Listening based on video segments

Listening segment 1

Watch the following video and take notes to answer the questions. You can watch it as many times as you need to answer all the questions to the best of your ability.  Please bring the questions to class.


  1. How does stress begin?
  2. How does it feel?
  3. What is stress response?
  4. What are the benefits of stress response?
  5. What is the problem?
  6. What is the good news?
  7. How can you bust stress?
  8. What are the benefits of controlling stress?


Listening Segment 2:

Introduction: Read the introduction and look up words you may not know.

The goliath tarantula of South America is the biggest spider in the world.

Tarantulas are slow and deliberate movers, but accomplished nocturnal predators.

Insects are their main prey.

A tarantula may spin a trip wire to signal an alert when something approaches its burrow.

VOC:  Fang= long sharp tooth that animals such as dogs and snakes have.


Note: Listen carefully to the pronunciation of :’ goliath tarantula”

View the video as many times as necessary to answer the questions.

What is being said about the goliath tarantula?

How do they hunt?

How many eyes do they have?

What is meant by “it’s like a dinner bell”

Are they dangerous for humans?


Listening segment 3

Watch the following video and take notes to answer the questions. You can watch it as many times as you need to answer all the questions to the best of your ability.

What can you see if you look an eye with a microscope?
What does it mean if you see a yellowed area in the eye?
What do the little brown spots indicate?
What does a little spot of blood in the white part of the eye indicate?
Why is the eye called a window to our bodies and our health?


Listening segment 4

Watch the following video and take notes to answer the questions. You can watch it as many times as you need to answer all the questions to the best of your ability.

Why did the researchers go to Australia?

What is the purpose of the Enduring Voices project?

What happens every two weeks according to the video?

What are they trying to do?

What does the endurance of language depend on?

Why did they researchers visit the young man?

What is the use of the technology kits?




task based lessons

“Teach the students” teachers often say when they talk to each other, “don’t just teach the book”. Still, a teacher’s worth may depend on their ability to finish the book. In cultures where language teaching is based on a course book, the material to be covered often becomes more important than the students themselves.

Task based learning offers a refreshing look to teaching languages.

Central to this approach is the task that needs to be completed.  Teachers need to focus on this task and, sort of, work backwards. For example, at the end of the week students may need to present a short play that they have scripted themselves. They may also have to prepare the props and think about directing and rehearsing the play. The grammar structures, the vocabulary and the functions they study during the week depend on the language they need to complete the task. All the activities or exercises they do are interrelated and directly relevant to the task.

Does it work? Yes, it works like a dream. The central task needs to be geared to the needs and the strengths of the students so that it’s challenging but appropriate for their level. Is it challenging for the teacher? Yes. A teacher has to be able to assess their students very quickly and custom tailor their lessons in order to teach exactly what the students need to communicate and complete the task.

Why then? Why not just teach the book? Because task based teaching is enjoyable and motivating, because students work in a natural context and the language they learn is personalized and relevant to them. Because students use what they learn and they learn quickly, because it’s natural, communicative and effective.

If you are interested in reading more on task based learning you may want to read:

Doing Task-based Teaching

Dave Willis and Jane Willis 2007, Oxford University Press



Word order of indirect questions

1. An indirect question is a question which has been embedded inside a statement.


Why did he leave early? (Direct question)

I have no idea why he left early.(Indirect question embedded in a statement)

2. An indirect question can also be embedded inside another question.


Why did he leave early? (Direct question)

Do you know why he left early?(Indirect question embedded in another question)

The word order for embedded questions is that of a statement because technically the direct question is no longer a question.

It is like the direct question structure changes into “positive” sentence structure.

If you want to see more examples and explanations you can go to this link:

If you want to practice you may want to go to the following links: (easy)  (intermediate)

Further practice:



A positive learning environment

Most classroom teachers would agree that a student who feels good about himself is more likely to succeed. Of course that is easily said than done. For students language learning involves trying hard, exposing themselves and making mistakes. Students may experience self-doubt, uneasiness or fear. Adult students often have to deal with other pressures too. They have very little time to study or feel they have to get a certificate for their cv, ect

Teachers know by instinct that classes work well if students get on with one another. When teachers can create a non-threatening classroom environment where mistakes are viewed as a chance to learn and students’ contributions are valued, students begin to learn. Class becomes a team and students feel the need to contribute. Learning becomes an adventure that students share.

Students can learn a lot and support each other in the learning process. Cooperation and acceptance reduces stress in class and allows people to do their best. “Stay connected with class, if you happen to miss a session”, I told students at the beginning of the year. Now I know that they call each other about homework assignments, use the social media to communicate, review material together.

The sharing, and motivation I was aiming at, has taken on a life of each own. It has even extended outside class; they have become friends and do things together. So taking English classes has become a positive experience that makes life richer.

unnamed (1)




ECPE: Writing

Writing an essay

Organization and development of ideas are extremely important in an essay. You should read the topic carefully and decide what the main question is, what the purpose is and what style of writing would be appropriate in the given situation.

Brainstorm first, think of as many ideas a you can and write them down.

Select the best ideas and think how they can be linked together in paragraphs.

Decide on a thesis statement and the logical order for the paragraphs.

If you want to see the ppt I used in class and the topic of your essay you can go here:essay topic

If you want to see the sample essays we discussed in class you can go to the following link. Please go only to pages 2,4,6. That’s all we have discussed.

Speaking: Making a point

When we explain something we often include natural redundancies and repetitions  that help clarify what we are trying to say. We also check the listener’s understanding in order to keep the conversation going.

 Through clarification it is possible for  both the speaker and the listener to understand complex issues.

If you want to see the power point that we used for the activity we did in class you can go the following link:


If you are interested more generally in useful language like this you may want to go to:


You will find the verbs and experessions that are followed by the subjunctive in the ppt presentation attached. Your homework is there as well.

Note: Remember that some verbs that can be used in the subjunctive may follow a different syntax in less formal contexts. You must think about the meaning and the context of the sentences.

e.g His mother advised them to come home early.

Verb: advise,   Context: Mother speaking to children– informal

e.g It is advised that you should come to work dressed in a business suit.

Verb: advise,   Context: Regulation for employees- formal

If you want to see the power point that I used in class for the subjunctive you can click on the following link:

Subjunctive review

If you want to practice the subjunctive some more you may want to go to: