Posted in Vocabulary Classes

10 CAE Phrasal Verbs

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This is a worksheet for C1 students in which they learn 10 phrasal verbs and put them into practice in conversation. Download the worksheet and key below:

CAE Phrasal Verbs

CAE Phrasal Verbs key

Definition Match

Match the phrasal verbs in bold with the definitions below.

  1. I told him to stop texting his ex-girlfriend but he didn’t act on my advice and now his new girlfriend has found out!
  2. Remember to back all your important files up on a pendrive so you don’t lose them.
  3. What are you up to this weekend? The children are very quiet upstairs, they must be up to
  4. He broke the cake up into 4 pieces and shared them out. The teacher ran down to the playground and broke up the fight.
  5. There are 100 protestors outside calling for the president’s resignation.
  6. The match has been called off due to the torrential rain.
  7. I need to throw so much stuff away, I have tonnes of books cluttering up my room.
  8. While I was cleaning out the attic I came across my old secondary school photo album, it’s so funny.
  9. I’ll come round after school and drop the books off.
  10. I’m finding it hard to cope with the amount of homework they teacher keeps giving me.
a.       Pay a quick visit

b.      divide into parts/end/separate

c.       demand

d.      fill untidily

e.      save a copy

f.        follow a recommendation

g.       cancel

h.      deliver

i.         find unexpectedly

j.        do something  (sometimes something you shouldn’t do)

k.       manage/deal with

Picture Match

Match the phrasal verbs above to the pictures.  -pictures only show up on word doc :(-

Gap-fill Questions

Complete the questions with one of the phrasal verbs and then ask them to your partner.

  1. Do you usually ______ _______ your parents’ advice? Why? Why not? Have you ever not _______ ______ some advice and regretted it later?
  2. Is your room _________ ______ like the one in the picture above? If so what is it ___________ _____ with? Books? Clothes?
  3. Do people ever ___________ __________to your house unannounced?
  4. What’s the best way to ________ ________ a fight? Have you ever done it?
  5. How do you get to class? Do you travel alone or does someone _______ you ________ in a car?
  6. Do you always ________ ________ important files? If so where do you keep them? Have you ever lost an important document or file?
  7. When was the last time you ________ _________ something from your childhood that you hadn’t seen for ages?
  8. What does the political situation in your country at the moment _______ _______?
  9. What _______ you _______ ________ this weekend? What bad things did you used to get ______ ______ when you were younger?
  10. Can you ________ __________ the amount of work you have to do at the moment? What do you do to relieve stress?

Key

Definition Match

  1. F
  2. E
  3. J (be up to can simply mean “do something” but can also mean “do something naughty”)
  4. B
  5. C
  6. G
  7. D
  8. I
  9. A+H
  10. K

Picture Match

Come round Drop off Come across Back up
Break up Call off Call for Clutter up

 

Gap-fill questions

  1. Act on
  2. Cluttered up (x2)
  3. Come round
  4. Break up
  5. Drop off
  6. Back up
  7. Came across
  8. Call for
  9. Are you up to + up to
  10. Cope with
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Posted in Conversation Classes, Vocabulary Classes

Peer Teaching: Compound Personality Adjectives

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Follow me on twitter @RobbioDobbio

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This is a lesson plan for B2+ students in which they teach each other some compound adjectives to describe personality and use them in a discussion. You will need the students’ hand-out, teacher’s notes and link to the quizlet set below:

Compound Personality Adjectives teacher notes

Compound Personality Adjectives sts handout

https://quizlet.com/120973139/compound-personality-adjectives-flash-cards/

Teacher’s Notes

Lead in

You can use the quizlet set to introduce the concept of compound adjectives. Pick out a few students and ask them the following questions, ask them the question with the compound adjective first and elicit the meaning.

Are you blonde-haired? Are you a person with blonde hair?

Are you blue-eyed? Are you a person with blue eyes?

Are you hard-working? Are you a person who works hard?

Are you a 16-year-old girl? Are you a girl who’s 16 years old?

Are you self-centred? Are you a person who only cares about themselves?

Peer Teaching

Now tell students they are going to teach each other some more compound adjectives. Give out the hand-out, put students in pairs and assign them A or B. A’s are not allowed to look at B’s questions. A should first ask B the first question on the list, they must start with the question with a compound adjective, then ask the question with the definition. For example:

A: Are you tight-fisted?

