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

2Ts in a Pod: Lesson Plan – Pet Hates

2Ts_banner_2460x936

This is a guest post by Katy Wright, the co-host of 2Ts in a Pod. It’s a listening activity based around a clip from episode 5: Pet Hates. Download all the materials below:

Teacher’s Notes

Warm-up

  1. Tell students they are going to listen to two people, Tim and Katy, talking about their pet hates. Check their understanding of pet hate [a common, everyday thing that can be really annoying]
  2. Ask student to predict in groups about what could annoy Tim?
  3. Listen to the extract and check their predictions
  4. Ask students if they also find these things annoying.
  5. Ask students to make a list of 3 of their biggest pet hates and share them with their partner

Listening in detail

  1. Tell students they are going to listen to the extract again. This time they write down expressions they hear related to being annoyed or irritated
  2. You may want to play the extract again is students are struggling
  3. Students compare the expressions they have written.
  4. Give the students the transcript of the extract. Ask them to underline the pragmatic language related to annoyance. Did they find them all?
  5. Check understanding of the expressions in open class. Point out the stressed words of these expressions
  6. Ask students to repeat the expressions with their partner to practice pronunciation and stress

Speaking

  1. Go back to the list of 3 pet hates they discussed earlier in the lesson. Ask students to talk about them again but this time using the expressions from the extract
  2. Monitor and give feedback on emergent language

Additional Idea

  • Students can practice the conversation a few times with a partner and then record their conversation “podcast” style. This could then be shared among the other members of the group on WhatsApp or a wiki if they feel comfortable to do so.

Transcript

1:43 – 3:00 minutes

Katy: [00:00:00] But first Tim, what really annoys you? What really drives you up the wall?

Tim: [00:00:05] What drives me up the wall. I would say, in general, inconsiderate people really get on my nerves. So, especially in public places like on public transport, for example. Here in Barcelona, it’s really common. So, say you’re on the Metro, okay, and you’re coming up to a stop and it pulls, the Metro pulls into the station and stops the doors open and people try to get on the Metro before you’ve got off. Yeah it really, really drives me insane.

Katy: [00:00:42] So annoying.

Tim: [00:00:43] If you just let us off everything would be so much easier. Yeah. It really really really really gets on my nerves. Also another thing on the metro I think it’s quite common, um, that really annoys me is people listening to music without headphones on their mobiles.

Katy: [00:01:02] That annoys me if people are walking down the street. I don’t know. Just turn it down, put headphones in. Or turn it down.

Tim: [00:01:11] Yeah. No one wants to listen to that.

Katy: [00:01:12] No one cares.

Tim: [00:01:14] So that, that’s what really really really annoys me. Yeah, It drives me up the wall.

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

2Ts in a Pod: Lesson Plan – Coincidences

2Ts_banner_2460x936

This is a listening activity for B1+ students based around an extract from episode 11 of our podcast on the topic of Small World Stories and Coincidences. Download all the materials below:

Lead-in

Use the first slide on the PowerPoint to introduce the topic and have students predict what kind of coincidences two identical twins separated at birth could have experienced.

1st Listen

Students listen and try to write down all the coincidences they hear then compare in partners and listen again if necessary. Task check using PowerPoint slide:

  • Both called James
  • Both grew up to be police officers
  • Both marry a Linda
  • Both had sons called James Alan/Allan
  • Both had a dog called Toy
  • Both remarried women called Betty

2nd Listen

Students listen again and write down expressions for expressing surprise:

  • What???
  • Seriously??
  • No way!
  • You’re shitting me!
  • That’s mental!
  • How bizarre!

3rd Listen: Decoding

Students listen to the first section again and fill in the gaps with elements of connected speech:

Key:

I’ve got some coincidence stories that have happened in the world. This one’s a good one. Right. So, as I mentioned I studied psychology at University so I’d, I’d heard about these guys. This is an article that I found on boredpanda.com. And it’s called “10+ crazy coincidences that are hard to believe actually happened”. So here’s the thing. There’s two twins who were separated at birth.

Speaking

Students think of a surprising story or event from their own lives and write down 6 key words needed to tell the story. They then tell the story to their partner who reacts using the expressions. Teacher gives feedback/error correction, then they swap partners and repeat the exercise having taken the feedback on board.

