This is a lesson plan for C1 Advanced or C2 Proficiency students on the topic of non-profit organisations like the WWF. Students read a short text about the organisation then work on phrasal verbs associated with the topic. Download the handout and key below:
The procedure is pretty straightforward. First students answer the introductory questions designed to activate their schemata and encourage them to predict the content of the text. They then read the text briefly to see if their predictions were correct. They then focus on the meaning of the phrasal verbs, then recall the prepositions/particles and finally put them into practice in a speaking activity.
Save the Planet – Phrasal Verbs
Introduction
Ask and answer the questions with a partner:
Think of some national or international organisations dedicated to protecting the environment.
What do these organisations do?
How effective are they?
What problems/difficulties do they encounter?
What can people do to support these organisations more?
The WWF
Read the text quickly. Does it mention any of the things you discussed in the introduction?
Look at the phrasal verbs and expressions in bold and match them with the definitions below.
The World Wide Fund for Nature
Every day more and more trees are being cut down in the rainforests of the world wiping out hundreds of species. The current deforestation rate amounts to 3 football pitches per minute. Precious water supplies are being used up meaning that still more animals and plants are dying out. If we step back and look at the bigger picture, it’s not just animals and plants that are affected. The rainforests are the Earth’s lungs and further damage will only lead to misery for all life on the planet.
Our organisation aims to put pressure on governments all over the world to make them step up and take responsibility for the environment. Governments need to crack down on bad practices such as illegal logging and mining in rainforests. Sadly, we’re coming up against a lot of resistance from big business but that won’t stop us standing up for the animal kingdom. We’re looking for volunteers to chip in in any way they can; handing out leaflets in the street or drumming up support online are just two ways we can get our message across. Join us today by clicking the link below!
1. Help/contribute money 2. Kill or cause to die on a large scale 3. Be faced with 4. Make people hear/understand information 5. Cause
6. Mentally withdraw from a situation 7. Try to increase/encourage support for something 8. Become extinct 9. Introduce strong restrictions 10. Give something to people
11. Cause to fall 12. Defend verbally or physically 13. Consume all of something 14. Total/add up to 15. Take action when it’s needed
Practice
Try to remember the missing prepositions in the questions below without looking at the text. Then ask and answer the questions.
How effective do you think practices like handing _____ leaflets actually are?
Have you ever done anything to drum ______ support for a charity or other organisation?
What do you think governments should crack ____ ____ in your country?
Think of some endangered animals. Which one would you be saddest about if it died _____ completely?
What do you think is the most effective way for an organisation like the WWF to get its message _______? Online? In person?
What do you think are the most difficult issues that charities like the WWF come ____ ______ when trying to help the environment?
If you use ____ all the toilet paper, do you always replace it?
Think of a time when a friend or family member stood ____ _____ you in a difficult situation.
Now think of a time when nobody stood ____ _____ you. Or when you failed to stand _____ _____ a friend.
Who has the biggest responsibility to step ____ and take responsibility for the environment? Governments? Businesses? The general public? Why?
When it’s a friend’s birthday, is it better if they receive lots of little presents or if everyone chips ____ and gets them one big present. Which would you prefer on your birthday?
If you added up all your screen time in one day, how much would it amount ____? Do you want to cut _____? Why? Why not?
This is a short lesson grammar worksheet looking at some expressions with modal verbs that students typically encounter at C1 level. It is loosely based on the grammar exercises in unit 1 of Ready for Advanced by Macmillan and could serve as an extension or revision exercise. It may also be accessible to high B2 students. Download the student handout and answer key below:
Look at the sets of different expressions using might and other modal verbs. Match them with the different meanings they express in the box at the bottom.
Might/could at least
You might at least pick up your dirty clothes.
You could at least put your dirty dishes in the sink.
You might at least say hello when you get home instead of going straight to your bedroom.
Might/could #1
I’m going to the bar after football so I might be late home.
Don’t forget to bring an umbrella, it might rain.
Don’t drive so fast, you could have an accident.
Might/could #2
Let’s watch TV, there might be something good on.
Shhh! Be quiet, my parents might be asleep already.
It was really cold last night so the roads could be icy.
Might/may…. but
Ok, I admit that he might be really good at shooting but he never passes the ball, it’s so frustrating.
He may be really good-looking but he’s not very bright.
She might have all the money in the world but is she truly happy?
Might/may as well
All the good bands have finished playing so we might as well go home.
We’ve already missed the start of the film so we may as well do something else.
It’s too dark, you’re never going to find your lost keys, you might as well give up.
Might/could//may have + past participle #1
Woah! Be careful with that ladder, you might have taken my head off!
Slow down! You could have hit that old lady!
