This is a lesson plan for C1/C2 students by Soleil García Brito on the topic of face recognition based around a video and a gapped text exercise. The warmer could also be used with lower levels (B1/B2). At the end of the lesson students can take an online test to see if they are “super recognisers”; you’ll find the link below.
Download the student’s handout and teacher’s notes below.
This is another guest post by Soleil García Brito on the topic of gender roles and the colour pink but this time for higher level students (C1/C2). The lesson plan is made up of two video exercises, a gapped text reading exercise and a discussion on the topic. Download the student handout and teacher’s notes below:
This is a guest post by Soleil García Brito. It is a lesson plan on the topic of gender roles. Students complete a First-Certificate-style multiple choice cloze exercise, a listening comprehension based on a clip from Friends and finally, a discussion on the topic. Download the student handout and teacher’s notes 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.
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.
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
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.
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.”
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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?
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?
Watch the next part (until 2:06): Were your predictions correct?
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?
Watch the next part (until 3:28): Were your predictions correct?
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?
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.
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:
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.
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?
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.
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:
Hedging/being more indirect
Asking and answering your own questions
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:
Opening statement (90 secs)
Cross examination (30 secs)
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.
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…
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.
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…
On top of that,
Apart from that,
Another thing to consider is…
We shouldn’t forget that…
It’s also worth bearing in mind that…
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…
I admit that your point about… may be true, however,
Put students in pairs, depending on their level show them either the first slide with 4 photos or the second slide with the word cloud. Give them 10 minutes to invent a Christmas story using all of the words or pictures, monitor while they work and feed in any language that is needed.
Students then read out their stories to the class, discuss any language issues that come up. Students can then vote on which story they liked best.
Then show students the John Lewis advert:
Ask students the following questions:
Whose story was the most similar to the advert?
How different was your story?
Did you like the video? If so, what did you like about it?
Show the word cloud again, have students write out the story of the advert again from memory using the words as prompts. Students then read out their different versions.
For homework, students write the next part of the story, what did the girl do next? How did the foxes and the badger spend Christmas day?
This is a new TED talk lesson plan for higher levels (C1+) on the subject of bio-engineering and cloning. Thanks to my colleague Cliff Grossman for recommending this fascinating talk. You can download the materials below:
Credit to my colleague Katy Wright for this great online resource.
Check out this amazing site. It allows you to search for specific phrases in a database of video clips from popular films and TV shows, like an online corpus of authentic spoken English. I can see tonnes of uses for this, primarily for presenting new vocab; can’t think of an example sentence for some vocab? Stick it in to playphrase.me and Doctor House, Ross from friends or even a Game of Thrones character will come out with one for you! Below is a search for the phrasal verb “put off”:
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 😉