Posted in B2 First, Conversation Classes

B2: Annoying Habits

This is a B2 version of my C1 annoying habits lesson adapted for the lower level and including a B2 First key word transformation exercise.

Students discuss annoying things that the people around them do. They start off my revising some common structures used to express annoyance, read some short texts about annoying situations, learn some idioms and expressions related to the topic and top it all off my doing some exam practice.

Download the content below:

B2: Annoying Habits

Lead-in

Discuss the following questions with a partner:

  • Has anything in particular been getting on your nerves recently? At home? In the street? On public transport?

Expressing Annoyance

Look at the different structures we use to express irritation or annoyance.

  • Present Continuous + always(used to describe annoying, repeated habits)
    • He ’s always leaving his clothes on the floor.
  • Keep + -ing(used to highlight continuous, frustrating actions)
    • She keeps forgetting to lock the door.
  • I wish + subject + wouldn’t(used when you want someone to change their behavior)
    • I wish you wouldn’t play music so loudly at night.
  • It drives me crazy when…(used to express strong, daily irritation)
    • It drives me crazy when people leave dirty dishes in the sink.
  • I can’t stand it when…(used for things you intensely dislike or tolerate poorly)
    • I can’t stand it when my flatmate talks on the phone for hours.
  • Get on my nerves(a very common phrase to describe things that irritate you)
    • It really gets on my nerves when people don’t reply to messages.
  • Would you mind + -ing?(a direct, slightly sharp request for someone to stop doing something)
    • Would you mind cleaning up after yourself for once?

🗣️ Task: Can you apply any of these expressions to the things you mentioned in the lead-in?

Reading & Discussion

1. The “I’ll Do It Later” Person

“Honestly, the thing that drives me crazy is when my flatmate says he’ll do something later, and then just… never does it. If you leave your dishes in the sink for three days, that’s not ‘later’ anymore. And the annoying part is he acts surprised when I bring it up. Apparently, I’m the unreasonable one because I don’t enjoy living in a mess. He keeps forgetting that other people live here too. If procrastination were an Olympic sport, he’d definitely win gold.”

Questions

  • What household habits get on your nerves the most?
  • Do you think some people naturally have different standards of cleanliness?
  • How long is it acceptable to leave dishes in the sink?
  • Is it better to confront someone immediately about annoying habits or ignore them?

2. Thermostat Wars

“My partner and I have completely different ideas about what counts as a normal indoor temperature. She’s always turning the heating up, even when it’s warm outside. I’ll walk into the living room sweating, and she’ll be sitting there wrapped in a blanket saying, ‘It’s freezing in here.’ Freezing? We could grow tropical plants in this flat. At this rate, our energy bill is going to ruin us. I wish she wouldn’t treat our apartment like a sauna.”

Questions

  • Are you usually too hot or too cold at home?
  • Have you ever argued with someone about air conditioning or heating?
  • What’s more important to you: personal comfort or saving energy?
  • Do housemates need strict rules to avoid arguments about shared spaces?

3. The Loud Cleaner

“I appreciate that my boyfriend likes cleaning, I really do. But it really gets on my nerves when he decides to vacuum at the worst possible moment. Sunday morning at 8 a.m., when everyone else in the building is asleep? Perfect time for massive noise, apparently. He doesn’t just clean normally—he cleans aggressively. I can’t stand it when he hits the vacuum against my bedroom door. Meanwhile, I’m lying in bed wondering why I can’t just have a peaceful morning.”

Questions

  • What time is too early to do noisy housework?
  • Would you mind living with an overly tidy person, or do you prefer someone a bit messy?
  • Do you think people should change their routines to avoid disturbing others?
  • Is being considerate more important than being productive in shared living situations?

4. Passive-Aggressive Notes

“My housemate has this incredibly irritating habit of leaving little notes around the flat instead of just speaking to people face-to-face. You’ll open the fridge and see something like, ‘Some people should remember milk doesn’t magically replace itself :)’ with a smiley face that somehow makes it worse. I wish he wouldn’t turn our kitchen into a sarcastic office environment. If you have a problem with me, just say it directly! I haven’t done it yet, but I want to just ask him: “Would you mind talking to me like a normal person?”

Questions

  • Which is worse: direct confrontation or passive-aggressive behavior?
  • Why do you think some people avoid saying things directly?
  • Have you ever received a passive-aggressive message or note?
  • What’s the best way to deal with conflict or arguments at home?