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

2Ts in a Pod: Episode 9 – Travel Tales

 

2Ts_banner_2460x936

Image credit: Mark Wilding

Follow us on twitter @RobbioDobbio + @2tspod

There’s still time to donate to Mental Health Friendly to help them set up classes for people suffering and recovering from mental health problems:

https://gogetfunding.com/shay-educational-consultant/

Episode 9 of the podcast is all about travelling, do you like to travel light? Have you got the travel bug? We spoke to two people who definitely have, Jon and Ania from hitchhikershandbook.com; they came on the show to tell us about their various adventures. We also spoke to people about their weird and wonderful travel experiences as well as our vocabulary section “5 Ways to Say.” Below you’ll find the timings of the episode in case you want to skip ahead or use specific parts in class:

Timings:

Tim and Katy travel stories – 0 -13.30
Main Interview – John and Ania – 13.30 – 30.00
5 Ways to say – travel vocab – 30.10 – 35.00
Vox pops – Shay – 35.20 – 40.30
Outro – 40.35 – End

Enjoy! We appreciate any comments or feedback, let us know in the comments here or on Twitter or Facebook.

Check out Jon and Ania’s blog below:

http://hitchhikershandbook.com/

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

2 Ts in a Pod: Episode 3 – Food Glorious Food! Teacher’s notes

2Ts_banner_2460x936

Image credit: Mark Wilding

Follow us on twitter @RobbioDobbio + @2tspod

Sorry for the delay but the teacher’s notes for episode 3 are now ready! Click the link below to download them:

Teacher’s notes Ep3 Food

We talked about food, glorious food! We interviewed Nicole Hooks and Abbi Nelliug about US Southern soul food and traditional Dominican food respectively. Nicole speaks about her southern food pop-up supper club Sarah Juliette’s Southern Kitchen. Click the link below to find out more, she’s got events coming up in the next few weeks. Also, check out the recipe for the delicious gumbo that we taste on the show.

https://www.facebook.com/SarahJuliettesSouthernKitchen/ – Check out Nicole’s page
https://goo.gl/EGJ1U7 – Gumbo recipe

 

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

2Ts in a Pod: Podcast Launch!

2Ts_banner_2460x936

Image Credit: Mark Wilding

Follow me on twitter @RobbioDobbio

The first two episodes of our brand-spanking new podcast are ready!

Listen from our Sound Cloud page:
https://soundcloud.com/user-333804100

And download the teacher’s notes:
Episode one: https://goo.gl/HxF1fS
Episode two: https://goo.gl/VAPG6Z

The show will be released every two weeks more or less. It is aimed at B2 level students and up, although we do have plans to make specific features for lower levels in the future.

For each episode we choose a different theme; the show is then divided into short features so that they can be listened to as one whole show or as more manageable chunks. We also believe this will make it a useful classroom resources for teachers.

The typical features you might find are:
• Interviews with special guests.
• Vox-pops: Short interviews with people out and about.
• Five ways to say: A feature designed to help boost listeners vocabulary related to the topic of the episode.
• Challenges or experiences: These will include Katy and Tim trying new foods, drinks and activities.
• Pronunciation focus: Here we’ll examine features of English pronunciation such as connected speech and intonation.
• Stop! Grammar time: An irreverent look at specific English grammar points.
• And many many more as we think of them!

This is our first podcast so we’re open to any and all constructive cricitism and feedback! We hope you enjoy the show!

Download our mission statement below:

https://docs.google.com/…/1pQIjE4RLNENGF2QV8EM6OknruZ…/edit…

Love from Katy, Tim and Ben

xxx

Credits

  • Producer & General Sound Wizard: Ben Ward
  • Presenters: Katy Wright & Tim Warre
  • Logos & Artwork: Mark Wilding
  • Jingles: Members of the Barcelona English Choir

Here’s the teacher’s notes for the first episode:

Running Order

  1. 00:00 – 04:25 – Intro.
  2. 04:25 – 08:46 – Guess the top 10 New Year’s resolutions & discussion.
  3. 08:46 – 10:46 – Vox pop: Vicky on New Year’s resolutions.
  4. 10:46 – 16:36 – Tim & Katy discuss their New Year’s resolutions.
  5. 16:36 – 20:58 – 5 Ways to Say: Language of quitting, reducing and addiction.
  6. 20:58 – 24:09 – I wanna be like you who who – Interview with Ania.
  7. 24:09 – 28:00 – Vox pop: Ania on New Year’s resolutions.
  8. 28:00 – END – Interview with Sergi the lifestyle coach.

