Posted in Conversation Classes, Exam Preparation Class, Listening Classes, Video Classes

Gender Roles: B1-B2

The Arbitrary Division of Gender Roles | by Seth Buesing | Medium

This is a guest post by Soleil García Brito. It is a lesson plan on the topic of gender roles. Students complete a First-Certificate-style multiple choice cloze exercise, a listening comprehension based on a clip from Friends and finally, a discussion on the topic. Download the student handout and teacher’s notes below:

Video clip:

Some questions in the discussion have been adapted from: http://www.englishwithjo.com/english-conversation-gender-roles/

Multiple-choice cloze text adapted from: https://en.wikipedia.org/

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

2Ts in a Pod: Thursday Murder Club – Part 1

2Ts in a pod's stream on SoundCloud - Hear the world's sounds
Image credit Mark Wilding

New Episode! This is the first in a new series of book club episodes based around Richard Osman’s brilliant page-turner “The Thursday Murder Club”. Tim and Katy discuss the plot a few chapters at a time and highlight some useful language. Try it out with your high-level students!

https://cutt.ly/KgHpP9I

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

2Ts in a Pod: Halloween Special 2020

Image credit: Mark Wilding

2Ts in a Pod is back with our first episode of season 4! It’s the 2020 Halloween special!

Some great creepy stories to use as listening activities in your classes this week! Try the spine-tingling one from 40:09-43:05 by friend of the pod Wilf Merttens.

If you like what you hear, check out Wilf’s podcast The Wilfiad: https://podcasts.apple.com/gb/podcast/the-wilfiad/id1198607038

Posted in Conversation Classes, Listening Classes, Proficiency, Reading Classes

Reading, Video & Debate: Compulsory Vaccination

Person Holding A Vaccine

This is another guest post by Soleil García Brito. It is a reading, listening and speaking lesson plan for B2+ students based around the topic of compulsory vaccination. Download the materials below:

The Vaccine debate – Teacher’s notes

Warmer

Short answers

  • What is a vaccine and how do they work?
  • Have you been vaccinated for anything?
  • Would you get vaccinated against SARS-CoV-2 if a vaccine were available?
  • Do you think vaccinations should be compulsory?

Video – Why are some children still not getting the MMR vaccine? | ITV News

Watch the video and answer the questions below

  1. Are vaccinations compulsory in England?
  2. Who is to blame for the falling rate of vaccinations, according to the video report?
  3. Do the British public trust health care professionals?
  4. Where does the British Health Secretary stand on making vaccinations compulsory?
  5. How is the British government planning to stop the spread of fake news about vaccines?

Watch the video again and listen for the words in the gaps below. Discuss the meaning of the words or phrases in the gaps.

Teacher tip → Play twice if necessary.

  1. In the UK it’s _________ parents whether their child gets vaccinated for measles
  2. But if we want to _________ measles outbreaks don’t spread, we need ninety five percent of the public to be vaccinated
  3. But why are we so _________ about measles right now?
  4. More than half a million children in the UK _________ on the MMR jab between 2010 and 2017
  5. Some ________________ what’s known as the anti-vax movement
  6. Many worry that the MMR jab can cause autism, a theory ___________ from the British former doctor Andrew Wakefield
  7. In 1998, he published a paper claiming there was a link, but his results were later completely _________ and he was __________ the doctors’ register.
  8. ___________, Public Health England believes social media isn’t a major factor
  9. Health Secretary Matt Hancock has refused to _________ children being kept out of schools if they haven’t been vaccinated against measles, but infection experts have said that this drastic solution could ________ a rise in the anti-vaxxer
  10. … to remove any post promoting false or misleading information about ______, like MMR.