5. Kitchen Experiments

“My partner keeps trying these complicated recipes she finds online, which sounds great in theory. The problem is the kitchen looks like a total disaster afterwards. There’ll be flour everywhere, seventeen dirty pans, and weird ingredients just lying around. She’s always leaving a massive mess for me to clean up. After spending four hours cooking, she made me try some strange ‘mushroom foam’ when all I wanted was pasta. I can’t stand it when I can’t even see the kitchen countertops.”

Questions

  • Do you enjoy cooking, or do you see it as a chore?
  • How much mess is acceptable when someone else cooks a meal for you?
  • Would you rather eat simple food every day or try unusual dishes?
  • Have you ever pretended to enjoy someone’s cooking?

Expressions & Conversation

Guess the meaning of the bold expressions from the context, then discuss the questions with a partner.

  1. I wanted to tell him how messy he was, but I decided to keep quiet to avoid an argument.
    • In what situations do you find it best to just keep quiet?
    • Do you find it difficult to stay silent when you’re annoyed?
  2. My partner gave me the silent treatment for two days when I forgot our anniversary.
    • Do you think the silent treatment is an effective way to deal with conflict?
    • What’s a healthier way to show someone that you’re upset?
  3. He completely hogs the bathroom every morning, so I’m always late for work.
    • What annoying habits do people usually have in shared spaces?
    • How would you deal with a housemate who takes too long in the shower?
  4. During lockdown, we had absolutely no personal space, and every little habit became annoying.
    • Do you think people need a lot of personal space to have a good relationship?
    • How much time spent together is too much time?
  5. My housemate and I constantly clash over how clean the kitchen should be.
    • Do you think people should adapt to each other’s habits when living together?
    • What household rules are most important in a shared house?
  6. Everyone else was cleaning up after dinner while he just sat on the sofa and didn’t lift a finger.
    • How important is it to share household chores equally?
    • Have you ever lived or worked with someone incredibly lazy?
  7. Whenever my brother bakes, he leaves a trail of destruction in the kitchen.
    • Are you a tidy cook, or do you make a mess when you cook?
    • Would you rather do the cooking or the cleaning up afterwards?
  8. I usually apologize first just to keep the peace, even if I know I’m right.
    • Is it better to avoid conflict or always be completely honest?
    • Have you ever apologized to someone just to end a stupid argument?

B2 First: Reading and Use of English (Part 4)

For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.

It really irritates me when people don’t reply to my messages. 

NERVES 

It really gets on my nerves when people don’t reply to my messages.

  1. My brother has a frustrating habit of leaving his clothes on the floor. 

ALWAYS 

My brother ____________________________ his clothes on the floor.

  1. She regularly forgets to lock the door when she leaves. 

KEEPS 

She ____________________________ to lock the door when she leaves.

  1. I really want you to stop playing your music so loudly at night. 

WISH 

I ____________________________ play music so loudly at night.

  1. It makes me very angry when people leave dirty dishes in the sink. 

CRAZY 

It ____________________________ when people leave dirty dishes in the sink.

  1. I absolutely hate it when my flatmate talks on the phone for hours. 

STAND 

I ____________________________ when my flatmate talks on the phone for hours.

  1. Could you please clean up after yourself for once? 

MIND 

____________________________ up after yourself for once?

🔑 Teacher’s Answer Key

(The bolded words indicate the exact 2-to-5-word answer required)

  1. is always leaving (Present Continuous + always)
  2. keeps forgetting (Keep + -ing)
  3. wish you wouldn’t (I wish + subject + wouldn’t)
  4. drives me crazy (It drives me crazy when…)
  5. can’t stand it (I can’t stand it when… — note: the “it” is grammatically required here!)

Would you mind cleaning(Would you mind + -ing)

Posted in Advanced C1, B2 First, C1 Reading, Conversation Classes, Reading Classes, Vocabulary Classes

Guest Post: C1/C2 Collins Word of the Year 2024 by Suzy Ratcliff

It’s that time of the year again! No…. not the festive season, the time for Suzy Ratcliff’s ever-excellent lesson plan based on this year’s Word of the Year contest by Collins Dictionaries.

The lesson plan is recommended for C1/C2 students and involves students examining the shortlist for word of the year and putting them into practice in a series of engaging tasks.

