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🤖

AI, Layoffs, and “Firing Your Customers”

Length: 75–90 minutes

Objectives

By the end of the lesson, the student will be able to:

Discuss the economic impact of AI on employment.

Explain complex ideas using economic vocabulary.

Express agreement, disagreement, and uncertainty.

Speculate about future scenarios using advanced grammar.

Debate whether AI will ultimately benefit or harm society.

🎯 Warm-up (10 minutes)

Ask the student:

1. Which jobs do you think AI will replace first?

2. Would you trust AI more than a human in some professions? Why?

3. If AI could do 80% of your job, what would you do?

4. Do you think technology always creates more jobs than it destroys?

5. If you owned a company, would you replace employees with AI?

Follow-up Questions

What industries are changing the fastest?

Should governments regulate AI?

Are you excited or worried about AI?

📰 Pre-Reading Discussion

Read the title only:

How Companies Could End Up Firing Their Customers

Ask:

What do you think this means?

Is it possible for companies to fire their own customers?

What could happen if millions of workers lost their jobs?

📖 Reading

The AI Layoff Trap

Artificial intelligence is becoming more capable every year. Many companies believe AI can perform tasks faster, more cheaply, and with fewer mistakes than human workers. Because of this, some business leaders predict that AI will replace millions of jobs over the next decade.

At first, replacing employees with AI may seem like a smart financial decision. Companies can reduce labour costs, increase productivity, and improve profits.

However, there is another side to the story.

If many businesses replace large numbers of workers, fewer people will earn salaries. Without regular income, consumers may spend less money on products and services. As consumer spending falls, businesses could begin losing customers—even if they have become more efficient.

Researchers Gerry Tsoukalas and Brett Falk describe this situation as “The AI Layoff Trap.” They developed a mathematical model suggesting that companies could unintentionally create a weaker economy by reducing the number of people who can afford to buy their products.

Ironically, businesses may end up “firing their customers.” By trying to maximise short-term profits, they may reduce long-term demand for the very goods and services they sell.

The researchers argue that some companies may recognise this danger but still continue replacing workers because they fear being left behind by competitors. This creates a difficult collective problem: what benefits one company individually may harm the economy as a whole.

Whether this scenario becomes reality depends on many factors, including government policies, new types of jobs, economic adaptation, and how quickly AI continues to develop.

📚 Vocabulary

Layoff

The act of ending someone’s employment because a company wants to reduce costs.

The company announced 500 layoffs.

Workforce

All the people employed by a company or country.

AI is changing today’s workforce.

Consumer Spending

The money people spend on goods and services.

Consumer spending is essential for economic growth.

Productivity

The amount of work completed in a certain period.

AI may increase productivity.

Demand

The desire and ability to buy products.

Demand usually falls during recessions.

Profit

Money a company earns after expenses.

Their profits increased last year.

Competitive Advantage

Something that makes one company stronger than another.

AI could provide a competitive advantage.

Automation

Using machines or software instead of humans.

Automation has transformed manufacturing.

Economic Growth

An increase in the value of goods and services produced.

Long-term Consequences

Effects that happen years later.

🧠 Vocabulary in Context

Complete the sentences.

1. Automation has increased __________.

2. If unemployment rises, consumer __________ may fall.

3. Many companies invest in AI to improve __________.

4. A business without customers cannot make __________.

5. Governments often worry about economic __________.

🎧 Listening Focus (Before Watching)

Ask the student to listen for:

Why companies replace workers with AI.

Why this strategy could become dangerous.

What “The AI Layoff Trap” means.

Whether the researchers think companies can avoid this problem.

💬 Speaking Questions

1. Is AI replacing jobs faster than society can adapt?

2. Which professions are safest from AI?

3. Should companies have limits on automation?

4. What responsibilities do CEOs have toward society?

5. Is profit more important than employment?

6. Would you rather work with AI or compete against it?

7. Could universal basic income become necessary?

8. How might education need to change?

9. Is technological progress impossible to stop?

10. Are people worrying too much about AI?

🗣️ Debate

Statement:

“Companies should not replace employees with AI if it causes mass unemployment.”