He might have got together with Julie at the party but he spent all night being sick in the toilet.
Might/could//may have + past participle #2
Where are they? I’m worried, they might have had an accident.
I can’t find my phone. I could have left it at work.
Someone has stolen one of the plants from the front porch. It might have been those boys from next door.
Past possibility past possibility that didn’t happen future possibility annoyance Concession (ok, you’re right) suggestion without enthusiasm present possibility
Complete the sentence
Boss: Your office is a mess and it stinks you might at least ___________________.
Let’s see what’s on at the cinema there might____________________.
The weather forecast says that it might_____________________.
We’ve missed the last train home so we might as well___________________.
Ok, she might be a good singer but________________.
Where’s the cat? She might have__________________________.
Luckily, I escaped the crash with just cuts and bruises, I might have___________________.
Key Word Transformations
There’s no point staying any longer, let’s go home.
MIGHT
We _______________________ go home.
I always have to tidy up your mess, some help would be nice.
MIGHT
I always have to tidy up your mess, _____________________ me.
You’re right there are some interesting characters in the book but it’s just so monotonous.
MIGHT
Ok, the characters _______________________________ is just so monotonous.
My laptop isn’t here, maybe someone stole it.
MIGHT
My laptop isn’t here, it __________________________________.
We were lucky, the hurricane nearly hit our house.
Students must piece together the story of a trip to Japan using dependent prepositions and other fixed expressions to guide them. Download the handout below:
Put students in pairs and give out the handout. Challenge students to put the story back in the correct order. Encourage them to use the prepositions and other collocations to help them.
Show the completed version of the text to check their answers. Deal with the meaning of the different key expressions.
Have students test each other on the different dependent prepositions; one says the verb, the other must recall the preposition.
Give students 5 minutes to write their own travel story using as many of the combinations as they can. Award one point for each correctly used expression and two points for any other impressive expressions and collocations.
This is another guest post by Soleil García Brito. It is a reading, listening and speaking lesson plan for B2+ students based around the topic of compulsory vaccination. Download the materials below:
Who is to blame for the falling rate of vaccinations, according to the video report?
Do the British public trust health care professionals?
Where does the British Health Secretary stand on making vaccinations compulsory?
How is the British government planning to stop the spread of fake news about vaccines?
Watch the video again and listen for the words in the gaps below. Discuss the meaning of the words or phrases in the gaps.
Teacher tip → Play twice if necessary.
In the UK it’s _________ parents whether their child gets vaccinated for measles
But if we want to _________ measles outbreaks don’t spread, we need ninety five percent of the public to be vaccinated
But why are we so _________ about measles right now?
More than half a million children in the UK _________ on the MMR jab between 2010 and 2017
Some ________________ what’s known as the anti-vax movement
Many worry that the MMR jab can cause autism, a theory ___________ from the British former doctor Andrew Wakefield
In 1998, he published a paper claiming there was a link, but his results were later completely _________ and he was __________ the doctors’ register.
___________, Public Health England believes social media isn’t a major factor
Health Secretary Matt Hancock has refused to _________ children being kept out of schools if they haven’t been vaccinated against measles, but infection experts have said that this drastic solution could ________ a rise in the anti-vaxxer
… to remove any post promoting false or misleading information about ______, like MMR.
Transcript
In the UK it’s up to parents whether their child gets vaccinated for measles. Last year 87% of children received their full dose of MMR; that stands for measles mumps and rubella. That number sounds pretty high, right? But if we want to ensure measles outbreaks don’t spread, we need ninety five percent of the public to be vaccinated. This is called herd immunity. But why are we so concerned about measles right now? Measles is one of the most contagious diseases; it can cause brain damage, blindness, and it can even be fatal. And now in England cases are rising. They’ve nearly quadrupled in the last year, going from 259 in 2017 to 966 in 2018. More than half a million children in the UK missed out on the MMR jab between 2010 and 2017, and each year the number of those being vaccinated is dropping. So why are vaccination rates falling? Well it’s not just the UK. In America 2.6 million children have gone unvaccinated. Some put this down to what’s known as the anti-vax movement. Anti-vaxxers believed that certain vaccines are not safe. Many worry that the MMR jab can cause autism, a theory stemmed from the British former doctor Andrew Wakefield. In 1998, he published a paper claiming there was a link, but his results were later completely debunked and he was struck off the doctors’ register. Since then the National Autistic Society has said there is no link between autism and the vaccine, but the scare story still continues to spread. Go online in search of information around vaccinations and you’ll find social media is awash with anti-vaccination propaganda. But is the anti-vax movement to blame? Actually, Public Health England believes social media isn’t a major factor. It’s surveyed parents and found that 93% viewed health care professionals as the most trusted source of information on immunization. In fact, public health England think the key to better vaccination rates is sending out reminders to parents and making GP appointments more convenient so that vaccinations can actually happen. So what can be done to increase vaccinations? Well, in France vaccinating children became a legal requirement last year. Could that be adopted here? Health Secretary Matt Hancock has refused to rule out children being kept out of schools if they haven’t been vaccinated against measles, but infection experts have said that this drastic solution could fuel a rise in the anti-vaxxer movement. For the moment the governor plans to stop the spread of fake news by introducing legislation that would force social media companies, like Facebook, to remove any post promoting false or misleading information about jabs, like MMR.