Download the student handout and teacher’s notes below:

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

Halloween: Spooky Story – Bruiser the Dog B2+

This is a listening and conversation lesson plan for B2+ learners. Use it to scare your students this Halloween!

The lesson is based around a spooky story called Bruiser the Dog told by professional story-teller Wilf Merttens on the Halloween episode of our podcast 2Ts in a pod. You can listen to the whole episode below, but the section you’ll need for the lesson plan is from 40:08-43:10. Students will predict what will happen in the story, do some detailed listening and then discuss their deepest, darkest fears! You’ll find all the lesson materials below. Happy Halloween!

Lesson materials:

To use the audio offline, you can download the whole episode from SoundCloud like this:

Audio Link

2Ts in a Pod Episode 40: Halloween

The story is towards the end of the episode from 40:08-43:10

Predictions

You’re going to listen to a spooky story that involves a young girl, an old house and a big dog called Bruiser. Make some predictions about what’s going to happen.

  1. Put students in pairs and have them make predictions.
  2. Make sure students cover the transcript until later in the lesson.

Comprehension Questions

Instructions:

  • Students read the comprehension questions then listen to the audio twice.
  • Put them in pairs to compare their answers.
  • Students listen again with the transcript to clear up doubts.
  • Clear up doubts about the highlighted vocabulary.
  1. Why did the girl often stay alone in the house with only her dog?
    Her mother worked away from home often, leaving the girl alone in their large, old house with her dog, Bruiser.
  2. What did the girl do when she felt scared at night, and how did Bruiser comfort her?
    When she felt scared, the girl would dangle her hand over the side of the bed, and Bruiser would lick her fingers to comfort her.
  3. What bad news did the girl hear one night that disturbed her sleep?
    She heard that a notorious serial killer had escaped from a nearby prison and was on the loose in the area.
  4. What unusual sounds did the girl hear while trying to sleep?
    She heard noises on the stairs and a creak in the hallway, as well as her bedroom door creaking open.
  5. What did the girl discover at the end of the story that shocked her?
    She found Bruiser’s dead body lying in the hallway, revealing that it wasn’t Bruiser who had been licking her fingers during the night.

Conversation

  1. What did you think about the story? Did it scare you? Why or why not?
  2. Why do you think the story is effective as a scary story? What elements make it frightening?
  3. Have you ever experienced something spooky or heard a similar story? How did it make you feel?
  4. Why do you think people enjoy listening to scary stories like this one?
  5. What kinds of stories or situations scare you the most? Why do you think they have that effect on you?
  6. How do you usually react when you feel scared or nervous? Do you try to stay calm like the girl in the story?
  7. What would make the story even scarier in your opinion? Would you change anything to make it more intense?
  8. Do you think scary stories are more effective when they involve realistic situations, like being alone in a house? Why or why not?

Transcript

(0:00) There was this thing that happened near where I live that’s always stayed with me. (0:06) There was a girl about 14 or 15 years old and (0:11) she lived alone with her mother because her father had died some years before and (0:16) her mum had to work away a lot and she would leave her daughter alone in this big old house. (0:24) Now, (0:26) the daughter was very brave and didn’t mind being left.

Plus, she had a big dog. (0:32) He was a fearsome, fearsome dog. Yeah, I think he was an Alsatian and he was called Bruiser and (0:41) well, she had a kind of nighttime ritual with Bruiser and that was that he would sleep under her bed and (0:48) if she was ever scared in the night, she would dangle her hand over the bed and (0:54) he would lick her fingers in that way that that dogs have of doing.

(1:00) Now, there was very scary news one night. I remember it myself and that was that there’s a jail, (1:07) a prison quite local to us, (1:11) and there was news that a (1:13) notorious serial killer (1:15) had escaped from the jail and was on the loose in the area. Now, I told you this girl was very rational.

(1:24) She told herself there is (1:27) only the tiniest chance that he’s going to come knocking at my house of all the houses and so she took herself to bed and (1:34) she took Bruiser with her and she lay down and she went to sleep. (1:39) She didn’t sleep very well. She only slept fitfully.

(1:44) She kept waking up, tossing and turning. Probably the bad news had disturbed her and she was having bad dreams, but (1:51) every time she woke up, she would just dangle her hand over the edge of the bed and (1:59) there’d be (2:01) Bruiser licking her fingers and she would feel comforted and she would go back to sleep. (2:09) Now, a few times she felt like she heard a noise on the stairs or a creak in the hallway, (2:14) but those are just the noises that old houses make.

