Posted in Advanced C1

C1: Safety Inflation & Changing Risks

This is a reading, vocabulary and speaking lesson plan for C1 adults on the topic of safety inflation and changing attitudes to risk in modern society compared to the past. Download the handout below:

C1: Safety Inflation & Changing Risks

Reading & Conversation

Read the texts one by one and discuss them with your partner.

1. The Ghost Town Streets

“I was looking out the window yesterday afternoon and realized something incredibly eerie: there wasn’t a single child outside. When I was growing up in the nineties, our parents would basically kick us out of the house after breakfast and tell us not to come back until the streetlights came on. We fell out of trees, scraped our knees to the bone, and drank water straight from the garden hose. Now, parents seem to view the neighborhood sidewalk as a high-level security risk. We live in a world that is statistically safer than ever, yet we treat our neighborhoods like active combat zones. Are we protecting kids, or are we just robbing them of the chance to learn how to navigate the world independently?”

Questions

  1. Did you play outside unsupervised when you were a child, or were your activities heavily structured?
  2. What are the psychological consequences of never letting children experience unsupervised risk?
  3. Is modern society actually more dangerous for children, or is it just our perception of danger that has changed?
  4. How much responsibility should parents take for a child’s minor physical injuries during play?
  5. At what age is a child mature enough to explore their neighborhood without an adult?

2. The Digital Safety Net

“My sister recently got a smartwatch for her eight-year-old son, and it drives me slightly crazy watching her interact with it. She can track his exact GPS location, listen in on his surroundings, and get an automated alert if his heart rate spikes. It made me reflect on how the definition of ‘safety’ has evolved. In the past, safety meant knowing basic first aid and looking both ways before crossing the road. Today, safety seems to mean total, uninterrupted data surveillance. We’ve traded physical resilience for digital oversight. I can’t help but wonder: if a child knows they are constantly being monitored by a digital eye, do they ever truly learn to trust their own instincts?”

Questions

  1. Would you use GPS tracking devices on your children or elderly relatives? Why/why not?
  2. Does constant digital tracking reduce a person’s real-world problem-solving skills?
  3. Where is the line between responsible parenting and invasive surveillance?
  4. Do you think technology has made us more anxious or more at peace?
  5. How would you feel if your partner or employer requested access to your live location?

3. The Bubble-Wrapped Playground

“They recently renovated the local park near my apartment, and honestly, it looks like a psychiatric institution’s soft room. Gone are the towering iron slides that would heat up to a thousand degrees in the summer sun, and the old wooden swings that actually required upper-body strength. Everything has been replaced by low-slung, rounded plastic structures sitting on thick, spongy rubber flooring. It’s completely sanitized. We’ve eliminated the risk of broken bones, but we’ve also eliminated the thrill of conquering fear. If children never get the chance to misjudge a jump or feel a bit of vertigo, how are they supposed to manage anxiety when they face real, adult obstacles later in life?”

Questions

  1. Do you think modern playgrounds have become too boring to be beneficial?
  2. What is a ‘healthy’ physical injury for a child to experience while growing up?
  3. Why has society become so litigious (prone to taking legal action) regarding public spaces and accidents?
  4. Should safety standards prioritize preventing all minor injuries, or preventing only catastrophic ones?
  5. Can you recall a risky physical activity from your youth that you would never let a child do today?

4. Emotional Hyper-Sensitivity

“It isn’t just physical safety that we’ve inflated; it’s emotional safety too. I was chatting with a colleague who teaches at a university, and she was explaining how students now demand ‘trigger warnings’ before reading classic literature and expect ‘safe spaces’ if a guest speaker expresses a controversial opinion. I found myself biting my tongue to avoid sounding like an old cynic, but I couldn’t stop pondering the shift. In the past, university was supposed to be a place of intellectual discomfort where your core beliefs were challenged. Now, it feels like an extension of school, designed to keep everyone emotionally comfortable. Aren’t we just manufacturing fragile adults who will collapse the second they encounter a difficult boss or an opposing viewpoint?”

Questions

  1. Do you think ‘trigger warnings’ in education and media are helpful or counterproductive?
  2. Is it the role of an educational institution to protect students from offensive ideas?
  3. How do you distinguish between a genuine psychological boundary and an avoidance of discomfort?
  4. Have people become more emotionally fragile, or are they just more open about their mental health?
  5. How do you personally handle encountering someone with opinions you find deeply offensive?