Student argues FOR.

Then switch positions and argue AGAINST.

Encourage expressions such as:

From an economic perspective…

On the other hand…

One possible consequence is…

I partly agree because…

That assumes that…

It depends on whether…

🔍 Critical Thinking

Imagine that AI can perform almost every office job.

Discuss:

What happens to universities?

What happens to salaries?

What happens to taxes?

Who pays for public healthcare?

Could capitalism survive?

Would society need a completely different economic system?

🧩 Grammar Focus

Speculating about the Future

may / might / could

AI may replace accountants.

Companies could lose customers.

Governments might introduce new laws.

If + Present Simple → will

If companies replace too many workers, unemployment will rise.

If consumers spend less money, businesses will suffer.

Mixed Speculation

If AI continues improving at this speed, many industries could change completely.

Unless governments intervene, inequality may increase.

📝 Practice

Finish the sentences.

If AI becomes more intelligent…

Unless companies create new jobs…

Governments might…

Consumers may…

Businesses could…

In twenty years…

The biggest challenge will be…

One unexpected benefit might be…

🌍

✍️ Homework

Write 250–300 words on the following topic:

Will AI create a better future or a more unequal society?

Include:

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How companies could end up firing their customers

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Researchers modelled AI job losses and found a seemingly unavoidable trap that every company could see coming.

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Why Are People Going Back to Flip Phones?

For many years, smartphones have been an essential part of everyday life. They help us communicate, work, study, shop, and find information in seconds. However, many people are beginning to question whether being connected all the time is actually good for them.

Some people are now choosing to replace their smartphones with simple flip phones. These devices allow users to make calls and send text messages, but they do not offer easy access to social media, games, or endless notifications. As a result, people often spend less time looking at screens and more time paying attention to the world around them.

This change has also created a new market. Some companies sell boxes that lock smartphones away for several hours, while others offer services that temporarily replace a smartphone with a basic phone. Although these products may seem unusual, they are becoming more popular among people who want to improve their focus and reduce digital distractions.

Research shows that many members of Generation Z are intentionally trying to spend less time on their devices. They say that constant notifications can make it difficult to concentrate, sleep well, or enjoy face-to-face conversations. Instead of feeling connected, they often feel overwhelmed by the amount of information they receive every day.

Still, not everyone believes that buying new technology is the answer. Some experts argue that people should develop healthier digital habits instead of depending on another product to solve the problem. They suggest setting limits on screen time, turning off unnecessary notifications, and creating moments during the day when phones are not allowed.

Whether people choose a flip phone or simply change their daily habits, one thing is becoming clear: many of us are searching for better ways to balance technology with real life.

Comprehension Questions

1. Why are some people replacing their smartphones with flip phones?

2. What are two examples of products or services mentioned in the article?

3. Why are many Gen Z users trying to reduce their screen time?

4. According to some experts, what is a better solution than buying new technology?

5. Do you think you could use a flip phone for one month? Why or why not?

Vocabulary

Match the words with their meanings.

1. Essential

2. Notifications

3. Distractions

4. Overwhelmed

5. Balance

a. Feeling that you have too much to deal with
b. Things that take your attention away from what you're doing
c. Messages or alerts from your phone
d. Very important or necessary
e. A healthy combination of different parts of life

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Lesson Plan – Screen Time & Digital Well-being

Level: Upper-Intermediate (B2)
Duration: 60 minutes
Topic: People Are Paying to Get Locked Out of Their Phones

Learning Objectives

By the end of the lesson, the student will be able to:

Discuss the impact of smartphones on everyday life.

Express opinions about digital well-being and screen time.

Learn and use new vocabulary related to technology and habits.

Improve pronunciation through reading aloud.

Develop reading, listening, and speaking skills.

1. Warm-up (5–10 minutes)

Ask the student:

How many hours do you spend on your phone every day?

Have you ever tried to reduce your screen time?

Could you live with a flip phone for a month? Why or why not?

What app do you think you use the most?

2. Pre-Listening (5 minutes)

Show the title of the BBC video:

"People Are Paying to Get Locked Out of Their Phones"

Ask the student to predict:

What do you think the video will be about?