 

Transcript

In the UK it’s up to parents whether their child gets vaccinated for measles. Last year 87% of children received their full dose of MMR; that stands for measles mumps and rubella. That number sounds pretty high, right? But if we want to ensure measles outbreaks don’t spread, we need ninety five percent of the public to be vaccinated. This is called herd immunity. But why are we so concerned about measles right now? Measles is one of the most contagious diseases; it can cause brain damage, blindness, and it can even be fatal. And now in England cases are rising. They’ve nearly quadrupled in the last year, going from 259 in 2017 to 966 in 2018. More than half a million children in the UK missed out on the MMR jab between 2010 and 2017, and each year the number of those being vaccinated is dropping. So why are vaccination rates falling? Well it’s not just the UK. In America 2.6 million children have gone unvaccinated. Some put this down to what’s known as the anti-vax movement. Anti-vaxxers believed that certain vaccines are not safe. Many worry that the MMR jab can cause autism, a theory stemmed from the British former doctor Andrew Wakefield. In 1998, he published a paper claiming there was a link, but his results were later completely debunked and he was struck off the doctors’ register. Since then the National Autistic Society has said there is no link between autism and the vaccine, but the scare story still continues to spread. Go online in search of information around vaccinations and you’ll find social media is awash with anti-vaccination propaganda. But is the anti-vax movement to blame? Actually, Public Health England believes social media isn’t a major factor. It’s surveyed parents and found that 93% viewed health care professionals as the most trusted source of information on immunization. In fact, public health England think the key to better vaccination rates is sending out reminders to parents and making GP appointments more convenient so that vaccinations can actually happen. So what can be done to increase vaccinations? Well, in France vaccinating children became a legal requirement last year. Could that be adopted here? Health Secretary Matt Hancock has refused to rule out children being kept out of schools if they haven’t been vaccinated against measles, but infection experts have said that this drastic solution could fuel a rise in the anti-vaxxer movement. For the moment the governor plans to stop the spread of fake news by introducing legislation that would force social media companies, like Facebook, to remove any post promoting false or misleading information about jabs, like MMR.

 

Debate – Set up – Jigsaw Reading

Discuss with your partner or group whether your point is for or against compulsory vaccination. Then, summarize the main ideas to present them to the rest of the class.

Teacher tip → there are 12 statements in total: 3 PRO, 3 AGAINST, and each of their counterpoints. This activity can be structured in many ways depending on class size, level and time constraints. Here is a suggested way of structuring the activity:

 

Jigsaw Reading Phase 1:

  1. Cut up the texts; keep points and counterpoints separate.
  2. Split class into pairs or groups of 3 depending on numbers. Ideally you want either 3 or 6 groups.
  3. Give out one point to each pair/group. Don’t give out the counterpoints for now.
  4. Instruct students to read their text and first decide if it is a arguing for or against compulsory vaccination. Have for/against columns on the board and keep track of the points. Students could even come to the board to write their points in the column.
  5. Have students reread their texts and summarize it in their own words.
  6. Clear up any doubts about meaning.
  7. Students present their summaries to the class.

 

Jigsaw Reading Phase 2:

  1. Now tell students that you have counterpoints to each of the points they’ve just looked at.
  2. Give out the counterpoint texts to each group randomly.
  3. Students must now match their counterpoint to the previous points from phase 1 and then summarize it for the class.
  4. Clear up any doubts about meaning.

 

Language Focus:

Have students look at the underlined words and phrases in the texts they’ve looked at; have them infer meaning from context and take note of collocations and useful expressions.

 

Debate

You can now conduct a class debate on the topic. Divide the class into two teams and decide which team will argue for and against compulsory vaccination. Encourage students to include their own ideas and opinions as well as the points and counterpoints previously studied. You can structure the debate in many ways. Follow the link below for language for debating and suggested debate structures: https://freeenglishlessonplans.com/2017/11/17/debating-at-higher-levels/

 

POINTS FOR COMPULSORY VACCINATION

POINT 1

It’s the state’s duty to protect its community

In an industrialized country such as the USA, unvaccinated people were 35-times more likely to contract measles than vaccinated ones; in developing countries where these viruses are still endemic, the risk would be considerably higher. After a scare about possible side effects of the MMR jab, in 2008 there was a drop in voluntary vaccinations in a part of London (Lewisham). In that part of London only 64.3 % of children were vaccinated and in that year the district accounted for one third of all South-East London measles cases. Unless there is a 95 % vaccination, there is a great threat to public health of infection outbreaks. It is therefore the role and duty of the state to understand these issues and possible threats and provide protection and care, in this case, in the form of immunization.