5. The Illusion of Zero Risk

“I’ve noticed a strange paradox in modern adulthood: we are obsessed with eliminating every conceivable risk, no matter how small. People won’t eat gluten without a medical diagnosis, they panic if they forget their hand sanitizer, and they spend hours reading online reviews to avoid buying a suboptimal toaster. We have developed a complete intolerance for uncertainty. Our ancestors faced plagues, famine, and war; we face the terrifying prospect of a flight delay or a bad restaurant meal. Because our lives are so structurally secure, our brains have downscaled our perception of threat, turning minor inconveniences into existential crises. We’re walking on eggshells in a world made of rubber.”

Questions

  1. Are you someone who carefully calculates risks, or do you tend to dive into situations blindly?
  2. What minor modern inconvenience causes you a disproportionate amount of anxiety?
  3. Do you agree that living in a highly secure environment makes people maximize small problems?
  4. Is it possible for a society to become too safe for its own psychological well-being?
  5. What is one area of your life where you think you should take more risks?

Expressions & Conversation: Risk, Comfort & Safety

Try to guess the meaning of the expressions from the context, then discuss them with your partner. 

1. To wrap someone in cotton wool

Context: My brother wraps his kids in cotton wool; he doesn’t even let them ride bicycles because he’s terrified they might take a tumble.

  • a. Were you wrapped in cotton wool by your parents, or were you given a lot of freedom?
  • b. What are the potential long-term dangers of wrapping a child in cotton wool?

2. To play it safe

Context: I had an offer to join a high-risk tech startup, but I decided to play it safe and stay at my stable corporate job.

  • a. In what areas of your life (career, finances, relationships) do you always prefer to play it safe?
  • b. Can playing it safe too often actually turn out to be a disadvantage in the long run?

3. To make a mountain out of a molehill

Context: Modern media makes a mountain out of a molehill when it treats a minor flight delay as a terrifying travel nightmare.

  • a. Why do you think modern society tends to make a mountain out of a molehill over tiny inconveniences?
  • b. Are you prone to overthinking small problems and turning them into massive crises?

4. Better safe than sorry

Context: I know the weather forecast says it’s sunny, but I’m packing an umbrella and a heavy coat anyway—better safe than sorry.

  • a. Do you agree with the phrase “better safe than sorry,” or do you think it breeds unnecessary anxiety?
  • b. Describe a situation where taking too many precautions completely ruined the fun of an experience.

5. To stick one’s neck out

Context: Nobody else was willing to challenge the boss’s terrible safety policy, but I decided to stick my neck out and speak up.

  • a. When was the last time you decided to stick your neck out for someone else or for a cause you believed in?
  • b. Is it generally wiser to stick your neck out or just stay quiet to keep the peace?

6. To keep someone on a short leash

Context: With all these new tracking apps, parents are keeping their teenagers on an incredibly short leash.

  • a. How much privacy and freedom should a teenager be given? Is keeping them on a short leash ever justified?
  • b. Have you ever had a manager or partner who tried to keep you on a short leash? How did you handle it?

7. To step out of one’s comfort zone

Context: Moving to a foreign country where I didn’t speak a word of the language really forced me to step out of my comfort zone.

  • a. What is the most memorable thing you’ve achieved by stepping completely out of your comfort zone?
  • b. How can teachers or managers encourage people to step out of their comfort zones without causing them severe anxiety?

8. To throw caution to the wind

Context: After years of calculating every single penny, she finally threw caution to the wind and spent her savings on a trip around the world.

  • a. Are you the kind of person who can throw caution to the wind easily, or do you need a calculated plan for everything?
  • b. Is throwing caution to the wind a sign of emotional maturity or just pure recklessness?

9. To fight fire with fire

Context: When the cyber-security threats increased, the tech company decided to fight fire with fire by hiring former hackers to secure their network.

  • a. Do you think fighting fire with fire is an effective way to handle conflicts or systemic threats?
  • b. Can you think of a real-world scenario where fighting fire with fire only made the original problem much worse?

10. To be out of the woods

Context: The doctors say his fever has finally gone down, but because of his weak immune system, he isn’t out of the woods yet.

  • a. When a major crisis hits a society or an individual, how do you know when they are truly out of the woods?

b. Tell a story about a time you thought a difficult situation was over, only to realize you weren’t out of the woods yet.