Additional Materials

New Year’s Resolution Lesson Plan

The information and top 10 that Tim reads can be found in the lesson plan below:

Jugo de la Vida – Sergi’s website

Click the link below to check out Sergi the lifestyle coach’s website:

Five Ways to Say…

  • I want to give up/quit – Stop doing an activity.
  • I’m trying to cut down on – Reduce the quantity I consume.
  • I have cut out fruit juice completely. – To eliminate one thing from your diet.
  • I’m hooked on – To be addicted to something.
  • When my mum was pregnant, she got cravings for – to have a strong need or desire for something, usually related to addictions.

 

Discussion Questions

  • Have you ever made a New Year’s resolution?
  • How successful was it?
  • What do you think of the idea of New Year’s resolutions in general?
  • Have you ever tried to give up a bad habit?
  • How successful were you?
  • What tips or advice would you give to someone trying to do the same?
  • What things do you think you need to cut down on?
  • Are you hooked on anything at the moment?
  • Do you ever get cravings for anything? If so, what?
Posted in Conversation Classes, Listening Classes, TED Talk Lesson Plans

TED Talk, Paul Root Wolpe: Bio-engineering

Image credit: www.ted.com

Follow me on twitter @RobbioDobbio

This is a new TED talk lesson plan for higher levels (C1+) on the subject of bio-engineering and cloning. Thanks to my colleague Cliff Grossman for recommending this fascinating talk. You can download the materials below:

TED Bio-engineering – Student handout

TED Bio-engineering TEACHER NOTES

Procedure

You can either give students the handout and have them watch the talk and answer the comprehension questions for homework, or do it in class.

Then depending on class size students can ask and answer the discussion questions in small groups or in open class. The topic also lends itself well to debates on GM food, cloning and bioengineering.

Student Handout

Comprehension Questions

  1. What have been the three great stages of evolution?
  2. What are some of the animal hybrids he presents?
  3. What have scientists done with bioluminescent cells from jellyfish?
  4. What does he say about the differences in regulations on genetic modifications between the US and Europe?
  5. Name a few of the animals that have been successfully cloned.
  6. What have scientists managed to do with cockroaches and goliath beetles?
  7. What was so special about the monkey with the prosthetic arm?
  8. What was grown on a mouse’s back?
  9. What is Paul’s view on bio-engineering?
  10. What changes does he predict in the future?

Discussion Questions

  1. What did you think of the talk?
  2. Did you like his presenting style?
  3. What’s your opinion in the different experiments?
  4. Which ones do you find interesting?
  5. Which ones do you think go too far?
  6. What uses can you see for the different bio-engineered animals?
  7. How far do you think we should go?
  8. Should we clone humans?
  9. What problems do you foresee if we were to start cloning humans?
  10. Who should decide the limits of where science can go?
  11. Should people be able to design their own pets/children/bodies?

Language

Look at the language in bold. What do you think it means?

  1. By changing our environment, we put new pressures on our bodies to evolve. Whether it was through settling down in agricultural communities…
  2. So I want to take you through a kind of whirlwind tour of that
  3. Someday, perhaps pretty soon, you will have beefalo patties in your local supermarket.
  4. Dogs are the result of selectively breeding traits that we like.
  5. The scientists that made this cute little creature ended up slaughtering it and eating it afterwards.
  6. We had to do it the hard way in the old days by choosing offspring that looked a particular way and then breeding them.
  7. What are the ethical guidelines that we will use then?

Key

Comprehension Questions

    1. What have been the three great stages of evolution? 1st: Darwinian evolution 2nd: humans changing their environment by forming civilisation 3rd: Evolution by design (bio-engineering)
    2. What are some of the animal hybrids he presents? Liger, geep, zorse, beefalo, cama,
  • What have scientists done with bioluminescent cells from jellyfish? Made animals that glow in the dark

 

  1. What does he say about the differences in regulations on genetic modifications between the US and Europe? Regulations are much stricter in Europe
  2. Name a few of the animals that have been successfully cloned. Sheep, pigs, rats, cats, dogs, horses, wolves, cows.
  3. What have scientists managed to do with cockroaches and goliath beetles? Made them remoted-controlled
  4. What was so special about the monkey with the prosthetic arm? It learned to move its new prosthetic arm using just its brain signals meaning that it effectively has three independent arms.
  5. What was grown on a mouse’s back? A human ear
  6. What is Paul’s view on bio-engineering? He is worried about its implications and thinks we have to be very careful.
  7. What changes does he predict in the future? Human cloning and designer pets or even babies.