COUNTERPOINT 1

Voluntary immunization should be enough

Compulsory vaccination is an example of the tyranny of the majority even if it is coming from a democratic government. And in a community that praises itself as democratic and respectful to wishes of others it is in no way acceptable that the rights of some get abused by the wishes of others. Besides, The United Kingdom does not have a system of compulsory health care, but disease outbreaks are still prevented due to the voluntary immunizations. The pediatrician Miriam Fine-Goulden explains: “The risk of contracting these infections is only so low at present because the voluntary uptake of immunizations has been high enough (in most cases) to reduce the chance of contact with those organisms through the process of herd immunity.”

 

POINT 2

Duty to protect children

Each year millions of children worldwide die of preventable diseases before the age of five. The argument presented here is that the state needs to protect the child and immunize him or her from preventable diseases as obviously the child does not have the capabilities at this stage to make informed decisions of their own. The United Nations Right to Liberty and Security of the Person treaty, article 6.2 supports this view – State Parties shall ensure to the maximum extent possible the survival and development of the child.

COUNTERPOINT 2

Forcing parents to vaccinate could backfire

The key issue at stake here is who gets to decide about the healthcare needs of children – the authorities or parents? Critics of enforced vaccinations argue that it may have the opposite effect to that desired, and end up demonizing parental choice. Indeed, adopting compulsory vaccinations can be counter-productive, causing concerned parents to withdraw their kids from school and entrenching anti-vaccination sentiment.

 

POINT 3

Compulsory vaccines are a financial relief on health system

Commonly used vaccines are a cost-effective and preventive way of promoting health, compared to the treatment of acute or chronic disease. In the U.S. during the year 2001, routine childhood immunizations against seven diseases were estimated to save over $40 billion per birth-year cohort in overall social costs including $10 billion in direct health costs, and the societal benefit-cost ratio for these vaccinations was estimated to be $16.5 billion. Additionally, if less people get sick, productivity rates remain high and less money is destined to social and health programs.

 

COUNTERPOINT 3

The cost of vaccines is itself high

Vaccines themselves are expensive to develop in the lab and to mass-produce for widespread compulsory vaccination programs. The cost of developing a vaccine—from research and discovery to product registration—is estimated to be between $200 million and $500 million per vaccine. In addition to these upfront costs, organizing compulsory vaccination programs across an entire country can be very complicated and expensive. For instance, mechanisms must be set in place to ensure that the program is indeed compulsory, which means establishing a database of those that have and have not received the vaccine.

 

 

POINTS AGAINST COMPULSORY VACCINATION

POINT 1

Compulsory vaccination violates the individuals’ right to bodily integrity

In most countries and declarations, one of the most basic human rights is the one to bodily integrity. It sets down that you have a right not to have your body or person interfered with. This means that the State may not do anything to harm your body without consent. The NHS (National Health Service) explains: “You must give your consent (permission) before you receive any type of medical treatment, from a simple blood test to deciding to donate your organs after your death. If you refuse a treatment, your decision must be respected.” In the case of vaccination this principle should be also applied.

 

COUNTERPOINT 1

Social responsibility trumps individual rights

The problem with the idea of “individual rights” is that those refusing vaccines on account of this effectively violate the same right for other people if, and when, there is an outbreak of the disease against which the vaccine is protecting. Those who wish to opt-out of vaccination (often on behalf of their children, who have no say in the matter) are classic free riders, hoping to benefit from the more responsible behavior of the rest of society. As it is assumed that most of society see it as a responsibility and a duty to protect others.

 

POINT 2

It is a parental right to decide whether or not to vaccinate their child

Through birth, the child and the parent have a binding agreement that is supported within the society. This agreement involves a set of rights and duties aimed at, and justified by, the welfare of the child. As custodian, the parent is under the obligation to work and organize his or her life around the welfare and development of the child, for the child’s sake. Therefore, the parent is endowed with a special kind of authority over the child. If the parent believes the child will be safer and better off in society without being given vaccine it is the parent’s right to decide not to give vaccination to the child.

 

COUNTERPOINT 2

Parents do not have absolute rights to decide for their children

An adult vaccine refusal and a parental vaccine refusal are not the same. Parents do not have absolute right to put their child at a risk even if they themselves are willing to accept such a risk for him or herself. Minors have a right to be protected against infectious diseases and society has the responsibility to ensure welfare of children who may be harmed by their parents’ decisions. As seen not to vaccine children can represent a danger for their future, there should be no ultimate power of parents to prevent vaccine jabs.