Posted in Advanced C1, B2 First, Conversation Classes, pragmatics

Pragmatics: Everyday Interactions – Contrastive Analysis

See you in a bit. - Post by camillissima on Boldomatic

This is a lesson plan designed to help Spanish speaking students sound more natural in lots of common, everyday interactions. Download the handout and PowerPoint below:

Students do some contrastive analysis of some high frequency expressions in English and Spanish in order to identify some common errors and put the more natural English expressions into practice.

Everyday English: Contrastive Analysis

Contrastive Analysis

Work with a partner.

Complete the second column with direct translations or common mistakes that Spanish speakers make with these expressions.

SpanishDirect Translation/Common MistakeEnglish Equivalent
¡Hasta ahora! ¡Igualmente! ¿Cuánto tiempo? ¿Qué tal? ¡Que vaya bien! ¡Que te lo pases bien! ¡Aquí lo tienes! No te escucho. ¿Qué pasa? No pasa nada ¿Puedes repetir? ¿Cuánto falta para…? Estoy de acuerdo Una cosa/una preguntaUntil now! …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… ………………………………………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… ……………………………

Now complete the third column with  the more natural English equivalent.

Buzzer Game

Cut out the situation cards below. Put the cards face down in a pile. Turn over one card, the first person to say the appropriate expression for that card takes the card and scores one point. Keep playing until all the cards have been used.

Your housemate is going to the shop, they will be back in 5 minutes. What do you say to them?Your co-worker says “have a good weekend!” as they leave the office. What do you say to them?
Your partner is leaving to go to an important job interview. What do you say to them?You work in a coffee shop. You hand a customer their cup of coffee. What do you say to them?
You put your hand up in English class, you want to ask the teacher a question. What do you say to them?You see an old friend from school you haven’t seen for a long time. What do you say to them?
You’re speaking on the phone but there is loud music playing. You don’t understand what they’re saying because of the noise. What do you say to them?You get home and see that one of your children is crying. What do you say to them?
Your friend tells you that they’re going to Disneyland this weekend. What do you say to them?Your friend says sorry for arriving late to meet you for lunch. You don’t mind that they’re late. What do you say to them?
Your teacher says something very quickly and you don’t understand. What do you say to them?You’re having a debate at work and you have the same opinion as your co-worker. What do you say to them?
You see your friend in the morning and you want to know how they are. What do you say to them?You’re bored at school and you want to know when you will be allowed to go to the playground. What do you say to the teacher?

Key

SpanishDirect Translation/Common MistakeEnglish Equivalent
¡Hasta ahora! ¡Igualmente!
¿Cuánto tiempo? ¿Qué tal?
¡Que vaya bien! ¡Que te lo pases bien!
¡Aquí lo tienes! No te escucho. ¿Qué pasa?
No pasa nada ¿Puedes repetir? ¿Cuánto falta para…?
Estoy de acuerdo
Una cosa/una pregunta
Until now!/See you now!
Equally!
How much time?
What such?
That it go well.
That you pass it well.
Here you have.
I don’t listen you.
What happens?
Happens nothing
Can you repeat?
How much is left for…?
I am agree
One thing/one question
See you in a bit/sec
Same to you!
Long time, no see!
How’s it going?
Hope it goes well.
Have fun!
Here you go/Here’s….
I can’t hear you.
What’s up? What’s wrong?
No worries/problem.
Sorry, I didn’t catch that.
How much longer until…?
I agree.
I have a question/doubt

Buzzer Game

Your housemate is going to the shop, they will be back in 5 minutes. What do you say to them? See you in a bit/secYour co-worker says “have a good weekend!” as they leave the office. What do you say to them? You too!
Your partner is leaving to go to an important job interview. What do you say to them? Hope it goes wellYou work in a coffee shop. You hand a customer their cup of coffee. What do you say to them? Here you go/Here’s your coffee
You put your hand up in English class, you want to ask the teacher a question. What do you say to them? I have a question/doubtYou see an old friend from school you haven’t seen for a long time. What do you say to them? Long time, no see!
You’re speaking on the phone but there is loud music playing. You don’t understand what they’re saying because of the noise. What do you say to them? I can’t hear youYou get home and see that one of your children is crying. What do you say to them? What’s wrong?
Your friend tells you that they’re going to Disneyland this weekend. What do you say to them? Have fun!Your friend says sorry for arriving late to meet you for lunch. You don’t mind that they’re late. What do you say to them? No worries/problem
Your teacher says something very quickly and you don’t understand. What do you say to them? Sorry, I didn’t catch thatYou’re having a debate at work and you have the same opinion as your co-worker. What do you say to them? I agree
You see your friend in the morning and you want to know how they are. What do you say to them? How’s it going?You’re bored at school and you want to know when you will be allowed to go to the playground. What do you say to the teacher? How long / How much longer until play time?
Posted in Conversation Classes, Exam Preparation Class, Proficiency