Discussion Questions

  1. What did you think of the talk?
  2. Did you like his presenting style?
  3. What’s your opinion in the different experiments?
  4. Which ones do you find interesting?
  5. Which ones do you think go too far?
  6. What uses can you see for the different bio-engineered animals?
  7. How far do you think we should go?
  8. Should we clone humans?
  9. What problems do you foresee if we were to start cloning humans?
  10. Who should decide the limits of where science can go?
  11. Should people be able to design their own pets/children/bodies?

Language

Look at the language in bold. What do you think it means?

  1. By changing our environment, we put new pressures on our bodies to evolve. Whether it was through settling down in agricultural communities… (to stop travelling and stay in one place to live)
  2. So I want to take you through a kind of whirlwind tour of that (a very quick tour seeing the most important places)
  3. Someday, perhaps pretty soon, you will have beefalo patties in your local supermarket. (hamburgers)
  4. Dogs are the result of selectively breeding traits that we like. (characteristics)
  5. The scientists that made this cute little creature ended up slaughtering it and eating it afterwards. (kill an animal for food)
  6. We had to do it the hard way in the old days by choosing offspring that looked a particular way and then breeding them. (biological term for children)
  7. What are the ethical guidelines that we will use then? (moral rules)
Posted in Conversation Classes, Listening Classes, TED Talk Lesson Plans, Video Classes

TED – Daniel Levitin: How to stay calm when you know you’ll be stressed

Image credit: http://www.ted.com

Follow me on twitter @RobbioDobbio

This is a new TED talk lesson plan for C1+ students. You can either set the TED talk with the comprehension questions as homework or watch the talk in class as it’s only 12 minutes long. Download the handout and teacher’s notes below:

TED Daniel Levitin Stress sts handout

TED Daniel Levitin Stress Teacher notes

Student Handout

Language Focus

Discuss the meaning of the phrases in bold with your partner.

  1. I had just driven home,it was around midnight in the dead of Montreal winter.
  2. As I stood on the front porch fumbling in my pockets,I found I didn’t have my keys.
  3. It releases cortisol that raises your heart rate,it modulates adrenaline levels and it clouds your thinking.
  4. Now you might be thinkingI’ve pulled this number out of the air for shock value.
  5. So the idea of the pre-mortem is to think ahead of timeto the questions that you might be able to ask that will push the conversation forward. You don’t want to have to manufacture all of this on the spot.
  6. You might change your mind in the heat of the moment,but at least you’re practiced with this kind of thinking.
  7. So I’m not completely organized,but I see organization as a gradual process, and I’m getting there.

Comprehension Questions

  1. What happens in the anecdote Daniel tells at the start of the talk?
  2. What were the consequences of Daniels clouded thinking?
  3. What is the solution he comes up with?
  4. What are the two practical tips he gives for common problems?
  5. What are the two questions he recommends asking to a doctor before they prescribe you a drug?
  6. What was the historical advantage to the brain releasing cortisol in stressful situations?

Discussion Questions

  1. What did you think of the talk?
  2. Have you ever been in a similar situation to the one Daniel describes in his anecdote? What did you do?
  3. Have you ever forgotten a passport or boarding card when flying somewhere? What did you do?
  4. Are you an absent-minded person? What things do you lose/misplace? Where do you keep your keys/mobile/wallet at home?
  5. In what situations is it good idea to predict the possible problems that could occur?
  6. Are you good at making decisions under pressure?
  7. What do you think of what he says about the medical industry?
  8. Would you trade quality of life for a longer life?

Pre-mortem

What things could possibly go wrong in these situations, and how could you prepare for the problems?

A job interview Travelling by plane An important exam A first date
A wedding The first day at a new job A surprise party Climbing a mountain

Teacher’s notes

Language Focus

  1. In the dead of winter/night = in the middle of
  2. Fumble = to feel/do something clumsily/inefficiently
  3. Clouds your thinking = confuses/affects your thinking in a bad way
  4. Pull a number out of the air = invent a number in the moment of speaking
  5. For shock value = in order to cause shock
  6. On the spot = in the moment of speaking, also “to put someone on the spot” = force someone to answer a difficult question without preparation.
  7. In the heat of the moment = do something while stressed/angry/excited
  8. I’m getting there = I’m making progress

Comprehension questions

  1. He forgets his keys so has to smash the basement window to get into his house.
  2. He forgets his passport the next morning when he goes to the airport.
  3. To perform a “pre-mortem” evaluation of possible problems that could occur.
  4. Designate a place for commonly lost things: keys, wallet etc. Take a photo of things you might lose while travelling: credit card, passport, keys and save it to the cloud to make it easier to get them back.
  5. What is the number needed to treat? What are the side-effects?
  6. When faced with a predator it helped us to escape.