B: Am I what????

A: Are you a person who doesn’t like to spend or give money?

B: No. I’m very generous.

A: So you’re not tight-fisted then.

Students take it in turns to ask a question and teach the compound adjective. When they have finished they should test their partner to see what they remember.

Test a few students in open class to see how well they’ve been taught.

Student A

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you tight-fisted? Are you a person who doesn’t like to spend or give money?
  2. Are you thin-skinned? Are you a person who is sensitive to criticism or insults?
  3. Are you easy-going? Are you a relaxed and tolerant person?
  4. Are you quick-witted? Are you a person who thinks and responds quickly?
  5. Are you big-headed? Are you a person who thinks they are better than other people?
  6. Are you self-assured? Are you confident in your own abilities and character? Are you a person who doesn’t worry about what other people think of you?

Now ask them to your partner and see what you have in common.

Student B

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you thick-skinned? Are you a person who isn’t affected by criticism or insults?
  2. Are you laid-back? Are you a person who is relaxed and casual about everything?
  3. Are you absent-minded? Do you often lose or forget things?
  4. Are you bad-tempered? Do you tend to get angry often?
  5. Are you level-headed? Are you a responsible person who doesn’t get anxious in stressful situations?
  6. Are you self-conscious? Are you nervous or embarrassed about what other people think of you?

Now ask them to your partner and see what you have in common.

Matching Exercises

Students complete the matching exercises in pairs.

Definition match Positive/negative Picture match Sentence match
1.       C

2.       G

3.       I (i)

4.       H

5.       D

6.       J

7.       K

8.       L

9.       B

10.    E

11.    F

12.    A

Positive:

Level-headed

Thick-skinned

Quick-witted

Easy-going

Self-assured

Negative:

Self-conscious

Bad-tempered

Thin-skinned

Absent-minded

Big-headed

Laid-back (could be both)

Tight-fisted

a.        Tight-fisted

b.       Thin-skinned

c.        Absent-minded

d.       Self-conscious

e.       Laid-back

f.         Bad-tempered

g.        Big-headed

h.       Self-assured

1.       Self-conscious

2.       Bad-tempered

3.       Level-headed

4.       Thin-skinned

5.       Absent-minded

6.       Thick-skinned

7.       Big-headed

8.       Laid-back

9.       Quick-witted

10.    Tight-fisted

11.    Easy-going

12.    Self-assured

Discussion

Students complete the discussion in pairs giving reasons for their answers: “A good teacher should be easy-going so that the students don’t have to do so much homework” encourage them to agree and disagree using the language in the boxes.

Which compound adjectives would you use to describe the people listed below? Discuss in pairs.

A good friend

A bad friend

A good teacher

A bad teacher

A good boss

A bad boss

Good parents

Bad parents

A policeman

A footballer

 

Agree Disagree Ask for opinion Express opinion
Absolutely.

I couldn’t agree more.

You took the words right out of my mouth.

Uh-huh.

Yep, I’m with you on that.

Totally.

You’re absolutely right.

You can say that again!

Hhhmm, I’m not so sure.

I take your point but…

I see what you mean but…

I agree with you up to a point but…

You must be joking.

Are you kidding?

 

What do you think about ….?

Where do you stand on…?

What do you reckon to…?

For me personally,

As far as I’m concerned,

In my opinion,

I reckon that…

I’d say that…

Students’ Hand-out

Student A

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you tight-fisted? Are you a person who doesn’t like to spend or give money?
  2. Are you thin-skinned? Are you a person who is sensitive to criticism or insults?
  3. Are you easy-going? Are you a relaxed and tolerant person?
  4. Are you quick-witted? Are you a person who thinks and responds quickly?
  5. Are you big-headed? Are you a person who thinks they are better than other people?
  6. Are you self-assured? Are you confident in your own abilities and character? Are you a person who doesn’t worry about what other people think of you?

Now ask them to your partner and see what you have in common.

Student B

Read the questions and answer them yes, no or sometimes (Y/N/S)

  1. Are you thick-skinned? Are you a person who isn’t affected by criticism or insults?
  2. Are you laid-back? Are you a person who is relaxed and casual about everything?
  3. Are you absent-minded? Do you often lose or forget things?
  4. Are you bad-tempered? Do you tend to get angry often?
  5. Are you level-headed? Are you a responsible person who doesn’t get anxious in stressful situations?
  6. Are you self-conscious? Are you nervous or embarrassed about what other people think of you?