C2 Proficiency: DIY Speaking Long Turn Topics

C2 Proficiency de Inglés (CPE) del Cambridge: Cómo Aprobarlo | TURBOLANGS

This is a lesson plan for students preparing to take the Cambridge C2 Proficiency exam. Students create their own topic cards for part 3 of the speaking exam; the dreaded long turn! Download the handout and examples below:

Procedure

You could use this lesson plan to introduce the long turn, give students a chance to practice and go over some useful language before they make their own topic cards.

Print and cut out the example cards, these examples were created by my C2 group. As you can see they came up with some thought provoking topics that are definitely more engaging than some of the run-of-the-mill topics from most text books.

Put students in pairs and have them complete a timed long turn each to get them warmed up to the task.

Then give them a set of blank cards each (candidate A & B) and have them work together to create two topic cards with a main question and three bullet points. Tell them that their classmates are going to use their topic cards so they should choose engaging, open topics. Give them 3-5 minutes to do this. In the exam, after candidate A has finished their long turn, candidate B is asked a shorter question in response to what candidate A has just said, so you could have your students write a question for candidate B on the back of A’s card and vice versa for candidate B.

Have them pass their newly created cards to another pair so that everyone has a set created by another group. Instruct them to keep practicing two-minute long turns using the new cards. Then encourage students to give feedback to the group who wrote the topic card; was it easy to talk about for two minutes? Did the bullet points help? Could anything be clarified?

Students then pass the cards to another group, rinse and repeat. Students will get lots of practice for this part of the exam on topics chosen by their peers.

I was really impressed by the questions my group came up with, there weren’t too many softballs in there. Comment below with some of the topics and bullet points your students come up with and I’ll add them to the example doc, that we can create a big list of topic cards for future use.

Posted in Advanced C1, Conversation Classes, Proficiency

Where do you Stand? Entertainment & Culture

Entertainment And Culture Icon Set High-Res Vector Graphic - Getty Images

This is another edition of my “Where do you Stand?” conversation series. Students debate different topics related to entertainment and culture but must rate the opinion on a scale from 1-6 before they begin the discussion.

The PowerPoint contains examples of language of opinion, agreement and disagreement designed with C1 students in mind. If you are teaching lower level students, you could just use the student handout. You can download a B2 phrase sheet here.

Here are the topics students discuss:

The book is always better than the film.

There are too many sequels and spin-off films these days. There aren’t many original stories.

The original version of a song is always the best.

Celebrities shouldn’t complain about being in the public eye. It’s part of the jobNetflix will kill the cinema.

You shouldn’t watch films on your phone. It ruins the experience.

Watching a film at the cinema is always better than at home.

Violent films and videogames should be banned.

Music, art and drama should be compulsory subjects at school.

Social media companies should be responsible for the content that users post on their platforms.

Children shouldn’t play with “violent” toys like guns and weapons.

Something is always lost when a text is translated.

Physical books will disappear one day.

Governments should be allowed to censor some elements of the media including books and films.

The benefits of social media platforms outweigh the negative aspects.

Sports involving animals (hunting, horse riding, bullfighting, etc.) are an important part of my culture and must be protected.

Watching too much television makes you stupid.

Posted in Conversation Classes

“I could eat a horse!” – Food Conversation Topic

Super simple conversation activity based around the topic of food. Suitable for a range of levels from A2 upwards. It was written for students based in Barcelona so a couple of questions won’t make sense outside Catalonia, but you can skip/adapt those ones. Credit to my DELTA tutor Neil Forrest for the dressing a salad question and nationalfoods.org for the weird national dishes questions.

