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, 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 2Ts in a Pod: Podcast, Listening Classes

2Ts in a Pod Episode 57: Jamie Keddie – Images & Stories in the Classroom

Image credit: Mark Wilding

This time on the pod Katy & Tim talk to teacher, materials developer, teacher trainer and master storyteller Jamie Keddie about how to use images and stories in the English classroom.

Check out Lessonstream, Jamie’s online community below:
lessonstream.com/

Also, check out Jamie’s video class based on the streaker photo here:
www.youtube.com/watch?v=6hH6rCbd9RI

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

2Ts in a Pod: Episode 53 – Mike Coppock: Endurance Challenges

2Ts in a Pod are back with a great new episode on the topic of endurance challenges. Katy and Tim talk to Mike Coppock, the long distance mountain runner, about his experiences completing the Island Munros Triathlon and setting a new record for crossing the Pyrenees mountains from the Atlantic to the Mediterranean coast.

If you want to read more about Mike’s adventures, or watch the excellent short film of the Island Munros Triathlon, follow the links below:

cutt.ly/xA5ypvm – Island Munros Triathlon & The Martin Moran Foundation

http://www.youtube.com/watch?v=zK3bdOVBW78 – Island Munros Triathlon short film

cutt.ly/SA5y0ua – The full story of Mike’s Pyrenees crossing

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 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
Posted in Advanced C1, B2 First, Grammar Classes, Writing Classes

B2+ Formal Linkers

Fine 3d Image Of Metal Ring Chain Cartoon Style Stock Photo, Picture And  Royalty Free Image. Image 9852810.

A new worksheet for B2+ students to help them add more cohesion to their writing through the use of formal linkers and connectors. Download the handout and key below:

Lead students through the worksheet. Encourage creativity in the final activity. Set students an FCE or CAE part 1 essay for homework.

Label the groups of linkers (A, B, C, D) with the titles in the box based on their function.

REASON       ADDITION      CONTRAST/CONCESSION      CONDITIONALS
  1. ____________________
  2. One of the main benefits of research into green energy is the impact it can have on the environment. Furthermore, by switching to renewable energy sources, we can reduce our dependence on fossil fuels such as oil.
  3. The project failed to live up to the expectations of the management team. What is more, it was €100,000 over budget.
  4. Construction of the solar farm was finished on time. Moreover, workers were able to increase power output by 15% in the first month.
  5. ____________________
  6. Many parts of the world are being ravaged by extreme weather conditions due to/owing to the impact of climate change.
  7. Emissions of harmful greenhouse gases have increased owing to/due to the fact that the world’s population keeps growing.
  8. Further research is needed in order to push the boundaries of our scientific knowledge.
  9. Governments should provide more funding for green energy projects so as to increase their efficiency.
  10. More charging stations for electric cars should be installed so that there are enough to meet demand.
  11. ____________________
  12. Space exploration is undoubtedly an exciting area of research. Even so, is it really the most pressing issue humankind is facing right now?
  13. In spite of/Despite recent technological advancements we have seen, we still know very little about the universe.
  14. In spite of/Despite the fact that time is running out, we must not give up and accept our fate.
  15. Much progress has been made in this field. Nevertheless, there is still a lot to be done.
  16. ____________________
  17. Unless we take steps to combat climate change now, we may be too late.
  18. Even if we manage to reduce emissions considerably, there is no guarantee that it will be enough.
  19. We are still not sure whether or not we are alone in the universe.

Sentence Structure Rules

Group A:

  • What do you notice about the way all 4 linkers are used?

Group B:

Look at the sentences and choose the correct alternative:

  1. Due to/owing to + a noun // a clause (subject + verb + object)
  2. Due to/owing to the fact that + a noun // a clause (subject + verb + object)
  3. In order to + a verb // a clause
  4. So as to + a verb // a clause
  5. So that + a verb // a clause

Group C

  • What do “even so” and “nevertheless” have in common?

Look at the sentences and choose the correct alternative:

  1. In spite of/Despite + a noun // a clause (subject + verb + object)
  2. In spite of/Despite the fact that + a noun // a clause (subject + verb + object)

Group D

Look at the linkers in group D and match them to their meaning

  1. “it doesn’t matter if”
  2. “If we don’t”
  3. “If or not”

Practice

Complete the sentences with a linker from the previous exercise, more than one answer might be possible.

  1. They brought in extra seats …………. everyone could sit down.
  2. ………… you were the only man in the world, I still wouldn’t go out with you.
  3. They planted trees in the garden …………… attract more wildlife.
  4. His CV is impressive. ………….., I’m still not sure if he’s the right candidate.
  5. …………. all their hard work, they weren’t able to complete the project on time.
  6. I was unable to attend the meeting ……………. the heavy snowfall.
  7. Many people have chosen to move out of the city ……………….. house prices have fallen in the countryside.
  8. One benefit of city life is the superior health facilities. ……………….., there are many more job opportunities.
  9. It seems like a very tempting offer. ……………….., I feel I must reject it.
  10. ……………….. we run, we’re going to miss the last train.
  11. I’m still not sure ……………….. we made the right decision.
  12. He cancelled all his morning appointments ……………….. spend time with his family.

Creative Practice

Use linkers to upgrade these sentences for use in a C1 essay. You can also upgrade the language in the sentences.