Debate – Set up – Jigsaw Reading
Discuss with your partner or group whether your point is for or against compulsory vaccination. Then, summarize the main ideas to present them to the rest of the class.
Teacher tip → there are 12 statements in total: 3 PRO, 3 AGAINST, and each of their counterpoints. This activity can be structured in many ways depending on class size, level and time constraints. Here is a suggested way of structuring the activity:
Jigsaw Reading Phase 1:
Cut up the texts; keep points and counterpoints separate.
Split class into pairs or groups of 3 depending on numbers. Ideally you want either 3 or 6 groups.
Give out one point to each pair/group. Don’t give out the counterpoints for now.
Instruct students to read their text and first decide if it is a arguing for or against compulsory vaccination. Have for/against columns on the board and keep track of the points. Students could even come to the board to write their points in the column.
Have students reread their texts and summarize it in their own words.
Clear up any doubts about meaning.
Students present their summaries to the class.
Jigsaw Reading Phase 2:
Now tell students that you have counterpoints to each of the points they’ve just looked at.
Give out the counterpoint texts to each group randomly.
Students must now match their counterpoint to the previous points from phase 1 and then summarize it for the class.
Clear up any doubts about meaning.
Language Focus:
Have students look at the underlined words and phrases in the texts they’ve looked at; have them infer meaning from context and take note of collocations and useful expressions.
Debate
You can now conduct a class debate on the topic. Divide the class into two teams and decide which team will argue for and against compulsory vaccination. Encourage students to include their own ideas and opinions as well as the points and counterpoints previously studied. You can structure the debate in many ways. Follow the link below for language for debating and suggested debate structures: https://freeenglishlessonplans.com/2017/11/17/debating-at-higher-levels/
POINTS FOR COMPULSORY VACCINATION
POINT 1
It’s the state’s duty to protect its community
In an industrialized country such as the USA, unvaccinated people were 35-times more likely to contract measles than vaccinated ones; in developing countries where these viruses are still endemic, the risk would be considerably higher. After a scare about possible side effects of the MMR jab, in 2008 there was a drop in voluntary vaccinations in a part of London (Lewisham). In that part of London only 64.3 % of children were vaccinated and in that year the district accounted for one third of all South-East London measles cases. Unless there is a 95 % vaccination, there is a great threat to public health of infection outbreaks. It is therefore the role and duty of the state to understand these issues and possible threats and provide protection and care, in this case, in the form of immunization.
COUNTERPOINT 1
Voluntary immunization should be enough
Compulsory vaccination is an example of the tyranny of the majority even if it is coming from a democratic government. And in a community that praises itself as democratic and respectful to wishes of others it is in no way acceptable that the rights of some get abused by the wishes of others. Besides, The United Kingdom does not have a system of compulsory health care, but disease outbreaks are still prevented due to the voluntary immunizations. The pediatrician Miriam Fine-Goulden explains: “The risk of contracting these infections is only so low at present because the voluntary uptake of immunizations has been high enough (in most cases) to reduce the chance of contact with those organisms through the process of herd immunity.”
POINT 2
Duty to protect children
Each year millions of children worldwide die of preventable diseases before the age of five. The argument presented here is that the state needs to protect the child and immunize him or her from preventable diseases as obviously the child does not have the capabilities at this stage to make informed decisions of their own. The United Nations Right to Liberty and Security of the Person treaty, article 6.2 supports this view – State Parties shall ensure to the maximum extent possible the survival and development of the child.
COUNTERPOINT 2
Forcing parents to vaccinate could backfire
The key issue at stake here is who gets to decide about the healthcare needs of children – the authorities or parents? Critics of enforced vaccinations argue that it may have the opposite effect to that desired, and end up demonizing parental choice. Indeed, adopting compulsory vaccinations can be counter-productive, causing concerned parents to withdraw their kids from school and entrenching anti-vaccination sentiment.
