This time on the pod Katy and Tim discuss some dilemmas from the popular Reddit thread AITA (Am I the A**hole?).
Listen along and decide who you think is in the wrong in each of the situations.
This is a vocabulary lesson plan for C1/C2 students on the topic of fame and celebrities. Students read a text on the pros and cons of fame, examine some advanced expressions on the topic, then put them into practice in a Cambridge-style exercise, a discussion and a debate. Download the handout below, you’ll find the key for the key word transformations on page 3:
Read the text.
Does it mention anything you discussed in part 1?
The life of a celeb isn’t all a bed of roses, you know. It really is a double-edged sword and it’s difficult to know if the pros outweigh the cons. Being in the limelight 24/7 can’t be good for your mental health. Being under constant scrutiny, having every aspect of your life dissected by the tabloids, it’s enough to drive you round the bend. It’s no wonder so many child stars go off the rails in such a spectacular fashion. They get their big breaks and rise to fame at such a young age then burn out in a blaze of glory for all to see. Keeping your feet on the ground is no mean feat when you’re surrounded by so many hangers-on blowing smoke up your backside. It must be so easy to let the fame go to your head and start thinking you’re the best thing since sliced bread. Then, if things take a turn for the worse, the fall from grace can be precipitous.
It’s not all doom and gloom however, being in the public eye does have its perks. For one thing you get to lead a glamorous lifestyle; on the guestlist for every event, endorsed by all the biggest brands, it’s ironic that some of the richest people in the world hardly have to pay for anything. Designers and companies bend over backwards to get those publicity shots of you decked out in their latest products. But brands and products aren’t the only ones that can benefit by association with a megastar; some A-listers choose to use their platforms to raise awareness of various issues and campaigns, drawing their followers’ attention to the plights of various disenfranchised groups around the world.
So, have you still got your heart set on making a name for yourself in the world of show business? If so, be warned, you’ve got to learn to take the rough with the smooth. And should you happen to make it to the top, against all odds, enjoy your time in the sun, make the most of your 15 minutes of fame, because they might be over in the blink of an eye.
Read the text again.
Answer the questions.
Look at the underlined expressions.
Discuss the meaning with your partner.
Memory test:
The life of a celeb isn’t all a …… of roses, you know. It really is a double-…….. sword and it’s difficult to know if the pros ……… the cons. Being in the l……… 24/7 can’t be good for your mental health. Being …….. constant scrutiny, having every aspect of your life dissected by the t………, it’s enough to drive you r…….. the b…….. It’s no …….. so many child stars go off the …….. in such a spectacular fashion. They get their big …….. and r……. to fame at such a young age then burn ……. in a blaze of glory for all to see. Keeping your feet on the …….. is no m……. feat when you’re surrounded by so many h……..-on blowing s……… up your b……… It must be so easy to let the fame go to your ……. and start thinking you’re the best thing since s…….. b…….. Then, if things take a ……. for the worse, the fall from ……… can be p………..
It’s not all d…… and g……. however, being in the …….. eye does have its perks. For one thing you get to ……. a glamorous lifestyle; …… the guestlist for every event, endorsed by all the biggest brands, it’s ironic that some of the richest people in the world hardly have to pay for anything. Designers and companies bend over b……… to get those publicity shots of you d……. out in their latest products. But brands and products aren’t the only ones that can benefit by association with a m……..; some A-l……… choose to use their p…….. to …….. awareness of various issues and campaigns, ……… their followers’ attention to the p…….. of various dis………….. groups around the world.
So, have you still got your …….. set on making a ……. for yourself in the world of ……..business? If so, be w…….., you’ve got to learn to take the r…….. with the s………. And should you happen to make it to the ……, against all o……., enjoy your time in the sun, make the most of your ……. minutes of fame, because they might be over in the …….. of an eye.
Key Word Transformations
ATTENTION
My agent…………………………………………. some of the articles that had appeared in the papers.
FEET
Newly famous celebrities struggle ……………………………………………………………..
BED
The life of a famous dancer………………………………………………………………….
NAME
He moved to New York with the intention ………………………………………………… the art world.
HEART
She …………………………………………………………………………… an actress.
RAISE
His objective is ………………………………………………………….. of the indigenous population.
Debate topic: Celebrities have a positive effect on society
KEY
Key Word Transformations
ATTENTION
My agent DREW MY ATTENTION // TO some of the articles that had appeared in the papers.