 

POINT 3

Vaccines have severe side effects

Some of the used vaccines may have severe side effects, therefore we should let every individual assess the risk and make choices on their own. Besides introducing foreign proteins and even live viruses into the bloodstream, each vaccine has its own preservative, neutralizer and carrying agent. Evidence also suggests that immunizations damage the immune system itself, because vaccines trick the body so that it will no longer initiate a generalized response. In addition, the long-term persistence of viruses and other foreign proteins within the cells of the immune system has been implicated in a number of chronic diseases, such as allergies. Moreover, MMR vaccines may cause a child who is genetically predisposed to have autism, due to the Thimerosal, which is a compound that contains mercury.

 

COUNTERPOINT 3

Lack of evidence for prevalence of severe side effects

First of all, many of the arguments suggesting vaccination is dangerous refer to observations from the 60s or 70s. Since then, more recent studies have reported no link between MMR vaccines and autism. Similarly, a 2011 study from the German Health Institute comparing the prevalence of allergies and infections in vaccinated and unvaccinated children and teenagers, concluded that there was no difference between them, other than the frequency of vaccine-preventable diseases, such as mumps or measles.

 

The text was reproduced and adapted from http://www.idebate.org with the permission of the International Debate Education Association.

Copyright © 2005 International Debate Education Association. All Rights Reserved

 

 

Posted in Listening Classes, Reading Classes, Video Classes

Guest Post: Survival Skills – Reading & Video

How to Start a Fire Without Matches | The Art of Manliness

This is a reading and listening lesson for B2+ students based around the topic of survival skills and myths created by Soleil García Brito. Download the student handout below:

Survival Skills – Student Handout – Word

Survival Skills – Student Handout – PDF

Survival Skills!

Reading – Prediction

Look at these statements about survival. Are they factual or myths?

a) Anyone can start a fire with just two sticks

b) Boiled water is always 100% safe to drink

c) Reality shows about survival will help you prepare for a dire situation

d) You need to find food right away

e) You need to find water immediately to survive in desert heat

f) You can outrun a bear

g) The best way to stop a shark attack is by punching it in the nose

Matching

Read the texts and match the titles a-g

  “In reality, you can survive on just your body’s fat stores for weeks, as long as you have water. Conserving energy, avoiding injury, and sourcing a supply of water are key to surviving,” said Ras. “Hunting and trapping prey are hit and miss activities which often produce nothing and simply end up expending energy and risking injury or illness. It’s extremely rare for someone to die of starvation in a survival situation. Injury, illness, poisoning and exposure are much more likely to result in death. By definition, ‘surviving’ a situation is short-term, and in the short term a person can be fueled by their fat reserves.”
  “None of us would be here today if our ancestors hadn’t mastered the fine art of friction firemaking, but this is a skill to practice on camping trips and backyard outings,” said Tony Nester of Ancient Pathways Survival School. It’s a big mistake to rely solely on friction firemaking in a survival situation, especially when you could end up in a damp environment. Modern survival is about being prepared and carrying at least three firestarters (waterproof matches, spark-rod, lighter) with you at all times,” said Nester. “I teach primitive firemaking skills to show my students how to perform the method but find that, even under the best of conditions, it is a challenge and not reliable for most people.”
  “I’ve worked as a consultant on several reality shows and these shows are heavily-scripted,” said Nester. “On one program, there was a crew of 12 people accompanying us, including two staff whose sole job was to drag around coolers filled with double-shot espressos and sandwiches while filming scenes of the host living off the land. There’s nothing romantic or fun about real survival—it’s only adventure in retrospect.”
  Running away from a bear is a lost cause: Usain Bolt himself couldn’t beat one in a footrace, let alone on uneven terrain. The best thing to do depends on the species. If you encounter a black bear, said Nester, “Hold your ground and make yourself look big—open your coat up, throw your arms up above your head—and shout and scream and, a lot of times, they’re as spooked as you are, and will take off.” Take the opposite approach with a grizzly: “Avoid eye contact, which a bear will perceive to be a challenge. If the bear’s not approaching, back away slowly. If it charges, simply stand your ground. If you have pepper spray, be ready to use it… and pronto. If it makes physical contact with you, cover your vitals and play dead.”
  “Even though it’s true that sharks get stunned if they get punched in the nose, not many people the strength to do this, especially underwater,” said Manighetti. Even if you could manage the strength to hit the nose hard enough, there’s a chance your hand could end up getting injured by shark teeth. “The best way to scare a shark away is to scratch its eyes or gills, it’s impossible to overpower these fierce creatures in attack mode.”
  “While boiling water will kill off organisms and germs, it will not clean harmful particulates from the water. For instance, no matter how long you boil chemically contaminated water it won’t be safe to drink,” said Jack. “This same principle applies to stagnant dirty water. If the water you are attempting to purify is visibly dirty or murky, you should filter the water before attempting to boil it. If you don’t have a commercial water filter available, then you can either pour the dirty water through a clean fabric (towel or shirt) or leave the water to stand until the sediments sink to the bottom. Then just pour the clean water from the top…and then boil.”
  “You will last longer in the heat by holding up in the shade versus searching for water during the afternoon hours,” said Nester. “If you do run out of water, find a north-facing boulder and sit in the shade; keep covered to prevent evaporative sweat loss; stay off the hot ground by sitting on your pack or a pile of debris; and only move around during the cooler hours of the morning or evening.” If you didn’t tell anyone about your travel plans, though, rescue will likely take more than a few hours and you should search for water when the temperature drops.

