful gadget you have in your house?
  2. What’s the most useful app you have on your phone?
  3. What’s the most useful piece of software you have on your computer?
  4. How do these things make your life easier?
  5. Why do you think these gadgets/apps/pieces of software have become popular?


  1. Does your family have a Thermomix? If so, is it useful? If not, would you like one?
  2. What things can it do?
  3. How does it compare to its competitors?

Read the text, does it contain any of the ideas you mentioned?

Theromix have been making waves in the world of kitchen gadgets for some time now. Ever since the advent of their first appliance way back in 1985, they’ve been at the cutting edge of the market lending a hand to hard-pressed families the world over.

The latest model, the TM6, really made a splash when it hit the shelves last month. This latest iteration really is lightyears ahead of its competitors. With its state-of-the-art design it truly is a sight to behold. That being said, what really makes it stand out from the crowd is how easy it is to use. It really is a piece of cake, and you’ll be savouring that cake sooner than you think.

Simply scroll through the different preset menus, select the one that catches your eye, add the ingredients and let thermomix take care of the rest. It’s touch-screen menus and ergonomic controls are so user-friendly that you’ll master them in no time at all. It enables you to make quick, mouth-watering meals at the touch of a button. Though its competitors may come with all sorts of bells and whistles, there’s a reason Thermomix has cornered the kitchen robot market: elegance, ease of use, and efficiency. It’s not rocket science!

Language Focus

Look at the expressions in bold, make notes on their meaning with your partner.

Can you remember the missing words?

Theromix have been _________ waves in the world of kitchen gadgets for some time now. Ever since the a______ of their first a_______ way back in 1985, they’ve been at the cutting ______ of the market lending a _______ to ______-pressed families the world _______.

The latest model, the TM6, really made a s_______ when it ______ the shelves last month. This latest iteration really is lightyears ________ of its competitors. With its ______-of-the-_____ design it truly is a ______ to behold. That being said, what really makes it stand ______ ______ the crowd is how easy it is to use. It really is a piece of _______, and you’ll be savouring that cake sooner than you think.

Simply scroll through the different preset menus, select the one that ________ your eye, add the ingredients and let thermomix take _____ _____ the rest. It’s ______-screen menus and e________ controls are so user-_________ that you’ll master them in no time at all. It enables you to make quick, ________-watering meals at the _______ of a ________. Though its competitors may come with all sorts of _______ and whistles, there’s a reason Thermomix has _________ the kitchen robot market: elegance, ease of use, and efficiency. It’s not _________ science!

Sell, sell, sell!

Choose one of these gadgets, write a short pitch to sell it to your classmates.