(2:19) But then the door (2:29) creaked open on its own, but (2:32) she wasn’t scared because that was something the door sometimes did, another quirk of an old house. (2:39) She wasn’t scared, at least, (2:43) until she saw (2:45) lying in the hallway (2:48) the dead body of Bruiser the dog.

Conversation

  1. What’s your biggest fear? Where does it come from?
  2. Do you believe in ghosts? Have you or someone you know ever seen one?
  3. Would you visit a haunted house?
  4. Do you have any phobias like fear of heights, spiders, or flying? How do they affect you?
  5. Do you know anyone with a serious phobia? How does it impact their life?
  6. Are phobias irrational, or do they have roots in real experiences?
  7. What treatments do you think help with phobias? How do you feel about hypnosis or exposure therapy?
  8. What scared you most as a child? Did any characters or stories give you nightmares?
  9. Do you like horror films? Which type scares you most: gory, psychological, or supernatural?
  10. Were you ever scared of a teacher or another adult as a kid? Why?
  11. What social situations make you anxious? Public speaking? Parties with strangers?
  12. Can social anxiety be managed? How?
  13. Do you feel safe in your town? What do you find most unsettling about it?
  14. Are there current news stories that worry you about the future?
  15. Are you easily startled? Has anyone ever tried to scare you with a practical joke?
  16. Have you ever dressed up for Halloween? What costumes have you tried?

Homework – Research a Spooky Story

  1. Look for a spooky story or an urban legend on the internet. It can be in any language.
  2. Don’t copy or print the story, make notes about it, for example:

Bruiser the dog:

  • Girl, dad had died.
  • Mum works a lot.
  • Girl is alone at home.
  • Has a dog called Bruiser.
  • Serial killer escaped from prison.
  • Girl goes to bed.
  • Bruiser licks fingers under the bed to comfort her.
  • Wakes up in the night, Bruiser licks her fingers.
  • Bedroom door opens, she sees Bruiser’s body…
  • Who is licking her fingers???

As a follow-up class, put students in small groups, have them choose one of the urban legends they bring in. They must then make it as spooky and suspenseful as possible before telling it to the rest of the class.

Posted in Advanced C1, B2 First, Conversation Classes, Guest Posts, Vocabulary Classes

Guest post: “A Long Time Coming” – Vocabulary/collocations related to national identity and obtaining dual citizenship – B2+

This is a guest post by Steve Krajewski from English Coach Online on the topic of national identity and gaining dual citizenship.

Steve writes texts based on his own life experiences and shares them with students. His texts are packed with phrases and collocations that are common in spoken English.

For this post, Steve decided to focus on a text called ‘A long time coming’. This text will enable students to discuss whether they’ve ever done a family tree, what they know about their ancestors and to what extent gaining dual citizenship would have an impact on their lives.

Skills practiced include listening for gist, guessing the meanings of words from context and scanning the text for details.

__________

Download the teacher’s notes and the student handout below:

Download the audio file for the text here:

Long time coming audio.

Student Handout

A long time coming

As I have the right to obtain Polish citizenship by descent, I’ve been spending a great deal of time getting to grips with the Law on Polish citizenship and asking specialists for advice about which documents I need to submit for my application.

Obtaining Polish citizenship by descent is relatively straightforward. Considering the uncertainty surrounding Brexit, and the future rights of British citizens who wish to travel, live and work in the EU, holding dual citizenship might be very useful down the line. My father will apply for a Polish passport as well.

A few weeks ago, I hired a genealogist to carry out research on my Polish ancestors. I’ve learned some revealing things about my grandfather, such as the fact that the Soviets deported him and his family to Arkhangelsk, Russia, in 1940. My researcher has also discovered the names, birthplaces and educational backgrounds of my grandfather’s siblings and parents.

Applying for Polish citizenship has made me wonder why so many people don’t take an interest in their roots and ancestors. I certainly feel a little guilty for not visiting the villages connected with my ancestors when I lived in Poland on and off between 2006 and 2013.

So – what do you think? Should families research their family history and start a family tree together?