FEET
Newly famous celebrities struggle TO KEEP THEIR FEET // ON THE GROUND.
BED
The life of a famous dancer ISN’T ALL A BED // OF ROSES.
NAME
He moved to New York with the intention OF MAKING A NAME FOR HIMSELF IN the art world.
HEART
She HAS (GOT) HER HEART SET // ON BECOMING an actress.
RAISE
His objective is TO RAISE AWARENESS // OF THE PLIGHT of the indigenous population.
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:
Teacher tip → Play twice if necessary.
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.
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:
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.
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.
Copyright © 2005 International Debate Education Association. All Rights Reserved
Image credit: assignmenteditor.com
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I’m running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:
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:
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:
Discussion
Definition match
Sentence match
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.
Image credit: www.jamesfunda.com
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This is a conversation activity designed to get teenagers and adults talking and practice the phrases:
The best/worst thing about… is…
Download the powerpoint below, project it and have students discuss their ideas in groups then share them in open class, board any emergent language and exploit any opportunities for debate and exponents of agreeing, disagreeing and expressing opinion.
Image credit: www.learnaboutislam.co.uk
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This is a conversation lesson plan for intermediate (B1) upwards around the topic of blame. Download the powerpoint below:
Warmer
SS discuss in pairs:
Language of blaming:
SS complete the sentences with the following words:
for
on
blame
wrong
fault (x2)
Show the first slide from the powerpoint and have students discuss who is to blame in small groups. Ss then report back in open class. You might want to assign roles from the different situations to different students to make it a bit more exciting.
Image Credit: www.visualnews.com
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This is a lesson plan for intermediate and up based around pictures of interesting people and language of speculation and deduction. Credit to my workmate Mont for the idea, thanks Mont.
Download the handout here:
speculate pictures interesting people
Warmer – Who’s that guy?
Write the following expressions on the board:
He might/may/could be… (possible)
There’s a chance that he’s… (possible)
He can’t be… (impossible)
There’s no way he’s… (impossible)
He must be… (almost certain)
I’m pretty sure he’s… (quite certain)
Then show them the picture of the guy at the top of the post. Students come up with 5 deductions/speculations based on the picture. Tell them they can speculate about his age, nationality, job, personality or anything else they like.
The show them the pictures from the handout. Give them a few minutes to make speculations about the people.
Then show them the following list:
Tell student that they must decide which person has which job. The secret is: There’s no correct answer! But don’t tell them that yet. Give them 5-10 minute to make speculations and provide reasons for which person has which job, then have them present their reasoning to the class and debate them. Only then can you reveal that there’s no correct answer!
Follow up activity
Composition: Can you judge a book by it’s cover? Have students write and essay/article on the topic of first impressions and judging people based on their appearance.
Image credit: www.osomac.com
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This is a straightforward “What would you do?” speaking activity to practice hypothetical conditionals and just generate debate and conversation. Download the powerpoint below and project it or print it:
Language of agreeing and disagreeing will be useful.
Agreeing | Disagreeing | Ending an argument: |
|
|
|
Credit to: http://www.buzzfeed.com/tracyclayton/moral-dilemmas-that-will-break-your-brain#.lhwmbK9XK
For a couple of the ideas.
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I’ve just come across this link from the university of Kent that features some great conversation activities including a balloon debate.
http://www.kent.ac.uk/careers/interviews/balloonDebate.htm#air
Here’s the sinking ship one in a word document to download:
This is a discussion class for higher levels (high B2 – C2) based around the Logan Laplante’s TED talk video on “hack-schooling” a form of home schooling based round applicable skills and hands-on experience.
The video is 11 minutes long so I set it for homework the lesson before so that students could watch and rewatch as many times as they needed to fully understand it. Alternatively, you could watch it in class if you have time.
Vocabulary
Logan uses some skier/skater American slang, for example:
To be stoked – to be excited about/interested in something
to be bummed out – to be annoyed/disappointed
Other vocab that might need highlighting:
To log out of reality – to escape from reality
mashup – a mixture/fusion of different elements
hacker mindset – a mindset is a set of attitudes a person has
Discussion questions
Role-play
Put students in pairs of groups of 3 and have them role play the last question, student A has decided to pull their kids out of school to teach them at home, student B thinks they are crazy!
Debate
“The education system does not prepare students for life.”
Split group in to two groups, 1 in support and 1 against the motion. Follow standard debate structure, 2 minute opening arguments, rebuttals etc.