Why would someone pay to use their phone less?

Do you think smartphones have become addictive?

Pre-teach vocabulary:

screen addiction

digital wellbeing

flip phone

notification

distraction

attention span

intentionally

boundaries

3. Listening (15 minutes)

Watch the BBC interview.

While watching, ask the student to answer:

1. Why are some people switching back to flip phones?

2. What problems do smartphones create?

3. What are "friction-inducing tools"?

4. According to the interview, is buying new technology the best solution?

5. What idea did you find the most interesting?

4. Reading (15 minutes)

Read the short article together.

Reading Tasks

Before Reading

Look at the title and predict what the article will discuss.

While Reading

Highlight unfamiliar words.

Answer:

1. Why has a new industry appeared?

2. What are some examples of products mentioned?

3. Why is Gen Z trying to disconnect?

4. What question does Katty Kay ask Christine Rosen?

5. Do you agree with the author's main idea?

5. Pronunciation Focus (10 minutes)

Practice these words:

addiction

notifications

intentionally

technology

productivity

concentration

boundaries/limitations

wellbeing

attention

distraction

summary>

the video talks about how people today try to solve everything by using digital tools or apps. But not everything needs digital tools, and improving something doesn't have the same meaning for digital, this tendency makes the people more dependent for using digital advise which you cannot do something like parking your car without using a digital solution like an app for example. So, a lot of people today recognise this digital dependency and it is not good for our lives and try to reduce digital life and have more time for real time but it isn't an easy task.

Focus on:

Word stress

Connected speech

Sentence rhythm

Intonation when expressing opinions

Have the student read one paragraph aloud and provide feedback on pronunciation and natural rhythm.

6. Discussion (10–15 minutes)

Discussion Questions:

1. Are smartphones making our lives better or worse?

2. Would you ever switch to a flip phone?

3. Do you think social media is addictive?

4. Should schools or companies limit phone use?

5. What is one habit you would like to change regarding technology?

6. Can technology solve problems created by technology?

7. What do people lose when they spend too much time online?

8. Is disconnecting becoming a luxury?

Useful Expressions

In my opinion...

From my point of view...

I completely agree because...

On the other hand...

I believe that...

One advantage is...

One drawback is...

That's a good point, but...

Homework (Optional)

Write a 150–200 word opinion paragraph answering:

"Should people reduce their screen time? Why or why not?"

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People are paying to get locked out of their phones

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Inside the growing business of paying for inconvenience, and whether you can really buy your way offline.

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Is AI the New Fall Guy for Layoffs?

Lesson Objectives

By the end of the lesson, the student will be able to:

improve pronunciation through guided reading;

understand the concept of "AI washing";

express and justify opinions about AI and employment;

speculate about the future of work;

use persuasive language and real-life examples during discussion.

1. Warm-up (5–10 minutes)

Ask your student:

What comes to your mind when you hear the term artificial intelligence?

Which professions do you think are the safest from AI?

Have you ever used AI to make your work easier?

Do you think AI is helping people more than it is harming them?

Encourage the student to expand every answer by asking:

Why?

Can you give an example?

What makes you think that?

2. Pronunciation Practice

Before reading, practice these words together.

layoffs

workforce

productivity

efficient

technology

replace

opportunities

economist

artificial intelligence

reduce costs

As the student pronounces each word, correct stress placement, connected speech, and any difficult sounds.

3. Reading

Is AI Really Taking People's Jobs?

Over the last year, many large companies have announced layoffs and explained that artificial intelligence has made their employees more productive. They claim that AI allows fewer people to do the same amount of work, making some jobs unnecessary.

However, not everyone accepts this explanation. Some economists argue that many businesses were already planning to reduce costs because of economic uncertainty. According to them, AI has simply become a convenient reason to justify decisions that companies had already made. This practice is sometimes called AI washing.

Others believe that AI is transforming the workplace rather than destroying it. While some jobs may disappear, new careers are also emerging. Workers who learn new skills may find opportunities in fields that did not even exist a few years ago.

The debate continues: Is AI really replacing workers, or is it simply becoming the latest excuse for business decisions?