WORDS AND PHRASES

a long time coming – arriving or happening after a lot of time has passed

(here I refer to my regrets that it took such a long time to learn about my

relatives)

citizenship – the position or status of being a citizen of a particular

country

(by) descent – the origin or background of a person in terms of family or

nationality

get to grips (with something) – to start to deal with a problem, situation, or job that you have to do

submit – to give or offer something for a decision to be made by others

straightforward – uncomplicated and easy to do or understand

uncertainty – a situation in which something is not known for sure

surrounding – related to; around; involved with

rights – a moral or legal entitlement to have or do something

dual citizenship – the status of a person who is a legal citizen of two or more countries

down the line – in the future

genealogist – a person who traces or studies lines of family descent

carry out research (on something) – a careful study of a subject (e.g. medical/historical/scientific), especially in order to discover new facts or information about it

revealing – showing something that was not previously known or seen

educational background – your educational background refers to all of the education you have received

take an interest (in something) – be concerned or curious

roots – family origins, or the particular place you come from and the experiences you have had living there

ancestor – a person related to you who lived a long time ago (usually

before grandparents)

(feel) guilty – to feel intense regret for something

on and off – only for part of a period of time; not in a regular or

continuous way

family tree – a diagram showing the relationship between people in several generations of a family

Read Steve’s posts related to ELT and language learning here: https://englishcoachonline.com/blog/

Posted in Advanced C1, B2 First, Proficiency

Rhetorical Devices in Speech and Writing

This is a lesson plan designed to help students make their written and spoken English more emphatic and engaging. Students will learn various rhetorical devices, then put them to use in conversation. Download the handout and key below:

Rhetorical Devices in Speech and Writing – Student Handout

We can use the following rhetorical devices to make our speeches and writings more engaging.

  1. Rhetorical Questions

Ask a question that you don’t expect an answer to.

“How can we encourage more people to recycle? Well, one way would be to…”

“How much impact do one person’s habits really have on the environment? Surprisingly, ….

  1. Personification

Giving human actions or emotions to non-living/inanimate things.

“I could hear the pack of cookies calling to me from the cupboard.”

“The music industry chewed him up and spat him out.”

“The soft bed welcomed me with open arms.”

“The fear of failure chased him wherever he went.”

  1. Hyperbole

Using exaggeration to draw attention to the severity of the matter or to make a strong point. 

“I called her a thousand times.”

“I will literally die if they ask me to give a speech to the whole class.”

“I’m so hungry I could eat a horse.”

  1. Litotes

Ironic understatement in which an affirmative is expressed by the negative of its contrary

“How did Steve look when you visited him? Not great to be honest.”

“How was the film? Yeah, not bad.”

“Let’s just say he doesn’t have the best attendance record.”

  1. Anadiplosis

Repetition of the last word in a phrase at the beginning of the next phrase or sentence.

“Fear leads to anger, anger leads to hate and hate leads to suffering.” –Yoda, Star Wars

“We ordered a pizza. A pizza that changed our lives.”

“She got on the bus, and on that bus she met a man. A man who would turn out to be the love of her life. A life that would be tragically cut short at only 25 years old.”

  1. Simile

A simile is a comparison in which something is said to figuratively be like something else. They usually contain “like” or “as”.

“It was as hot as a desert this morning.”

“His heart was beating like a broken clock.”

“My grandad is as blind as a bat and as deaf as a post.”

Practice

Identify the different rhetorical devices:

  1. It certainly wasn’t the worst school play I’ve ever been to.
  2. I’m absolutely starving, when can we stop for lunch? 
  3. My little brother is as thick as two short planks, he’s just not the academic type.
  4. The far-off lights of the city seemed to welcome us as we got closer.
  5. He spent the last of his money on an old bike. An old bike that he ended up riding for over 20 years.
  6. How can we convince more people to invest in electric cars? I’ll tell you how.
  7. The last episode was like watching paint dry, I couldn’t stand it.
  8. Her brain is the size of a pea, it’s like talking to a brick wall.
  9. It’s not the most useful application, so I’ll probably delete it.
  10. What can be done about the issue of short attention spans? Well, first of all, we could….
  11. The leg bone’s connected to the knee bone. The knee bone’s connected to the thigh bone.
  12. The car engine grumbled, coughed and burst into life.
Posted in Advanced C1, B2 First, Exam Preparation Class, Games, Proficiency, Vocabulary Classes

Word Formation Noughts & Crosses

This is a lesson plan for students preparing for the Cambridge main suite exams. I specifically created it with C1 or C2 students in mind but it could easily be adapted to B2. Students practice word formation while playing a game of noughts and crosses. Download the handout below:

Students play in pairs, they must choose a square on the board where they want to place their token, but they must first correctly complete the corresponding word formation question in order to do so. All of the words are based on the same root word.