POINT 3
Compulsory vaccines are a financial relief on health system
Commonly used vaccines are a cost-effective and preventive way of promoting health, compared to the treatment of acute or chronic disease. In the U.S. during the year 2001, routine childhood immunizations against seven diseases were estimated to save over $40 billion per birth-year cohort in overall social costs including $10 billion in direct health costs, and the societal benefit-cost ratio for these vaccinations was estimated to be $16.5 billion. Additionally, if less people get sick, productivity rates remain high and less money is destined to social and health programs.
COUNTERPOINT 3
The cost of vaccines is itself high
Vaccines themselves are expensive to develop in the lab and to mass-produce for widespread compulsory vaccination programs. The cost of developing a vaccine—from research and discovery to product registration—is estimated to be between $200 million and $500 million per vaccine. In addition to these upfront costs, organizing compulsory vaccination programs across an entire country can be very complicated and expensive. For instance, mechanisms must be set in place to ensure that the program is indeed compulsory, which means establishing a database of those that have and have not received the vaccine.
POINTS AGAINST COMPULSORY VACCINATION
POINT 1
Compulsory vaccination violates the individuals’ right to bodily integrity
In most countries and declarations, one of the most basic human rights is the one to bodily integrity. It sets down that you have a right not to have your body or person interfered with. This means that the State may not do anything to harm your body without consent. The NHS (National Health Service) explains: “You must give your consent (permission) before you receive any type of medical treatment, from a simple blood test to deciding to donate your organs after your death. If you refuse a treatment, your decision must be respected.” In the case of vaccination this principle should be also applied.
COUNTERPOINT 1
Social responsibility trumps individual rights
The problem with the idea of “individual rights” is that those refusing vaccines on account of this effectively violate the same right for other people if, and when, there is an outbreak of the disease against which the vaccine is protecting. Those who wish to opt-out of vaccination (often on behalf of their children, who have no say in the matter) are classic free riders, hoping to benefit from the more responsible behavior of the rest of society. As it is assumed that most of society see it as a responsibility and a duty to protect others.
POINT 2
It is a parental right to decide whether or not to vaccinate their child
Through birth, the child and the parent have a binding agreement that is supported within the society. This agreement involves a set of rights and duties aimed at, and justified by, the welfare of the child. As custodian, the parent is under the obligation to work and organize his or her life around the welfare and development of the child, for the child’s sake. Therefore, the parent is endowed with a special kind of authority over the child. If the parent believes the child will be safer and better off in society without being given vaccine it is the parent’s right to decide not to give vaccination to the child.
COUNTERPOINT 2
Parents do not have absolute rights to decide for their children
An adult vaccine refusal and a parental vaccine refusal are not the same. Parents do not have absolute right to put their child at a risk even if they themselves are willing to accept such a risk for him or herself. Minors have a right to be protected against infectious diseases and society has the responsibility to ensure welfare of children who may be harmed by their parents’ decisions. As seen not to vaccine children can represent a danger for their future, there should be no ultimate power of parents to prevent vaccine jabs.
POINT 3
Vaccines have severe side effects
Some of the used vaccines may have severe side effects, therefore we should let every individual assess the risk and make choices on their own. Besides introducing foreign proteins and even live viruses into the bloodstream, each vaccine has its own preservative, neutralizer and carrying agent. Evidence also suggests that immunizations damage the immune system itself, because vaccines trick the body so that it will no longer initiate a generalized response. In addition, the long-term persistence of viruses and other foreign proteins within the cells of the immune system has been implicated in a number of chronic diseases, such as allergies. Moreover, MMR vaccines may cause a child who is genetically predisposed to have autism, due to the Thimerosal, which is a compound that contains mercury.
COUNTERPOINT 3
Lack of evidence for prevalence of severe side effects
First of all, many of the arguments suggesting vaccination is dangerous refer to observations from the 60s or 70s. Since then, more recent studies have reported no link between MMR vaccines and autism. Similarly, a 2011 study from the German Health Institute comparing the prevalence of allergies and infections in vaccinated and unvaccinated children and teenagers, concluded that there was no difference between them, other than the frequency of vaccine-preventable diseases, such as mumps or measles.
The text was reproduced and adapted from http://www.idebate.org with the permission of the International Debate Education Association.
This is a reading and listening lesson for B2+ students based around the topic of survival skills and myths created by Soleil García Brito. Download the student handout below:
Look at these statements about survival. Are they factual or myths?
a) Anyone can start a fire with just two sticks
b) Boiled water is always 100% safe to drink
c) Reality shows about survival will help you prepare for a dire situation
d) You need to find food right away
e) You need to find water immediately to survive in desert heat
f) You can outrun a bear
g) The best way to stop a shark attack is by punching it in the nose
Matching
Read the texts and match the titles a-g
“In reality, you can survive on just your body’s fat stores for weeks, as long as you have water. Conserving energy, avoiding injury, and sourcing a supply of water are key to surviving,” said Ras. “Hunting and trapping prey are hit and miss activities which often produce nothing and simply end up expending energy and risking injury or illness. It’s extremely rare for someone to die of starvation in a survival situation. Injury, illness, poisoning and exposure are much more likely to result in death. By definition, ‘surviving’ a situation is short-term, and in the short term a person can be fueled by their fat reserves.”