4. Reading Comprehension

Ask the student to answer in complete sentences.

1. Why do companies say they are laying off employees?

2. Why do some economists disagree with these companies?

3. What does the term "AI washing" mean?

4. According to the article, how could AI also benefit workers?

5. Which opinion in the article do you find more convincing? Why?

5. Listening

Listen to the podcast with Katty Kay and Kathryn Anne Edwards.

While listening, ask the student to pay attention to the following questions:

What is the main topic of the conversation?

What does Kathryn Anne Edwards believe about layoffs?

Why might companies mention AI when announcing layoffs?

Does she think AI is always responsible?

What examples are mentioned during the discussion?

After listening:

"Was there anything that surprised you?"

6. Discussion

Encourage long answers.

Do you agree or disagree?

AI is replacing workers faster than expected.

Companies sometimes use AI as an excuse to reduce staff.

Governments should regulate how companies use AI.

Everyone should continue learning throughout their careers.

Some jobs will disappear completely within the next twenty years.

AI will improve people's quality of life.

Always ask the student to support every opinion with at least one example.

7. Useful Language for Discussion

Giving an opinion

In my opinion...

I strongly believe...

From my perspective...

As far as I'm concerned...

Agreeing

I completely agree because...

That's a good point.

I hadn't thought about that before.

Disagreeing

I see it differently.

I'm not sure I agree.

I understand your point, but...

Giving examples

For example...

For instance...

A good example would be...

One situation that illustrates this is...

8. Speaking Challenge

Imagine you are the CEO of a large company.

An AI system can now perform the work of fifty employees.

What would you do?

Would you:

keep everyone employed?

reduce the workforce?

train employees to work with AI?

create new positions?

Explain your decision using at least three reasons and two examples.

9. Debate

Choose one side.

Student A

"Artificial intelligence is creating more problems than benefits."

Student B

"Artificial intelligence will improve the future of work."

Spend five minutes defending your position.

Try to respond to your partner's arguments instead of simply repeating your own ideas.

10. Follow-up Questions

Use these if the conversation is going well.

Which profession do you think will change the most because of AI?

Would you trust an AI doctor? Why or why not?

Can AI be creative?

Is it ethical for companies to replace humans with machines?

What new careers do you think will exist in ten years?

How should schools prepare students for an AI-driven world?

What skills will become more valuable in the future?

If AI could do your current job perfectly, what would you do next?

Homework

Prepare a 2–3 minute presentation answering the following question:

"Should people be worried about losing their jobs because of artificial intelligence?"

Support your opinion with:

at least three arguments;

two real-life examples;

one possible solution for workers and one for governments.

This format should keep your student speaking for most of the lesson while giving you many opportunities to correct pronunciation, intonation, and sentence stress naturally during the reading and discussion activities.

# data[].attributes.attachment_link.description
Katty Kay and economist Kathryn Anne Edwards on why some companies might use AI as an excuse for normal firings.

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Is AI the New Fall Guy for Layoffs?

Lesson Objectives

By the end of the lesson, the student will be able to:

improve pronunciation through guided reading;

understand the concept of "AI washing";

express and justify opinions about AI and employment;

speculate about the future of work;

use persuasive language and real-life examples during discussion.

1. Warm-up (5–10 minutes)

Ask your student:

What comes to your mind when you hear the term artificial intelligence?

Which professions do you think are the safest from AI?

Have you ever used AI to make your work easier?

Do you think AI is helping people more than it is harming them?

Encourage the student to expand every answer by asking:

Why?

Can you give an example?

What makes you think that?

2. Pronunciation Practice

Before reading, practice these words together.

layoffs

workforce

productivity

efficient

technology

replace

opportunities

economist

artificial intelligence

reduce costs

As the student pronounces each word, correct stress placement, connected speech, and any difficult sounds.

3. Reading

Is AI Really Taking People's Jobs?

Over the last year, many large companies have announced layoffs and explained that artificial intelligence has made their employees more productive. They claim that AI allows fewer people to do the same amount of work, making some jobs unnecessary.