Introduce the topic of food debates using the first slide about the Devon vs Cornwall cream tea debate. Cream teas are scones topped with jam and clotted cream but there is a heated debate regarding which should be put on the scone first. Cornish heathens think that the jam should go first, followed by the cream, which is just preposterous. Righteous Devonians know that the correct order is cream first, then jam. (can you guess where I’m from?) Then ask students to discuss any food debates that exist in their country.

Download the powerpoint below:

Posted in Advanced C1, Conversation Classes, Proficiency

Discussion Topics: Where do you stand?

Life Begins at 40: Imágenes, fotos de stock y vectores | Shutterstock

This is a conversation lesson plan designed with higher level adults in mind (C1/C2). It could also be adapted for lower levels. Download the handouts below:

The advanced discussion phrases handout is a truncated version of my C2 speaking phrase sheet, other phrase sheets could be used for lower levels.

Give out the phrase sheet. Have students peruse it and ask questions about unfamiliar expressions. You may also want to model pronunciation of some of the exponents, although this could also be done reactively. You could also ask students to choose their favourite expressions from the list to encourage ownership of the exponents.

Give out the discussion topics. Explain the system: students must read the topic and first individually circle one of the numbers between one and six to determine how much they agree with the statement. Students are then free to discuss the topic in groups or as a class. They must decide their level of agreement before discussing the topic to avoid following the crowd. This system should lead to more in-depth discussion and hopefully more disagreements!

Encourage the use of the expressions on the phrases sheet; you could award points for the number of expressions used. Some of the discussion topics are common proverbs or phrases so be ready to give definitions and examples to illustrate meaning.

Posted in Uncategorized

CAE Ice-Breaker UPDATE

Image result for ice-breaker

Image credit: englishrussia.com

Follow me on twitter @RobbioDobbio

This is an updated version of my CAE/C1 ice-breaking activity for the first class of a course. Click this link to the prezi (you’ll only need the first 5 slides).

Obviously it’s tailored to my interests but you’ll get the idea and be able to adapt to your own.

First I flash up the sentences with the adjective/verb + preposition combination (petrified of) etc. and tell them that some are true and some are false. They have to decide which are true and which are false in pairs. Award points to the pairs who guess correctly.
Then test them on the prepositions by flashing up the slide with them omitted. Then they have to write 4 sentences using the same combinations, some true some false and read them to their partner, who has to guess which are T/F.
Then the next bit is 6 sentences with some nice phrases about personal interests etc. “I’m into….” etc. I show them my examples (they’re all true) and let them ask me some questions. Then they have to complete the sentences so they’re true for them.
Then they have to mingle around the class reading their sentences to each other, flash up the expressions for showing interest: Uh-huh, mm-hmmm etc. and encourage them to use them. Tell them that they should try to remember as much information as they can about their classmates. While they do this, monitor and board any emergent language to look at later.
After 10 mins or so have them sit down and split them into two teams. Select one member from the first team, the other team then has to remember as much as they can about that person:
“He’s into football and rugby.”
“He has a burning ambition to meet Messi.” etc.
Award 1 point for each correct bit of info. The idea is that they’re recycling the 6 expressions over and over and getting to know each other at the same time.
Posted in Conversation Classes, Vocabulary Classes

Working 9 to 5

Image credit: the-daily.buzz

Follow me on twitter @RobbioDobbio

This is a vocabulary activity for adults intermediate students. Students will learn some vocabulary related to the world of work and put it to use in a discussion. Download the handout and teacher’s notes below:

Working 9 to 5

Handout

Question completion

  1. What is the minimum hourly ______ in your country? Do you think it is enough?
  2. What is the average ________ for a politician in your country? Do you think it is enough?
  3. How long is your normal working day? Do you get paid for ________ (working extra hours)?
  4. Do you get a Christmas or Summer _________ in your job? If so, how much do you get?
  5. How much __________ do you get at Christmas, Easter and in the summer?
  6. Have you ever worked a night ________? What was it like? Do you know anyone who does it often?
  7. What are the most common ___________ jobs for people with children in your country?
  8. If you have to travel for your job, does your company pay your _________? Or do you have to pay them yourself?
  9. When was the last time you got a _________ from a carpenter/plumber/builder etc.? How much was it?
  10. How much does a teacher _________ in your country? Is it enough? Who do you think doesn’t _______ enough? Who do you think ________ too much?
A.SHIFT  B.EXPENSES  C.WAGE    D.SALARY    E.BONUS   F.OVERTIME   G.QUOTE    H.EARN    I.PART-TIME   J.TIME OFF

 

Different Trades

What are the names of these jobs?