“None of us would be here today if our ancestors hadn’t mastered the fine art of friction firemaking, but this is a skill to practice on camping trips and backyard outings,” said Tony Nester of Ancient Pathways Survival School. It’s a big mistake to rely solely on friction firemaking in a survival situation, especially when you could end up in a damp environment. Modern survival is about being prepared and carrying at least three firestarters (waterproof matches, spark-rod, lighter) with you at all times,” said Nester. “I teach primitive firemaking skills to show my students how to perform the method but find that, even under the best of conditions, it is a challenge and not reliable for most people.”
“I’ve worked as a consultant on several reality shows and these shows are heavily-scripted,” said Nester. “On one program, there was a crew of 12 people accompanying us, including two staff whose sole job was to drag around coolers filled with double-shot espressos and sandwiches while filming scenes of the host living off the land. There’s nothing romantic or fun about real survival—it’s only adventure in retrospect.”
Running away from a bear is a lost cause: Usain Bolt himself couldn’t beat one in a footrace, let alone on uneven terrain. The best thing to do depends on the species. If you encounter a black bear, said Nester, “Hold your ground and make yourself look big—open your coat up, throw your arms up above your head—and shout and scream and, a lot of times, they’re as spooked as you are, and will take off.” Take the opposite approach with a grizzly: “Avoid eye contact, which a bear will perceive to be a challenge. If the bear’s not approaching, back away slowly. If it charges, simply stand your ground. If you have pepper spray, be ready to use it… and pronto. If it makes physical contact with you, cover your vitals and play dead.”
“Even though it’s true that sharks get stunned if they get punched in the nose, not many people the strength to do this, especially underwater,” said Manighetti. Even if you could manage the strength to hit the nose hard enough, there’s a chance your hand could end up getting injured by shark teeth. “The best way to scare a shark away is to scratch its eyes or gills, it’s impossible to overpower these fierce creatures in attack mode.”
“While boiling water will kill off organisms and germs, it will not clean harmful particulates from the water. For instance, no matter how long you boil chemically contaminated water it won’t be safe to drink,” said Jack. “This same principle applies to stagnant dirty water. If the water you are attempting to purify is visibly dirty or murky, you should filter the water before attempting to boil it. If you don’t have a commercial water filter available, then you can either pour the dirty water through a clean fabric (towel or shirt) or leave the water to stand until the sediments sink to the bottom. Then just pour the clean water from the top…and then boil.”
“You will last longer in the heat by holding up in the shade versus searching for water during the afternoon hours,” said Nester. “If you do run out of water, find a north-facing boulder and sit in the shade; keep covered to prevent evaporative sweat loss; stay off the hot ground by sitting on your pack or a pile of debris; and only move around during the cooler hours of the morning or evening.” If you didn’t tell anyone about your travel plans, though, rescue will likely take more than a few hours and you should search for water when the temperature drops.
Were your predictions from the first task correct?
Look at the texts again. Why are these things all bad ideas?
Language focus
Look at the underlined phrases and the words in bold. What do you think they mean?
Discuss with a partner and take a note of the dependent prepositions, collocations, phrasal verbs and idioms.
Fill in the gaps with the appropriate preposition or collocation without checking in the texts:
In reality, you can survive _______ just your body’s fat stores for weeks
Injury, illness, poisoning and exposure are much more likely to result _______
It’s a big mistake to rely solely _______ friction firemaking in a survival situation, especially when you could end _______ in a damp environment.
… including two staff whose sole job was to drag around coolers filled with double-shot espressos and sandwiches while filming scenes of the host living _______ the land.
Running away from a bear is a _______ cause
… a lot of times, they’re as spooked as you are, and will take_______.
While boiling water will kill _____ organisms and germs, it will not clean harmful particulates from the water.
This same principle _______ to stagnant dirty water.
If you do run_______of water, find a north-facing boulder and sit _______the shade.
… you should search for water when the temperature _______.
Video – Prediction
You are going to watch a video about surviving in extreme situations. These are the topics; are they good or bad ideas?
We’ve recently launched a Youtube channel for our podcast 2Ts in a Pod. There’s not much up there yet but more content is in the pipeline. Check out this video we’ve made looking at 5 expressions related to the topic of friendship. Why not show it to your students or set it as homework?