However, not everyone accepts this explanation. Some economists argue that many businesses were already planning to reduce costs because of economic uncertainty. According to them, AI has simply become a convenient reason to justify decisions that companies had already made. This practice is sometimes called AI washing.

Others believe that AI is transforming the workplace rather than destroying it. While some jobs may disappear, new careers are also emerging. Workers who learn new skills may find opportunities in fields that did not even exist a few years ago.

The debate continues: Is AI really replacing workers, or is it simply becoming the latest excuse for business decisions?

4. Reading Comprehension

Ask the student to answer in complete sentences.

1. Why do companies say they are laying off employees?

2. Why do some economists disagree with these companies?

3. What does the term "AI washing" mean?

4. According to the article, how could AI also benefit workers?

5. Which opinion in the article do you find more convincing? Why?

5. Listening

Listen to the podcast with Katty Kay and Kathryn Anne Edwards.

While listening, ask the student to pay attention to the following questions:

What is the main topic of the conversation?

What does Kathryn Anne Edwards believe about layoffs?

Why might companies mention AI when announcing layoffs?

Does she think AI is always responsible?

What examples are mentioned during the discussion?

After listening:

"Was there anything that surprised you?"

6. Discussion

Encourage long answers.

Do you agree or disagree?

AI is replacing workers faster than expected.

Companies sometimes use AI as an excuse to reduce staff.

Governments should regulate how companies use AI.

Everyone should continue learning throughout their careers.

Some jobs will disappear completely within the next twenty years.

AI will improve people's quality of life.

Always ask the student to support every opinion with at least one example.

7. Useful Language for Discussion

Giving an opinion

In my opinion...

I strongly believe...

From my perspective...

As far as I'm concerned...

Agreeing

I completely agree because...

That's a good point.

I hadn't thought about that before.

Disagreeing

I see it differently.

I'm not sure I agree.

I understand your point, but...

Giving examples

For example...

For instance...

A good example would be...

One situation that illustrates this is...

8. Speaking Challenge

Imagine you are the CEO of a large company.

An AI system can now perform the work of fifty employees.

What would you do?

Would you:

keep everyone employed?

reduce the workforce?

train employees to work with AI?

create new positions?

Explain your decision using at least three reasons and two examples.

9. Debate

Choose one side.

Student A

"Artificial intelligence is creating more problems than benefits."

Student B

"Artificial intelligence will improve the future of work."

Spend five minutes defending your position.

Try to respond to your partner's arguments instead of simply repeating your own ideas.

10. Follow-up Questions

Use these if the conversation is going well.

Which profession do you think will change the most because of AI?

Would you trust an AI doctor? Why or why not?

Can AI be creative?

Is it ethical for companies to replace humans with machines?

What new careers do you think will exist in ten years?

How should schools prepare students for an AI-driven world?

What skills will become more valuable in the future?

If AI could do your current job perfectly, what would you do next?

Homework

Prepare a 2–3 minute presentation answering the following question:

"Should people be worried about losing their jobs because of artificial intelligence?"

Support your opinion with:

at least three arguments;

two real-life examples;

one possible solution for workers and one for governments.

This format should keep your student speaking for most of the lesson while giving you many opportunities to correct pronunciation, intonation, and sentence stress naturally during the reading and discussion activities.

# data[].attributes.attachment_link.description
Katty Kay and economist Kathryn Anne Edwards on why some companies might use AI as an excuse for normal firings.

# data[].attributes.body
Are Sleep Trackers Helping or Hurting Us?
Topic: Sleep, Technology & Health Anxiety
Time: 60–75 minutes

Lesson Objectives

By the end of the lesson, the student will be able to:

discuss the benefits and drawbacks of sleep-tracking technology;

understand and use vocabulary related to sleep, health, and technology;

express opinions, speculate, and support arguments with examples;

distinguish between real health problems and anxiety caused by technology.

1. Warm-up (10 minutes)

Discussion Questions

1. How many hours do you usually sleep?

2. Do you think you sleep well?

3. Have you ever used a smartwatch or an app to track your sleep?

4. Do you think technology helps people become healthier?

5. Can technology sometimes make people worry too much?

6. Would you trust your own feelings or a device if they gave different information?

Extension

Imagine you wake up feeling refreshed, but your smartwatch says you only had "poor-quality sleep."