  1. How do people train for these jobs in your country?
  2. Do you have any skills in these areas?
  3. What are the advantages of these jobs compared to an office job?

 

Procedure

Give out the handout and have students complete the questions with one word from the box. Check their answers, students then ask and answer the questions in pairs or groups of three. Feed back in open class.

Students then try to name the different tradespeople then ask and answer the discussion questions.

Key

  1. Wage (normally refers to hourly or weekly pay from a job)
  2. Salary (often refers to annual amount)
  3. Overtime
  4. Bonus
  5. Time off
  6. Shift
  7. Part-time
  8. Expenses
  9. Quote
  10. Earn, earn, earns

Trades

  1. Plumber
  2. Electrician
  3. Builder
  4. Carpenter
  5. Painter and decorator
  6. Gardener
Posted in Conversation Classes, Listening Classes, TED Talk Lesson Plans, Video Classes

TED – Daniel Levitin: How to stay calm when you know you’ll be stressed

Image credit: http://www.ted.com

Follow me on twitter @RobbioDobbio

This is a new TED talk lesson plan for C1+ students. You can either set the TED talk with the comprehension questions as homework or watch the talk in class as it’s only 12 minutes long. Download the handout and teacher’s notes below:

TED Daniel Levitin Stress sts handout

TED Daniel Levitin Stress Teacher notes

Student Handout

Language Focus

Discuss the meaning of the phrases in bold with your partner.

  1. I had just driven home,it was around midnight in the dead of Montreal winter.
  2. As I stood on the front porch fumbling in my pockets,I found I didn’t have my keys.
  3. It releases cortisol that raises your heart rate,it modulates adrenaline levels and it clouds your thinking.
  4. Now you might be thinkingI’ve pulled this number out of the air for shock value.
  5. So the idea of the pre-mortem is to think ahead of timeto the questions that you might be able to ask that will push the conversation forward. You don’t want to have to manufacture all of this on the spot.
  6. You might change your mind in the heat of the moment,but at least you’re practiced with this kind of thinking.
  7. So I’m not completely organized,but I see organization as a gradual process, and I’m getting there.

Comprehension Questions

  1. What happens in the anecdote Daniel tells at the start of the talk?
  2. What were the consequences of Daniels clouded thinking?
  3. What is the solution he comes up with?
  4. What are the two practical tips he gives for common problems?
  5. What are the two questions he recommends asking to a doctor before they prescribe you a drug?
  6. What was the historical advantage to the brain releasing cortisol in stressful situations?

Discussion Questions

  1. What did you think of the talk?
  2. Have you ever been in a similar situation to the one Daniel describes in his anecdote? What did you do?
  3. Have you ever forgotten a passport or boarding card when flying somewhere? What did you do?
  4. Are you an absent-minded person? What things do you lose/misplace? Where do you keep your keys/mobile/wallet at home?
  5. In what situations is it good idea to predict the possible problems that could occur?
  6. Are you good at making decisions under pressure?
  7. What do you think of what he says about the medical industry?
  8. Would you trade quality of life for a longer life?

Pre-mortem

What things could possibly go wrong in these situations, and how could you prepare for the problems?

A job interview Travelling by plane An important exam A first date
A wedding The first day at a new job A surprise party Climbing a mountain

Teacher’s notes

Language Focus

  1. In the dead of winter/night = in the middle of
  2. Fumble = to feel/do something clumsily/inefficiently
  3. Clouds your thinking = confuses/affects your thinking in a bad way
  4. Pull a number out of the air = invent a number in the moment of speaking
  5. For shock value = in order to cause shock
  6. On the spot = in the moment of speaking, also “to put someone on the spot” = force someone to answer a difficult question without preparation.
  7. In the heat of the moment = do something while stressed/angry/excited
  8. I’m getting there = I’m making progress

Comprehension questions

  1. He forgets his keys so has to smash the basement window to get into his house.
  2. He forgets his passport the next morning when he goes to the airport.
  3. To perform a “pre-mortem” evaluation of possible problems that could occur.
  4. Designate a place for commonly lost things: keys, wallet etc. Take a photo of things you might lose while travelling: credit card, passport, keys and save it to the cloud to make it easier to get them back.
  5. What is the number needed to treat? What are the side-effects?
  6. When faced with a predator it helped us to escape.