If you like the video, please consider subscribing to the channel, it’s a new project for us and we really want to get it off the ground so a like, a share and a subscription can go a long way!
You can also check out full episodes of our podcast on our Soundcloud page below. Any comments or feedback welcome.
This is a fun lexis lesson for B1+ teens and adults based around the topic of gossip. Students read a dialogue of two people gossiping full of phrasal verbs. Then they try to guess the meaning of the expressions from the context, practice them in gap-fill exercises then write and perform their own soap opera/gossip scenes. Download the handout below:
Introduce the topic of gossip, check students understanding of the word, ask CCQs: what do people gossip about? relationships, secrets, arguments etc.
Gist Reading
Give out the handout, have students read it in pairs and then think of a title for the scene. If students have issues with any lexis, tell them that you will look at it in detail later.
Meaning Match
Have sts work together to match the phrasal verbs underlined in the text with the meanings in box.
Testing/Memorising
After checking sts answers on the board, have sts test each other on the phrasal verbs: one says the definition, the other has to recall the phrasal verb or vice versa.
Gap-fill: Recall prepositions
Students turn the handout over and have to quickly remember all the prepositions.
Controlled practice: New contexts
Sts have to try to use the phrasal verbs in new contexts by completing a gap fill, remind them to be careful of the tense and form of the phrasal verbs. Key:
fell out
pick up
cheating on
ask out
put up with
hang out
get on
looking back
looking forward to
turned up
broke up
Freer Practice
Students work in pairs to write their own, new dialogues, you could show them clips from classic UK soap operas like Eastenders or Coronation Street to give them some inspiration. Have students read their dialogues out in front of the class and vote on the funniest/most scandalous.
Dialogue
Read the dialogue below with a partner, then think of a title for it:
Title: ___________________________
A: Have you heard about Kate and Steve?
B: No, what happened?
A: They’ve broken up.
B: No way! When did this happen??
A: Yesterday. Apparently she’d been cheating on him for months with a guy from her gym.
B: Seriously?? That’s horrible, tell me more.
A: Well apparently she met this guy in her yoga class and they got on really well and started hanging out after class. Then the guy asked her out for a drink and she said yes, but then Sarah saw them in the bar where they went for the date and confronted her about it.
B: Woah! Is that why Kate and Sarah fell out?
A: Yeah, looking back it seems obvious now. So then, last week Steve and Kate were supposed to be going to a concert together, Steve had been looking forward to it for ages. Then on the night of the concert she just didn’t turn up! He was calling her and calling her and she didn’t pick up, because she was out on another date with the guy from the gym!
B: What a bitch! Steve is such a nice guy.
A: I know he shouldn’t have to put up with being treated like that. So anyway, he went straight to her house because he was really worried and he caught her coming out of her flat with the guy!
B: Oh my god! It’s like something out of a soap opera!
A: I know…
Meaning
Replace the underlined phrasal verbs in the text with the words/phrases in the box below:
1. Tolerate
2. Stopped being friends
3. Ended their relationship
4. Spend time together
5. Have a good relationship
6. Be excited about a future event/thing
7. Answer the phone
8. To be unfaithful
9. Request a date
10. Appear/arrive
11. Remembering/thinking about
Memory Test
Can you remember the missing prepositions?
A: Have you heard about Kate and Steve?
B: No, what happened?
A: They’ve broken _____.
B: No way! When did this happen??
A: Yesterday. Apparently she’d been cheating _____him for months with a guy from her gym.
B: Seriously?? That’s horrible, tell me more.
A: Well apparently she met this guy in her yoga class and they got ______really well and started hanging _______ after class. Then the guy asked her _______ for a drink and she said yes, but then Sarah saw them in the bar where they went for the date and confronted her about it.
B: Woah! Is that why Kate and Sarah fell ________?
A: Yeah, looking _______it seems obvious now. So then, last week Steve and Kate were supposed to be going to a concert together, Steve had been looking _________ to it for ages. Then on the night of the concert she just didn’t turn up! He was calling her and calling her and she didn’t pick ________, because she was out on another date with the guy from the gym!
B: What a bitch! Steve is such a nice guy.
A: I know he shouldn’t have to put _______with being treated like that. So anyway, he went straight to her house because he was really worried and he caught her coming out of her flat with the guy!
B: Oh my god! It’s like something out of a soap opera!
A: I know…
Practice
Complete the sentences with the correct phrasal verb:
I ____________ with my sister 2 years ago and we’re still not speaking now.
I tried calling my parents but they didn’t ____________.
I think my boyfriend might be ________________ me, he keeps texting some other girl.