Which would you believe?

Would it affect your mood for the rest of the day?

2. Vocabulary

Orthosomnia

An unhealthy obsession with achieving "perfect" sleep based on sleep-tracking data.

Example:

Some people develop orthosomnia because they become obsessed with improving their sleep score.

Sleep Metrics

Information collected about your sleep, such as duration, deep sleep, or heart rate.

Example:

My smartwatch gives me several sleep metrics every morning.

Sleep Score

A number calculated by a device to evaluate your sleep quality.

Example:

My sleep score was 92 last night.

Track

To monitor or record information over time.

Examples:

I track my daily steps.

She tracks her sleep every night.

Anxiety

A feeling of worry or nervousness.

Examples:

Health anxiety is becoming more common.

The test results caused him a lot of anxiety.

Obsess

To think about something constantly.

Examples:

He became obsessed with improving his sleep score.

Some athletes obsess over their performance data.

Optimise

To make something as effective as possible.

Examples:

Many people try to optimise their daily routine.

Can we really optimise sleep?

3. Vocabulary Practice

Choose the correct word.

1. My smartwatch records my sleep ________ every night.

metrics

anxiety

2. She became ________ with getting a perfect score.

obsessed

relaxed

3. Some people try to ________ every part of their lives.

optimise

ignore

4. Doctors noticed that patients experienced ________ even though they were healthy.

anxiety

happiness

4. Reading

Can Technology Make Us Sleep Worse?

Many people buy smartwatches or wearable devices because they want to improve their health. One of the most popular features is sleep tracking. Every morning, users receive information about how long they slept, how often they woke up, and a score that rates the quality of their sleep.

For some people, this information is helpful. It can encourage healthier habits, such as going to bed earlier or reducing caffeine before bedtime. However, researchers have discovered that sleep tracking can also create unexpected problems.

In 2017, researchers introduced the term orthosomnia to describe people who became obsessed with achieving perfect sleep. These individuals carefully monitored their sleep metrics every day. Even when they felt rested, they worried if their devices reported a low sleep score.

Doctors found that many of these patients were actually sleeping well. The problem was not their sleep—it was the anxiety created by the data. Instead of trusting how they felt, they trusted the numbers on their screens.

Today, wearable technology is more popular than ever. Millions of people use watches, rings, and smartphone apps to monitor their health. While these tools can provide useful information, experts remind us that they are not medical devices. Sleep is influenced by stress, emotions, lifestyle, and countless other factors that cannot always be measured accurately.

The challenge is finding a healthy balance. Technology can help us understand our habits, but it should not replace how we feel or professional medical advice.

5. Reading Comprehension

Answer the questions.

1. Why do people use sleep trackers?

2. What is orthosomnia?

3. Why were researchers surprised by some patients?

4. Why can sleep scores create anxiety?

5. Why aren't wearable devices perfect?

6. What advice do experts give?

6. Language Focus: Speculating and Expressing Opinions

Expressing Opinions

I think...

In my opinion...

Personally,...

From my perspective...

It seems to me that...

Speculating

It might be because...

It could be that...

Perhaps...

It's possible that...

I suppose...

Examples

It might be healthier to trust your body than a device.

Perhaps people rely too much on technology.

In my opinion, sleep trackers are useful but shouldn't control our lives.

7. Speaking Activity

Technology: Friend or Enemy?

Discuss these questions.

Would you use a sleep tracker? Why or why not?

What are the advantages of monitoring your health?

Can too much information become harmful?

Do you think people trust technology more than doctors?

Should people try to optimise every part of their lives?

Can numbers really measure well-being?

What other things do people obsess over today?

Encourage the student to justify every answer with examples.

8. Useful Expressions

I'm not convinced that...

There's evidence that...

On the other hand...

The downside is...

One possible explanation is...

That depends on...

It's a double-edged sword.

We shouldn't rely entirely on technology.

Data doesn't always tell the whole story.

Sometimes perception is more important than numbers.