If a student answers incorrectly, you could either have the opponent steal the square by answering correctly, or say that the square is now dead and nobody can place a token there.

An alternative game to play with the same 9 questions is this great, and very versatile, football game by https://tekhnologic.wordpress.com/

As a follow-up you could set your students the task of coming up with their own lists of nine sentences to use in future games. You could give them each a root word (use, communicate, etc.) and send them to the Longman Online Dictionary to look up all the derivatives in order to make their 9 questions: https://www.ldoceonline.com/

Posted in Advanced C1, B2 First, Conversation Classes, pragmatics

Pragmatics: Everyday Interactions – Contrastive Analysis

See you in a bit. - Post by camillissima on Boldomatic

This is a lesson plan designed to help Spanish speaking students sound more natural in lots of common, everyday interactions. Download the handout and PowerPoint below:

Students do some contrastive analysis of some high frequency expressions in English and Spanish in order to identify some common errors and put the more natural English expressions into practice.

Everyday English: Contrastive Analysis

Contrastive Analysis

Work with a partner.

Complete the second column with direct translations or common mistakes that Spanish speakers make with these expressions.

SpanishDirect Translation/Common MistakeEnglish Equivalent
¡Hasta ahora! ¡Igualmente! ¿Cuánto tiempo? ¿Qué tal? ¡Que vaya bien! ¡Que te lo pases bien! ¡Aquí lo tienes! No te escucho. ¿Qué pasa? No pasa nada ¿Puedes repetir? ¿Cuánto falta para…? Estoy de acuerdo Una cosa/una preguntaUntil now! …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… ………………………………………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… ……………………………

Now complete the third column with  the more natural English equivalent.

Buzzer Game

Cut out the situation cards below. Put the cards face down in a pile. Turn over one card, the first person to say the appropriate expression for that card takes the card and scores one point. Keep playing until all the cards have been used.

Your housemate is going to the shop, they will be back in 5 minutes. What do you say to them?Your co-worker says “have a good weekend!” as they leave the office. What do you say to them?
Your partner is leaving to go to an important job interview. What do you say to them?You work in a coffee shop. You hand a customer their cup of coffee. What do you say to them?
You put your hand up in English class, you want to ask the teacher a question. What do you say to them?You see an old friend from school you haven’t seen for a long time. What do you say to them?
You’re speaking on the phone but there is loud music playing. You don’t understand what they’re saying because of the noise. What do you say to them?You get home and see that one of your children is crying. What do you say to them?
Your friend tells you that they’re going to Disneyland this weekend. What do you say to them?Your friend says sorry for arriving late to meet you for lunch. You don’t mind that they’re late. What do you say to them?
Your teacher says something very quickly and you don’t understand. What do you say to them?You’re having a debate at work and you have the same opinion as your co-worker. What do you say to them?
You see your friend in the morning and you want to know how they are. What do you say to them?You’re bored at school and you want to know when you will be allowed to go to the playground. What do you say to the teacher?

Key

SpanishDirect Translation/Common MistakeEnglish Equivalent
¡Hasta ahora! ¡Igualmente!
¿Cuánto tiempo? ¿Qué tal?
¡Que vaya bien! ¡Que te lo pases bien!
¡Aquí lo tienes! No te escucho. ¿Qué pasa?
No pasa nada ¿Puedes repetir? ¿Cuánto falta para…?
Estoy de acuerdo
Una cosa/una pregunta
Until now!/See you now!
Equally!
How much time?
What such?
That it go well.
That you pass it well.
Here you have.
I don’t listen you.
What happens?
Happens nothing
Can you repeat?
How much is left for…?
I am agree
One thing/one question
See you in a bit/sec
Same to you!
Long time, no see!
How’s it going?
Hope it goes well.
Have fun!
Here you go/Here’s….
I can’t hear you.
What’s up? What’s wrong?
No worries/problem.
Sorry, I didn’t catch that.
How much longer until…?
I agree.
I have a question/doubt