Text adapted from: https://www.theactivetimes.com/15-survival-myths-could-actually-kill-you-slideshow/

Discussion

  • Were your predictions from the first task correct?
  • Look at the texts again. Why are these things all bad ideas?

Language focus

  • Look at the underlined phrases and the words in bold. What do you think they mean?
  • Discuss with a partner and take a note of the dependent prepositions, collocations, phrasal verbs and idioms.
  • Fill in the gaps with the appropriate preposition or collocation without checking in the texts:

 

  1. In reality, you can survive _______ just your body’s fat stores for weeks
  2. Injury, illness, poisoning and exposure are much more likely to result _______
  3. It’s a big mistake to rely solely _______ friction firemaking in a survival situation, especially when you could end _______ in a damp environment.
  4. … including two staff whose sole job was to drag around coolers filled with double-shot espressos and sandwiches while filming scenes of the host living _______ the land.
  5. Running away from a bear is a _______ cause
  6. … a lot of times, they’re as spooked as you are, and will take_______.
  7. While boiling water will kill _____ organisms and germs, it will not clean harmful particulates from the water.
  8. This same principle _______ to stagnant dirty water.
  9. If you do run_______of water, find a north-facing boulder and sit _______the shade.
  10. you should search for water when the temperature _______.

 

Video – Prediction

You are going to watch a video about surviving in extreme situations. These are the topics; are they good or bad ideas?

  1. Eating snow for hydration
  2. Drinking cactus water
  3. Drinking urine or blood
  4. Using moss for direction
  5. Drinking alcohol to stay warm
  6. Rubbing frostbitten extremities
  7. Sucking venom from a snake bite
  8. Peeing on a jellyfish sting

VIDEO: Click the link – 8 Survival Tips

Questions:

Why are they bad ideas?

  1. ____________________________________________________
  2. ____________________________________________________
  3. ____________________________________________________
  4. ____________________________________________________
  5. ____________________________________________________
  6. ____________________________________________________
  7. ____________________________________________________
  8. ____________________________________________________

Video – Language Focus

  • Read the sentences below and try to fill the gaps
  • Watch the video a second time listening for the words in the gaps and compare to your original predictions.
  1. Too good to be ___________
  2. Which will dehydrate you and make _______ worse.
  3. They still don’t taste good, but they’ll do in a _______.
  4. Going _______ vampire to survive is probably not the best idea.
  5. But that is the exact _______ of what you want if you need to stay warm.
  6. Not to _______, freeze the water those cells were using to live.
  7. Try to sit _______ and don’t risk doing more harm.
  8. In other _______, don’t do it.
  9. You’re best _______ leaving the treatment to professionals.
  10. Last but not _______.
Posted in 2Ts in a Pod: Podcast, Listening Classes, Vocabulary Classes

2Ts in a Pod Video: Friendship Expressions

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We’ve recently launched a Youtube channel for our podcast 2Ts in a Pod. There’s not much up there yet but more content is in the pipeline. Check out this video we’ve made looking at 5 expressions related to the topic of friendship. Why not show it to your students or set it as homework?