9. Debate

Statement

"Wearable technology does more harm than good."

Ask the student to argue for the statement first, then against it.

Possible ideas:

For

Creates unnecessary anxiety.

People become obsessed with numbers.

Devices are not always accurate.

People stop trusting themselves.

Against

Encourages healthier habits.

Helps detect possible health issues.

Motivates people to exercise and sleep better.

Provides useful long-term health information.

10. Critical Thinking

Imagine these situations:

Situation 1

You wake up feeling energetic, but your smartwatch gives you a sleep score of 45/100.

Would you change your plans?

Would you believe the watch or yourself?

Situation 2

Your friend checks their smartwatch dozens of times every day and becomes anxious whenever the numbers aren't "perfect."

What advice would you give?

Situation 3

In the future, artificial intelligence can predict your health based on wearable devices.

Would you want to know everything about your future health?

Could there be disadvantages?

11. Homework

Writing (200–250 words)

"Should We Trust Technology More Than Ourselves?"

Write an opinion essay discussing:

The benefits of wearable technology.

The disadvantages of tracking every aspect of health.

Whether people are becoming too dependent on data.

Your opinion on sleep trackers and devices.

Use at least eight expressions or vocabulary items from today's lesson, including:

orthosomnia

sleep metrics

sleep score

anxiety

obsess

optimise

track

wearable technology

Challenge: Include at least three speculative expressions (e.g., It might be..., Perhaps..., It could be...) and three opinion expressions (e.g., In my opinion..., Personally..., From my perspective...).

# data[].attributes.attachment_link.title
You slept fine. But then you checked your smartwatch.

# data[].attributes.attachment_link.description
Katty Kay and Dr Kelly Glazer Baron on how chasing a better sleep score can make you more anxious.

# data[].attributes.body
Why Haven’t School Schedules Changed?

Introduction

Read the quote:

“The modern school day still rests on the assumption that there is a parent who is able to pick up their kids at around 3 p.m. But for many working families, that simply isn’t the case anymore.”

Discuss:

What does this statement mean?

Do you agree with it?

Is this situation common in your country?

Vocabulary

Match the words to their meanings.

1. Assumption

2. Workforce

3. Evolve

4. Flexible

5. Childcare

6. Policy

7. Dismissal

8. Balance

Definitions:

a) A system or rule created by an organization or government

b) Care provided for children while parents are working

c) To develop or change over time

d) The moment students leave school at the end of the day

e) A belief accepted as true without proof

f) The group of people who work

g) Able to adapt to different situations

h) A healthy relationship between different responsibilities

Pre-Reading Discussion

Answer these questions:

1. What time does a typical school day end in your country?

2. Do most parents work full-time?

3. Who usually takes care of children after school?

4. What problems can arise when school ends much earlier than the workday?

5. Should schools help solve this problem?

Reading

For many decades, school schedules have remained largely the same. In many places, students finish school around 3 p.m., even though most parents continue working until late afternoon or evening.

Historically, school systems were designed during a period when it was more common for one parent to stay at home and take care of children. Today, however, many families depend on two working adults. As a result, parents often face challenges finding childcare or adjusting their work schedules.

Economist Betsey Stevenson argues that school schedules have not evolved to match the realities of the modern workforce. According to her, this creates unnecessary stress for families and may limit opportunities for children.

Some experts suggest extending school hours or offering more after-school programs. Others propose flexible schedules that better reflect the needs of modern families. However, critics worry that longer school days could increase stress and reduce free time for students.

The debate highlights an important question: should schools adapt to modern society, or should families and employers adapt to traditional school schedules?

Reading Comprehension

Answer in complete sentences.

1. Why were many school schedules originally designed this way?

2. How have family structures changed over time?

3. What challenges do working parents face?

4. What solutions are suggested in the article?

5. Why do some people oppose longer school days?

Language Focus: Expressing Opinions

Useful expressions:

I believe that…

In my opinion…

From my perspective…

One advantage is that…

One disadvantage is that…

I completely agree that…

I’m not convinced that…

Practice

Complete the sentences:

1. In my opinion, schools should…

2. One advantage of longer school days is…

3. One disadvantage is…

4. I believe working parents need…

5. Schools could improve by…

Speaking Activity

Small Debate

Statement:
“Schools should remain open until 5 p.m.”