Now ask them to your partner and see what you have in common.

Definition Match

Match the compound adjective (1-12) with the definition (a-l)

1.       Tight-fisted

2.       Thin-skinned

3.       Easy-going

4.       Quick-witted

5.       Big-headed

6.       Self-assured

7.       Thick-skinned

8.       Laid-back

9.       Absent-minded

10.    Bad-tempered

11.    Level-headed

12.    Self-conscious

a.        Someone who worries what other people think of them.

b.       Someone who always forgets or loses things.

c.        Someone who hates spending/giving money.

d.       An arrogant person.

e.       Someone who frequently gets angry.

f.         A responsible person who stays calm in stressful situations.

g.        Someone who is sensitive to insults/criticism.

h.       Someone who thinks and responds quickly.

i.         A relaxed, tolerant person.

j.         Someone who is confident in their abilities.

k.        Someone who isn’t affected by criticism.

l.         Someone who is relaxed and casual about everything.

Which ones are positive and which are negative?

Positive Negative
 

 

 

 

 

 

 

Which compound adjective does each photo represent?

a  b c d
 e f g h

Put the 12 compound adjectives from the other page in the sentences.

  1. I felt really _______________ on the first day of school. I didn’t know if the other kids would like me.
  2. My Maths teacher is so __________________, he gets so angry about the smallest things.
  3. When negotiating it’s really important to be ____________________ if you get stressed you can ruin the deal.
  4. My best friend is so ____________________, sometimes I make fun of her just for a laugh and she runs off crying.
  5. You’re so __________________ Mani, you left your bag and all your books on the bus.
  6. In politics you have to be ____________________ you can’t let all the insults or criticism affect you.
  7. Lots of Hollywood stars are so ____________________ they make one good movie and they suddenly think they’re better than everyone.
  8. Sometimes Arnau can be too _____________________, he has 3 exams tomorrow and he hasn’t even started studying yet.
  9. To be a comedian you have to be really ____________________, it’s hard to think of good jokes quickly.
  10. My parents are so ___________________they never give me any pocket money!
  11. Our new teacher is really __________________ he lets us eat sweets in class.
  12. In a job interview it’s important to act __________________, otherwise they won’t give you the job.

Discussion

Which compound adjectives would you use to describe the people listed below? Discuss in pairs.

A good friend

A bad friend

A good teacher

A bad teacher

A good boss

A bad boss

Good parents

Bad parents

A policeman

A footballer

 

Agree Disagree Ask for opinion Express opinion
Absolutely.

I couldn’t agree more.

You took the words right out of my mouth.

Uh-huh.

Yep, I’m with you on that.

Totally.

You’re absolutely right.

You can say that again!

Hhhmm, I’m not so sure.

I take your point but…

I see what you mean but…

I agree with you up to a point but…

You must be joking.

Are you kidding?

 

What do you think about ….?

Where do you stand on…?

What do you reckon to…?

For me personally,

As far as I’m concerned,

In my opinion,

I reckon that…

I’d say that…

 

Posted in Vocabulary Classes

Mind-Boggling Expressions with Mind

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Follow me on twitter @RobbioDobbio

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This is a vocabulary activity designed with proficiency students (C2) in mind. However, it can be adapted for advanced students. Students will learn expressions with the word “mind” and use them in a discussion. Download the students’ handout and teacher’s notes below:

Mind Expressions teachers notes

Mind Expressions student handout

Sentence completion

Give out the handout and have students work in pairs to complete as many as they can. For lower levels or if students struggle you could write all the missing words on the board and students could use them to complete the activity. Students can use the list on the back to check their own answers.