I really fancy this girl in my class, I want to _______ her ________, where should I suggest?
There was a crying baby in the seat behind me on the train, I had to _____________ the noise for the whole journey.
I just want to _____________ with my friends this weekend.
I ______________ really well with my Dad’s new girlfriend, she’s really nice.
________________ on my childhood, I think I had an easy life.
I’m really _________________ my holiday in Greece, I can’t wait!
I was waiting for the bus for 2 hours but it never ________________.
I’m so depressed, my girlfriend _____________ with me last night, she says she doesn’t love me anymore.
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉 https://www.facebook.com/2tspodcast/
This is a listening activity for B2+ students based around a Youtube clip of a Joe Lycett stand-up comedy routine on the subject of scammers. Download the handout, teacher’s notes, full transcript and powerpoint below:
Use the first slide of the PowerPoint to pre-teach the UK cultural references students will need for the video:
Class and social status are very important in the UK, this manifests itself in snobbery about supermarkets: Waitrose is a posh expensive supermarket, Aldi is a cheap, lower quality one.
Dorothy Perkins is a relatively cheap high street clothes shop.
Gumtree is a popular website where people list many things: properties for rent, things for sale etc.
A scam is when someone tries to trick someone else out of their money. Common scams include: email scams, social media scams, rental scams, holiday apartment scams (timeshare), fake goods scams (watches, shoes, handbags etc.)
In pairs students compare their own country with the UK, do these scams exist?
Pre-Listening
Students discuss in pairs.
You’re going to watch a video of the British comedian Joe Lycett telling a story about how he scammed a scammer via email.
What is the scam? A property scam, to get a viewing of a flat, potential tenants must transfer money using a site called moneytoindia.eu
Now watch again and answer these questions:
Why does Joe start emailing Gemma? His friend discovers it and realises it is a scam.
What does Gemma say about the flat? That it is in a beautiful area with parking facilities.
What does Gemma ask Joe to do? Send $220 and his home address.
Prediction: What is Joe going to do next?
Listening 2
Watch the next part (until 2:06): Were your predictions correct?
Watch again:
Where did Joe say he was? In Stockholm
Where was he really? In his garden in Birmingham drinking prosecco.
What was Gemma’s excuse for not meeting him? That she was in Berlin on a business trip.
Predict: What do you think Joe will do next?
Listening 3
Watch the next part (until 3:28): Were your predictions correct?
Watch again:
What does the German phrase Joe uses mean? I know this is a scam.
How did Joe make his story more convincing? By including a photo of himself in Berlin from a previous holiday.
How did Joe finish the latest email? By saying he was going to contact the FBI to check Gemma out.
Predict: What do you think will happen next?
Listening 4
Watch the rest of the video: Were your predictions correct?
How did Gemma react to Joe’s email about the FBI? She panicked and sent lots of emails.
How did Joe give Gemma a taste of her own medicine? By asking her to send him $300 to cancel the FBI check.
What did Gemma say in her last email? That she was sorry and would try to live a better life.
Reaction
What did you think of the video?
Decoding – Transcript Work – KEY
Watch the first part of the video again and fill in the gaps in the transcript with what you hear:
Part 1
So this is my favorite thing that’s come as a result of me being a bit weird with somebody online. A friend of mine was looking for somewhere to live in London, which as I’m sure you’re aware is quite expensive, quite difficult increasingly.
He found somewhere on gumtree that looked kind of promising did a bit of emailing back and forth and realized pretty quickly this is probably a scam and so he sent all the emails that he’d done already over to me and just did the subject heading: “do your absolute worst”. A girl called Gemma, who was supposedly advertising this property, I sent her a fresh email, I said: “Hello Gemma I’m contacting you regarding the apartment listed on Gumtree, I’m interested in a viewing and wanted to arrange, regards Joe Lycett.” I used my own name on this one.
Discussion
Is this a good way to deal with scammers?
Do similar scams exist in your country?
Have you ever been a victim of a scam?
What do you think of this type of comedy? Do you find it funny?
Which other stand-up comedians do you like? Have you ever been to a live show?
Did you enjoy this activity?
Extra Support
If students are struggling to understand the text, try slowing the speed down on youtube, or give them the full transcript as a last resort.
This is a lesson plan for higher levels (C1+) designed to help students develop their discourse management and debating skills. Download the handouts below:
In this section of the lesson students will watch a video from the Guardian 5-minute debate series in order to analyse the ways in which the speakers structure their arguments and the language they use. The topic of the debate is:
Should slang words be banned in the classroom?