  1. Shopping in shops is good, but shopping online is better.
  2. We should build more parks because they’re good for people.
  3. People got sad because the pandemic was bad.
  4. It doesn’t matter if you recycle, big companies are bad for the planet.
  5. There are too many cars, that’s why there’s lots of pollution.
  6. We should make drivers pay more to make them take the bus.
  7. Veganism is good but I don’t think I could do it.
  8. Books are good because they help you learn words and you imagine things.
Posted in Advanced C1, B2 First, Conversation Classes, Exam Preparation Class

B2+ Goat vs Bear – Exam Practice & Discussion

This is a lesson plan for B2+ students. It is based on a text from https://www.iflscience.com/ on the subject of wild animals. It will serve as good exam practice for students preparing to take Cambridge exams and should also be an engaging topic of conversation for teenagers and adults. Download the handouts and slides below:

Link to original article: https://www.iflscience.com/plants-and-animals/badass-goat-killed-grizzly-bear-by-skewering-it-on-its-horns-necropsy-reveals/

Procedure

  1. Show students the second slide of the PowerPoint, encourage them to guess which animal would win.
  2. Show them the second and have them speculate about how a goat would beat a bear.
  3. Give out handout and have students read to confirm their speculations, check in open class.
  4. Have students complete the open cloze, they could work in pairs or individually and then check with their partner. Good practice for Cambridge exams use of English.
  5. Lead students through the vocabulary exercises.
  6. Discussion: Which animal could you beat in a fight? Show students the fourth slide and explain the statistics to them. Put students in groups and have them discuss which animals they think they could beat and how they would do it. 
  7. Lead a discussion on the best way to tackle certain large, dangerous animals. Have students speculate on the best thing to do in each encounter, then check on the internet to see whether or not they would have survived. Board any emergent language and exploit it for recall later.

Open Cloze Key

Apex predators make (1) IT to the top (2) BY being the most efficient hunters in their domain, but every now and (3) THEN an underdog crops up to disrupt the food chain. (4) SUCH an example played out on the mountains of Burgess Pass in Yoho National Park, where Parks Canada retrieved the body of a female grizzly bear. Such a creature would usually (5) BE  the slayer rather than the slain, and most surprisingly of all the assailant turned (6) OUT to be a goat.

The battle (7) TOOK place sometime before September 4 after which Parks Canada was made aware (8) OF the presence of a carcass. Bodies such (9) AS these need to be removed as they can otherwise lure in wildlife that could put visitors to the pass (10) AT risk.

The discovery of a slain bear merits a forensic investigation to determine the (11) CAUSE of death, and so a necropsy (12) WAS conducted on the animal. During the examination, staff noticed that the fatal wounds were at the base of the bear’s neck and in (13) ITS armpits. The attack sites might sound random to the uninitiated, but to experienced park rangers, this was the work (14) OF one extremely lucky mountain goat.

“When grizzly bears attack, they tend (15) TO focus (16) ON the head, neck, and shoulders of the prey, usually (17) FROM above,” Alison Biles, Public Relations and Communications Officer for Parks Canada, told IFLScience. “In turn, the defensive response of mountain goats would (18) BE  to protect themselves using (19) THEIR sharp horns.”

“Grizzly bear predation of mountain goats is relatively common and significant goat activity was observed (20) IN the immediate area. (21) IN this case, it appears that the mountain goat was (22) TRYING/ABLE to defend itself. While rare, other cases of mountain goats defensively killing bears have (23) BEEN reported in the past, (24) WHICH is not completely surprising since mountain goats are strong animals that are well-equipped to defend (25) THEMSELVES” 

Adapted from: https://www.iflscience.com/plants-and-animals/badass-goat-killed-grizzly-bear-by-skewering-it-on-its-horns-necropsy-reveals/ 

Find words or phrases in the text to match these definitions:

  1. Animals at the top of the local food chain. – APEX PREDATORS
  2. Someone in a game or fight who has little chance of winning. – AN UNDERDOG
  3. A killer. – SLAYER – assailant – an attacker
  4. The dead body of an animal. – CARCASS
  5. Attract. – LURE IN
  6. Where your arm meets your chest. – ARMPITS
  7. People without experience. – THE UNINITIATED 
  8. A person who patrols and maintains a national park. – PARK RANGER
  9. To have the tools to do something. – BE WELL-EQUIPPED

Complete the collocations from the text:

  1. MAKE it to the top
  2. Every NOW and then
  3. Such AN example
  4. The assailant TURNED out to be a goat
  5. The battle took PLACE sometime before September 4
  6. Parks Canada was MADE aware of the presence of a carcass.
  7. Put visitors at RISK
  8. An investigation to determine the cause of DEATH

Complete the sentences with one of the collocations:

  1. The police still aren’t sure of the CAUSE OF DEATH
  2. I don’t go out often but EVERY NOW AND THEN I like to meet up with friends and let my hair down.
  3. His carelessness PUT everyone on board the ship AT RISK, it can’t happen again.
  4. I have been MADE AWARE OF some complaints that customers have made and I would like to address them.
  5. The match will TAKE PLACE tonight at the usual address.
  6. To MAKE IT TO THE TOP in this industry you have to work very hard and get lucky.
  7. We thought it was a shark under the boat but TURNED OUT TO BE a piece of rubbish.
Posted in 2Ts in a Pod: Podcast, Listening Classes

2Ts in a Pod Episode 52: Pride Month Special – The Wonderful World of Drag

Image credit: Mark Wilding

For episode 52 we spoke to Oscar/Lana Vuli a drag performer based in Barcelona. We spoke about his/her route into drag performance and experiences performing live and on the Youtube Channel “Science Queers”. You’ll find a link to the channel below.

It was a great episode and a really enjoyable interview, we hope you like it!

https://www.youtube.com/channel/UCWR22076Osunb7hiTHfhr1Q