Key

1.       Great

2.       Load

3.       Meeting

4.       Frame/state

5.       Right

6.       Give piece

7.       Have own

8.       Boggling

9.       In/of

10.   Cast

11.   Bearing

12.   Crossed

13.   If do

14.   Half

15.   Sieve

16.   Tracked

17.   Running

18.   Put

19.   Own business

20.   P’s q’s

21.   Slipped

Definitions

  1. Great minds think alike – When two people have had the same good idea
  2. A load off one’s mind – news that brings relief
  3. A meeting of the minds – group of experts meeting to discuss something
  4. In a frame of mind – in a mental condition
  5. No one in their right mind would – no sane person would
  6. Give sb a piece of one’s mind – to angrily express disapproval to someone
  7. Have a mind of its own – does things on its own
  8. Mind-boggling – so big/complex that it’s difficult to comprehend
  9. To be in/of two minds about something – to be undecided
  10. Cast one’s mind back – think about a specific time in the past/make an effort to remember
  11. Bear in mind/It’s worth bearing in mind – Remember/take into account
  12. Cross one’s mind/It never crossed my mind to – I never thought about (normally in relation to a solution to a problem)
  13. Don’t mind if I do – I would like to, used when accepting an offer, usually food/drink
  14. Have half a mind to – to be considering doing something (normally something you’re not going to do)
  15. Have a mind like a sieve – bad memory
  16. Have a one-tracked mind – always thinking about one thing, almost always sex
  17. Run through one’s mind – something you’re constantly thinking about
  18. Put one’s mind to st – make a considerable effort to focus on doing something
  19. Mind one’s own business – not interfere in other people’s lives/problems
  20. Mind one’s p’s and q’s – be polite and follow social rules (please, thank you etc.)
  21. Slip one’s mind – forget something

Analysis

This section is important as it gives students an opportunity to process the expressions on a deeper cognitive level and relate them to their lives, this will increase the chances of retention. Allow them to discuss the questions and then briefly in open class.

Discussion Key

  1. Sieve slip
  2. One
  3. Cast
  4. P’s q’s
  5. Own business
  6. Gave
  7. Put
  8. In/of
  9. Right
  10. Own
  11. Bear
  12. Load
  13. Running

 

Student’s Handout

Sentence completion

Complete the sentences with 1 word to form expressions with “mind”.

  1. So you’ve decided to do a masters too! ________ minds think alike!
  2. They found the lost pendrive down the back of the sofa. Phew! That’s a ________ off my mind.
  3. The UN has organised a council of scientists to discuss the best way to solve the issue, it’s going to be a real _________ of the minds.
  4. Due to the recent speculation about a move to Real Madrid, the player has stated that he’s not in the right _________ of mind to play tomorrow.
  5. No one in their _________ mind would buy that car, it’s a death-trap!
  6. If you two don’t be quiet and go to sleep, I’m going to come up there and _____ you a ______ of my mind!
  7. My mobile phone seems to _______ a mind of its _______. It’s always calling people in my bag.
  8. The distances we’d have to travel to reach another habitable planet are mind-___________, it’s not going to be possible in our lifetime.
  9. I’m ___ two minds about what to do on Sunday, we could have a picnic or we could go to the cinema.
  10. ______ your mind back to the day of the robbery Mrs. Jones, what time did your husband arrive home?
  11. It’s worth __________ in mind that the sun goes down at 5:30 in winter, so we have to be off the mountain by then.
  12. It never ___________my mind to ask Tony for help, I figured he didn’t know anything about computers.
  13. Would you like another martini George? Oooo don’t mind ____ I _____.
  14. I have ______ a mind to go up there myself and tell them to turn the music down.
  15. I’m sorry but I’ve completely forgotten your name, I’ve got a mind like a _________.
  16. Most teenage boys have a one-_________ mind, and we all know what that means!
  17. Hi babe, are you tired? No, why? Because you’ve been ________through my mind all night.
  18. You can achieve anything if you ______ your mind to it!
  19. I was just sat at the bus-stop minding my _____ _______ when this guy walked up and started insulting me!
  20. You have to mind your ___’s and ____’s around my grandma, she’s quite sensitive about that sort of thing.
  21. Oh no! I forgot to bring you that letter, sorry, it completely ________ my mind.

Key

Below are the expressions from ex 1. Look at them with a partner, how can you express them in other words?

1.       Great minds think alike

2.       A load off one’s mind

3.       A meeting of the minds

4.       In a frame of mind

5.       No one in their right mind would

6.       Give sb a piece of one’s mind

7.       Have a mind of its own

8.       Mind-boggling

9.       To be in/of two minds about something

10.   Cast one’s mind back

11.   Bear in mind/It’s worth bearing in mind

12.   Cross one’s mind/It never crossed my mind to

13.   Don’t mind if I do

14.   Have half a mind to

15.   Have a mind like a sieve

16.   Have a one-tracked mind

17.   Run through one’s mind

18.   Put one’s mind to st

19.   Mind one’s own business

20.   Mind one’s p’s and q’s

21.   Slip one’s mind

Analysis

With your partner, look at the expressions and answer the questions below.