Buzzer Game

Your housemate is going to the shop, they will be back in 5 minutes. What do you say to them? See you in a bit/secYour co-worker says “have a good weekend!” as they leave the office. What do you say to them? You too!
Your partner is leaving to go to an important job interview. What do you say to them? Hope it goes wellYou work in a coffee shop. You hand a customer their cup of coffee. What do you say to them? Here you go/Here’s your coffee
You put your hand up in English class, you want to ask the teacher a question. What do you say to them? I have a question/doubtYou see an old friend from school you haven’t seen for a long time. What do you say to them? Long time, no see!
You’re speaking on the phone but there is loud music playing. You don’t understand what they’re saying because of the noise. What do you say to them? I can’t hear youYou get home and see that one of your children is crying. What do you say to them? What’s wrong?
Your friend tells you that they’re going to Disneyland this weekend. What do you say to them? Have fun!Your friend says sorry for arriving late to meet you for lunch. You don’t mind that they’re late. What do you say to them? No worries/problem
Your teacher says something very quickly and you don’t understand. What do you say to them? Sorry, I didn’t catch thatYou’re having a debate at work and you have the same opinion as your co-worker. What do you say to them? I agree
You see your friend in the morning and you want to know how they are. What do you say to them? How’s it going?You’re bored at school and you want to know when you will be allowed to go to the playground. What do you say to the teacher? How long / How much longer until play time?
Posted in B2 First, Exam Preparation Class, Guest Posts, Listening Classes

B2: Halloween Special – Spoopy Season

This is a guest post by Soleil García Brito just in time for Halloween! Students learn about the concert of spoopy vs spooky things and the history of the jack-o-lantern. Download the handouts below:

  1. Describe the images and discuss:
  2. What are the similarities and differences between these two images?
  • Which of these images do you find the spookiest?
  • Reading and Use of English (Part 2)

Adapted from Merriam Webster – Words We’re Watching

The Inside Poop On ‘Spoopy’

Spoopy might startle people, especially around Halloween season. Perhaps it’s the resemblance (1) ______ spooky, which could lead you to believe the formation is nothing more (2) ______ a jaw-dropping typo. Or it could also be that it has poopy in it, which makes the spelling amusing to people (3) ______ enjoy bodily humour. This Internet sensation’s origin was a comical misspelling of the adjective spooky spotted on a department store’s Halloween sign written in a “skeletal” font and photographed. The image was (4) ______ uploaded to the Internet; in short order, spoopy (5) ______ viral. Essentially, the word is used to describe something that typically would be spooky, (6) ______ an image of a skeleton or ghost, but is actually rather comical. The word has other connotations (7) ______ well: it is sometimes used for things that are intended to be spooky but simply fail to scare, or it could describe something that blends cuteness (8) ______ spookiness in a grotesque way.

Watch the video (x2) until 5:17 and answer the following questions:

  1. According to the Youtuber’s previous views, why did people carve pumpkins?
    1. Because they wanted to scare others
    1. Because they didn’t like the taste of pumpkins
    1. Because there were too many pumpkins
  2. Why did the devil go to see Stingy Jack?
    1. To take him to hell
    1. So that he could have some drinks with him
    1. Because he admired him
  3. How did Stingy Jack avoid going to hell the first time?
    1. He trapped the devil in a silver cross
    1. He trapped the devil in his pocket
    1. He left the bar while the devil was paying
  4. Why did the devil climb up a tree?
    1. Because Jack was hungry
    1. Because he was hungry
    1. Because Jack threatened him with crosses
  5. The reason Jack wasn’t allowed in hell was…
    1. He wasn’t evil
    1. He made a deal with the devil
    1. God prohibited him from entering
  6. What does the legend say?
    1. That Jack is happy because he escaped hell
    1. Jack wanders through purgatory with a pumpkin
    1. Jack’s spirit appears in marshes on October 31st
  • Language focus

Watch the video again, complete the sentences below and match the words to their meanings:

  1. Well, it ___________ I was wrong about two things.
  2. A voice comes out ___________ to be Satan himself.
  3. Just ________ yourself ________ a silver coin.
  4. Jack’s soul was sent down to hell where the devil was _________ waiting.
  5. Was cursed to spend eternity __________ through the darkness or purgatory.
  6. Wandering aimlessly through the forests and ____________
Turns outWalking around slowly with no clear purpose or direction
ClaimingIn a way that shows a strong desire to do or have something
Turn (sth/sb) intoSaying that something is true or a fact
EagerlyTo be known or discovered finally and surprisingly
WanderingGround near a lake, a river, or the sea that is always wet
MarshesTo change, transform or develop from one thing to another
USEFUL IDIOMSTo be taken off guard The lesser of two evils