If you like the video, please consider subscribing to the channel, it’s a new project for us and we really want to get it off the ground so a like, a share and a subscription can go a long way!

You can also check out full episodes of our podcast on our Soundcloud page below. Any comments or feedback welcome.

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

2Ts in a Pod: Book Club – The Landlady by Roald Dahl

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The latest episode of our podcast for English teachers and B2+ students is now live! It’s part of a new series of book club episodes in which we discuss a short story. This episode we discuss The Landlady by Roald Dahl. We recommend that you read the story before you listen.

https://soundcloud.com/2tspod/2ts-episode-37-book-club-the-landlady-by-roald-dahl

Posted in 2Ts in a Pod: Podcast, Exam Preparation Class, Listening Classes, Teacher Training

2Ts in a Pod: Cambridge First (FCE) Mini-Series

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I haven’t even had time to keep up with the posts about each episode of our podcast. Terribly neglectful of me. Towards the end of last year we did a little mini series on the Cambridge B2 First or whatever it’s called these days (Cambridge keep changing the name). We looked at most parts of the exam; have a listen by following the links below:

FCE General Tips

FCE Speaking

FCE Reading

FCE Use of English

 

Posted in Listening Classes

Off Menu Podcast: Listening – Sindhu Vee

Image result for off menu podcast

Image credit: https://play.acast.com/s/offmenu/

This is a lesson plan for B2+ students based around a clip from the brilliant Off Menu Podcast presented by Ed Gamble and James Acaster. The idea is to use the listening exercise as a way to encourage students to listen to podcasts for pleasure outside class. Download the student handout and answer key below:

Off Menu Podcast

The Off Menu Podcast is hosted by comedians Ed Gamble and James Acaster. Every week a different guest comes onto the show and talks about their ultimate dream meal. The meal must include a starter, main course, side dish, dessert and drink. There are no limits to what each dish could be, some guests have chosen things as varied as McDonald’s fries and Pizza Hut pizza or their mum’s Christmas dinner or a traditional Indian curry.

This week’s guest is the Indian comedian Sindhu Vee. Sindhu was born in India and has also lived in the Philippines; she now lives in London with her Danish husband.

Predict with your partner: You’re going to listen to the part where Sindhu chooses her dream main course. What do you think she chooses?

Link to the episode. Timing: 29:49-32:50

Listen for Gist

First listen: What was the dish?

Listen for Detail

2nd listen:

  1. Where did she try the dish?
  2. Who made the dish?
  3. How did the different members of her family react to the chef’s driving?
  4. What surprised her about Sicilian food?
  5. What was her husband’s reaction to the dish?
  6. What really impressed her about the dish?

Language focus

Look at the expressions Sindhu uses, what do you think they mean?

“Maniacal driving”

“I had to keep face”

“Not cognisant of the world around him.”

“You have a fight and flight response.”

“You’re gonna fight through to the taste.”

Follow up

Listen to the rest of the episode for homework, what does Sindhu choose for the other parts of her dream menu?

Answer Key

Listen for Gist

First listen: What was the dish? Pasta arrabbiata with angel hair pasta

Listen for Detail

2nd listen:

  1. Where did she try the dish? Near Florence
  2. Who made the dish? Mr Mancini the boss of the hotel
  3. How did the different members of her family react to the chef’s driving? She was fine, her husband was scared, her kids loved it
  4. What surprised her about Sicilian food? How spicy it was
  5. What was her husband’s reaction to the dish? He went blind
  6. What really impressed her about the dish? How it maintained its flavour despite being so spicy

Language focus

Look at the expressions Sindhu uses, what do you think they mean?

“Maniacal driving” – driving like a crazy person

“I had to keep face” – to maintain one’s reputation

“Not cognisant of the world around him.” – Not aware/unconscious

“You have a fight and flight response.” – Instinctive reaction, stand and fight or run away

“You’re gonna fight through to the taste.” – Battle against the spiciness to the flavour

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!”