  1. Which ones are easy to guess from the individual meaning of the words?
  2. Which ones do you like?
  3. Which ones sound good?
  4. Which ones can be used in the most situations? And which in the least?
  5. Which ones can you easily relate to your life? Why?
  6. Which ones would you use in a letter/email/text message?
  7. Which ones would you use in speech?

Discussion

  1. Do you have a mind like a ________? What things normally _______ your mind?
  2. Is it true that men have a ______-track mind?
  3. How far can you ______ your mind back?
  4. Is it important to mind your ___’s and ___’s around your family?
  5. Are you a busy-body? Or do you tend to mind your _____ _____________?
  6. When was the last time you _______ someone a piece of your mind?
  7. You can achieve anything if you ________ your mind to it. Do you agree?
  8. Are you ____ two minds about anything at the moment?
  9. Complete the sentence about something in your city/life/country at the moment: No one in their _______ mind would…..
  10. Do any of your things have a mind of their ________?
  11. What should people ________ in mind if they want to do your favourite hobby/past-time?
  12. Can you think of any news you’ve received recently that was a _______ off your mind?
  13. Has anything been __________through your mind a lot recently? What are you going to do about it?
Posted in Vocabulary Classes

Peer-Taught Phrasal Verbs

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Follow me on twitter @RobbioDobbio

I’m running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:

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This is a vocabulary lesson originally designed for higher levels (C1+) but the method can be adapted for any level and any set of vocabulary. The idea is that students teach each other a set of phrasal verbs, analyse them and then put them into practice in a gap-fill and a discussion.

Preparation

Print out the phrasal verb cards and one copy of the worksheet for each student. Cut out the cards so that the phrasal verb is on one side and the definition and example sentences are on the other. I laminated them, as shown below, but you could easily just glue them together. Students will work in groups of 3 and teach 2 phrasal verbs each to their groups so you will need 1 set of cards for each group of 3.

Lesson Plan Word doc – Peer Taught Phrasal Verbs LP

phrasal verbs peer teaching CARDS

Peer taught phrasal verbs worksheet

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Peer Teaching

Put students into groups of three and give each member of each group 2 phrasal verb cards. Give students 2 minutes to familiarise themselves with the phrasal verbs and the example sentences. Students then take it in turns to teach their phrasal verbs to their group mates, who can ask additional questions to clarify the use and meaning. Encourage the “teachers” to think of their own example sentences aside from the examples on the cards so that they can personalise it. Also, you could tell them to give their groups an opportunity to guess the meaning before they explain it. For this section I boarded some expressions:

to hazard a guess – make a guess

to put sb out of their misery – kill someone who’s suffering/give sb who is guessing something the answer

When everyone has finished move onto the next stage.

Analysis and Processing

Invite students to come to the board and write a phrasal verb they have learnt and a definition. However, they must board one of the phrasal verbs they have just learnt, NOT one of the ones they taught to their group.

When you have all 6 phrasal verbs on the board, give the students the handout and have them analyse them in their groups using the criteria on the worksheet:

Look at the phrasal verb and decide:

  1. Is the meaning easy to understand from the words?
  2. Put them in order, which one is the most useful?
  3. Which one is the easiest to use?
  4. Which one do you think is easiest to remember?
  5. Which ones could you use at home/work/school/in the street/in emails/letters?

The aim of this section is to force students to process the items at a deeper cognitive level, thus increasing the chances of retention. Feedback briefly in open class. Make a note of the ones students think are hardest to remember.

Gap-fill and Discussion

Students complete the gap-fill exercise on the handout in their groups and then ask and answer the questions.

Put the phrasal verbs in the questions:

  1. What do you do when people _________ when you’re talking? Do people in your country tend to _________ more than other nationalities? Butt/cut in
  2. What fashion trend _____________ when you were younger? Are they still in fashion today? caught on
  3. What did your parents use to do when you ___________? Were they strict or lenient? acted up
  4. How long do you think you could ________________ the internet/TV/music/your favourite food/meat? do without
  5. Have you ever been _____________? What happened to the company? If a company is in trouble, who normally gets _________ first? laid off
  6. What would you do it you saw two people ____________each other in the street? Would you step in? Why? Why not? laying into

Follow up

Test students on the phrasal verbs in the next class and see if their opinions about which are hardest to remember are true.