In the debate the two speakers (Michael Rosen and Lindsay Johns) are specifically talking about London street slang. A school in South London took the decision to ban street slang from the classroom, the banned words are in the picture below:
code switching – changing from one language, dialect, or way of speaking to another depending on who you’re speaking to.
cultural relativism – the theory that beliefs, customs, and morality exist in relation to the particular culture from which they originate and are not absolute. (What’s considered acceptable in one culture might not be in another)
Live in an ivory tower – to be out of touch or to not understand the true reality of a situation. To live in a privileged position and therefore not understand the real world.
Have students watch the debate, while they are watching they should answer these questions:
Give out the transcript and show students the powerpoint. The powerpoint will take them through some of the structural techniques that Michael Rosen uses such as:
Conceding/partially agreeing
Hedging/being more indirect
Asking and answering your own questions
Presenting evidence
Being emphatic
A Less Formal Debate – Debate-O-Rama Cats vs. Dogs
Now tell students they’re going to watch a less formal debate, the topic is dogs vs. cats. Split the class into two groups: the dog group and the cat group. Each group has to watch the video and and write down the arguments that the two people give to support their animal, i.e dogs are smelly, cats are selfish.
Students watch the video and takes notes. (Video from 1:15)
Give out the debate language handout. Tell students that they are going to recreate the dogs vs. cats debate but using the language on the handout and some of the structural techniques we saw earlier. Give them 8-10 minutes to structure their arguments. The debate will follow the following structure:
Debate Structure
Opening statement (90 secs)
Cross examination (30 secs)
(repeat)
Rebuttal #1 (30 secs each)
Rebuttal #2 (30 secs each)
Closing Statements (30 secs each)
Award a winner based on the strength of their arguments and how well structured they are. The debate handout has further debate topics for future classes.
Debate Handout:
Language
Opinion
The way I see it,
In my view,
In my opinion, I think that
My view on the matter is…
As far as I understand it,
As far as I’m concerned,
I’d say that…
I personally am (not) a big fan of…
Evidence/Popular Opinion
All the evidence points to/suggests…
I think you’ll find that…
If you ask anyone,…
The vast majority of people would say…
We have no evidence that…
9 out of 10 people would say that…
There’s no evidence to support that whatsoever.
Main arguments
I support/oppose the notion that… for the following reason: Firstly,…
The key issue here is…
The real question/dilemma is… (question form)
The critical/crucial factor here is…
It’s vital to remember that…
By far and away the most important point is…
Adding points
What’s more,
On top of that,
Besides that,
Apart from that,
Another thing to consider is…
We shouldn’t forget that…
It’s also worth bearing in mind that…
Rebutting/Cross-Examining
So what you’re saying is…
So let me get this straight…
Correct me if I’m wrong but…
You’re not seriously suggesting that…, are you?
You can’t possibly be saying that…
I feel I must also disagree with you about…
Conceding/Partially Agreeing
I admit that your point about… may be true, however,
This is a lesson plan designed for higher levels (B2+) to help students develop their presentation skills. Download the phrase sheet and topic cards below:
Prepare a 2-minute example presentation on a topic close to your heart using as much of the language from the handout as you can.
Procedure
Tell students that you’re going to give a presentation, tell them that they need to make notes on: the main idea, supporting ideas and impressive language.
Give your presentation and then give students a minute to compare their notes and share in open class.
Give out the handout and have students look for the expressions that they heard, clear up any doubts students may have about the language.
Students then choose presentation topics for each other. Give them 2-3 minutes to prepare their presentations. Pairs then join together to make groups of 4. Each member gives their presentation, teacher monitors and takes notes for feedback. Other members of the group note how many expressions their classmates use in their presentations and give them constructive feedback.
Homework: Students prep another micro-presentation for the next class. Topics could include: a hobby, a product sales pitch, a persuasive argument.
Handout
Language
Starting
The thing about… is…
What I find most interesting about… is…
Abbreviating
In a nutshell,
To cut a long story short…
Sequencers
First of all,
To begin with,
First and foremost,
Secondly,
Finally,
Last but not least,
And to top it all off,
Addition
What’s more,
On top of that,
Besides that,
Apart from that,
Another thing to consider is…
We shouldn’t forget that…
It’s also worth bearing in mind that…
Adding Emphasis
(I don’t agree with him) at all.
Without a shadow of a doubt.
By far the best/worst/biggest etc. is…
The park near my house is especially/particularly beautiful
Fillers
You know?
So,
I mean,
In other words
How can I put this?
Contrast/Comparison
On the one hand, on the other hand,
But actually…
But in actual fact…
However
Whereas/while
Conclusion
So to sum up,
So in summary,
So to wrap up,
So as I was saying,
All in all,
Topics
Choose a topic for your partner from the list below, you have two minutes to make notes before giving a two minute micro-presentation.
