Expressions to use in spoken production/interaction- C2 English

Click on the picture for a pdf version of the file:

ICT tools and apps to record/promote spoken production and co-production/interaction

Desert Island Discs as an ice-breaking/mediation activity

Desert Island Discs is a BBC Radio 4 show which has been on air since 1942. The premise behind the show is that the guest has been cast away on a desert island, and they are left with eight recordings, a luxury item and a book, all of their own choosing, together with the complete works of Shakespeare and a copy of the Bible or any other religious/philosophical book. During the show, the guest and host discuss the former’s life, while explaining the reasons why they decided on those particular tracks, book and item.

The guests tend to include world-class celebrities from the fields of culture, literature, Science, entertainment…You can access the archive on the BBC Radio 4 Desert Island Discs archive. You can find a selection of shows here (literature and music-related podcasts).

This same concept could also be used as a speaking activity for a unit on music/entertainment; to practise second conditionals; or as an ice-breaking activity on the first days of the school year, for students to get to know each other, or for teachers to get to know their students better.

  • What eight recordings would you take to a desert island? Why have you chosen every one of them? How relevant are they to your life? (If you are pressed for time, ask students to pick fewer recordings- it’s a rather time-consuming decision-making process).
  • What luxury item would you take and why?
  • What book would you take and why?

It could even be regarded as a mediation activity: in the Companion Volume to the CEFR, mediating a text includes descriptors for expressing a personal response to creative texts (including literature) [p. 116]. In a way, the student describing their choices (the ‘guest’) would actually be mediating those songs and their lyrics to their partner  (the ‘host’), as they…

  • may express his/her reactions to a work, reporting his/her feelings and ideas in simple language, and say in simple language which aspects of a work especially interested him/her  (A2)
  • might be relating emotions they have felt to those in the song, describe the emotions he/she experienced at a certain point in a story, or explain briefly the feelings and opinions that a work provoked in him/her (B1)
  • could describe his/her emotional response to a work and elaborate on the way in which it has evoked this response, or express in some detail his/her reactions to the form of expression, style and content of a work, explaining what he/she appreciated and why (B2)
  • could be asked to describe in detail his/her personal interpretation of a work, outlining his/her reactions to certain features and explaining their significance (C1/C2).

English idioms which might be offensive to vegans: same language mediation in speech

There was a news item in the UK recently on the fact that vegans are complaining that they find some English idioms offensive, and are suggesting alternative idioms. Can you see their point? How do you feel about their proposals?

  1. Listen to this clip dealing with why vegans object to some idioms and suggest alternative idioms instead:
Source

You can also read this article about the same story.

2. Look up the idiom(s) you have been assigned. Then, a) find a picture which describes it visually; b) record a short explanation of what the original idiom means. You can use Talk and Comment, or any voice recording app.

  • Let the cat out of the bag
  • Take the bull by the horns
  • There’s more than one way to skin a cat
  • Flog a dead horse
  • Bring home the bacon
  • Put all your eggs in one basket
  • Be a guinea pig
  • Has the cat got your tongue?

Upload both the picture and your explanation to this padlet:

Made with Padlet

Once the padlet is complete, listen to your classmates’ explanations and pictures. How effective was their mediation? Is the meaning clear for you now? You can rate their contributions on the padlet. You can also add further comments (text or audio comments).

Tips for speaking tests (EEOOII Aragón) (B2-C1)

If you’re going to take the speaking test at any of the Official Schools of Languages in Aragón, you can watch this video with tips for the exam. Good luck!

Last-minute resources and tips for B2-C1 English tests

Are you only days away from taking a B2/C1 English test? These links, tips and resources might help you make the most of your last-minute revision time:

General tips:

Speaking:

Writing:

Mediation:

Listening:

Game of Thrones blooper spotted- Starbucks cup

Apparently, fans were shocked to find a Starbucks disposable coffee cup on the set of the latest Game of Thrones episode. Listen to this news report to know more about this blooper:

Annotated transcript (pay attention to the highlighted expressions)

  • Do you remember other bloopers you might have seen on film or TV?
  • What’s your take on the last part of the report? Would you say this blooper (or others) are intentional, or simply careless mistakes?