 

Posted in Conversation Classes, Vocabulary Classes

Politics: Idioms and Discussion

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Follow me on twitter @RobbioDobbio

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https://www.justgiving.com/Timothy-Warre/

This is a lesson plan for adult higher-level students (high B2+) in which students learn some political idioms and put them into practice in a discussion. Download the hand out and key below:

Politics student handout

Note: I found most of the political idioms on the site below, but designed the matching task, sentence matching activity and discussion myself:

http://www.learnenglish.de/vocabulary/electionidioms.html

Politics – Idioms and Discussion

Match the idioms to their definitions:

the hand-out has pretty pictures but they didn’t come out here 😦

1.       A two/three/four-horse race 2.       A political football 3.       Hot air
4.       Toe the party line

 

5.       A political hot potato 6.       A hung parliament
7.       Press the flesh

 

8.       Get on/off your soapbox 9.       Throw in the towel
10.   Bent/crooked 11.   Live/be in an ivory tower

 

12.   Have the common touch

 

a.       Be corrupt

b.      When there’s no clear winner in an election

c.       Empty words

d.      To speak passionately about something you believe in

e.      A problem that doesn’t get solved because of political reasons

f.        To give up

g.       A competition/election only a few people can win

h.      To shake hands with the public

i.         To be able to relate to the public

j.        To be detached from reality

k.       A potentially controversial  topic

l.         Conform to and express the same views as the leaders of your party.

 

Put the expressions in the sentences:

  1. After the speeches the politicians went into the crowd to __________________ with members of the public.
  2. What the chancellor said about trickle-down economics is a load of ________________, I don’t believe it for a second.
  3. The problem with most politicians is that they __________________________ and have no idea how their policies affect people.
  4. I reckon half the politicians in this country are _____________________, you just have to follow the money.
  5. The opposition have decided to __________________________ and accept that they lost the election.
  6. Normally, if a cabinet minister doesn’t ________________________ they’ll soon be out of a job.
  7. Early polls suggest the result will be a _____________________ with no clear winner.
  8. It looks like the election will be a ___________________ between Labour and the Conservatives.
  9. Prison reform has been a ______________________ for years because prisoners don’t vote!
  10. The subject of MPs’ expenses is a ______________________, nobody wants to touch it but I’m sure it’s going to blow up soon.
  11. The new leader of the Liberals _______________________, you can see it in the way he talks to his constituents.
  12. ______________________ Tony, you’re always banging on about conspiracy theories but we’ve heard it all before.

Discussion

  1. How much of a politician’s time should they spend on local issues relevant to their constituency?
  2. How much of a politician’s time should they spend on national issues?
  3. Should all politicians have to toe the party line? When should they be allowed to speak out against their leader/policy in their party?
  4. If a politician doesn’t toe the party line, what should the leader do?
  5. Which politicians are always spouting hot air? Can you trust anything a politician says? Are there any politicians in your country that you believe in?
  6. Who should get the first opportunity to form a government in a hung parliament, the party that got the most votes? Or the party most likely to be able to form a stable coalition?
  7. What have been the biggest political hot potatoes in your country in the last few years?
  8. Are there any issues that are treated like political footballs in your country?
  9. What do you think when you see a politician pressing the flesh? Why do you think they do it? Have you ever pressed the flesh with a politician?
  10. What do you get on your soap box about?
  11. Which politicians in your country have the common touch? And which don’t?
  12. Are elections in your country normally a two-horse race?
  13. If you could change one thing about the political system in your country, what would it be?
  14. How much do politicians earn in your country? Is it enough? Why do people get into politics?

Key

Definition match

  1. G
  2. E
  3. C
  4. L (l)
  5. K
  6. B
  7. H
  8. D
  9. F
  10. A
  11. J
  12. I (i)

Sentence match

  1. Press the flesh
  2. Hot air
  3. Live/are in an ivory tower
  4. Crooked/bent
  5. Throw in the towel
  6. Toe the party line
  7. Hung parliament
  8. Two-horse race
  9. Political football
  10. Political hot potato
  11. Has the common touch
  12. Get off your soap box – used to tell someone to stop talking about something

Follow up

Students could write a CAE/CPE style report on the state of politics in their country, the report could then suggest ways in which politicians could get young people to take and interest in politics.