Prepare arguments:

Reasons to Agree

Better support for working parents

More extracurricular activities

Less need for private childcare

Reasons to Disagree

Students need free time

Longer days may cause fatigue

Increased costs for schools

After preparing, discuss which side is stronger.

Critical Thinking

Imagine you are the Minister of Education.

You can introduce only three changes to help families.

Choose three options:

Longer school days

Free after-school programs

Homework support centers

Flexible school schedules

More sports and arts activities

Partnerships with local childcare providers

Explain:

Why did you choose them?

Who benefits the most?

What challenges could arise?

Speaking: Real-Life Application

Discuss:

1. What is the ideal school schedule?

2. Should education systems prioritize students or working parents?

3. Would you have liked a longer school day when you were younger?

4. How might school schedules look 20 years from now?

5. What responsibilities should employers have toward parents?

Writing Task

Opinion Essay (180–250 words)

Question:

Should school schedules be redesigned to better match the modern workforce?

Include:

An introduction

Two supporting arguments

One opposing viewpoint

Your conclusion

Use at least five vocabulary words from today’s lesson.

Homework

Interview a parent, teacher, or colleague.

Ask:

1. Do current school schedules work well for families?

2. What is the biggest challenge?

3. What change would improve the system?

Write a short summary of their answers and compare them with your own opinion.

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Parents have jobs. So why are school days still so short?

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Katty Kay on why many school schedules haven’t become longer, even though more parents have full‑time jobs.

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Upper-Intermediate English Lesson

Is America Really Becoming More Religious?

Warm-up Discussion (10 minutes)

Discuss the following questions:

1. Is religion important in your country?

2. Do you think younger generations are becoming more or less religious?

3. Can a person be religious without attending church, synagogue, mosque, or temple?

4. Why do people sometimes identify with a religion even if they rarely practice it?

5. What role should religion play in modern society?

Key Vocabulary

faith

strong belief in a religion

She finds comfort and guidance through her faith.

religious revival

a renewed interest in religion

Some commentators believe the country is experiencing a religious revival.

polling firm

a company that conducts surveys and gathers public opinion

The polling firm interviewed thousands of Americans.

phenomenon

an observed situation or trend

Scientists are studying this social phenomenon.

attendance

the act of being present somewhere

Church attendance has declined in recent decades.

worship service

a religious gathering

Many families attend worship services every Sunday.

identify as

to describe oneself as belonging to a group

He identifies as Christian.

secular

not connected with religion

Many Western societies have become increasingly secular.

belief without behaviour

holding religious beliefs without regularly practicing religious activities

The professor describes this trend as “belief without behaviour.”

religious affiliation

official connection with a religion

Religious affiliation remains high despite lower attendance rates.

Before Listening / Reading

Read the statement and discuss:

“A person can be deeply religious even if they never attend religious services.”

Do you agree?

Why or why not?

What makes someone truly religious: belief, behaviour, or both?

Reading Text

Is America Really Becoming More Religious?

Recent survey data has generated headlines suggesting that America may be experiencing a religious revival, particularly among young men.

According to a survey conducted by Gallup, the percentage of young American men who described religion as “very important” in their lives increased from 28 percent to 42 percent in just two years. This trend appeared across different religious traditions and attracted significant attention from journalists and religious leaders.

However, data scientist and professor Ryan Burge discovered something unexpected when he examined the numbers more closely.

Although more people were saying that religion was important to them, many of these individuals were not attending weekly religious services. In other words, their beliefs seemed to be increasing, but their religious practices were not.

Burge refers to this trend as “belief without behaviour.” People continue to identify with religious values, traditions, and beliefs, yet they do not necessarily participate in organized religious activities on a regular basis.

This finding raises important questions. Is America becoming more religious, or are people simply expressing greater interest in spirituality and faith while remaining disconnected from religious institutions?

The answer may be more complex than the headlines suggest. While personal belief appears to be growing among some groups, traditional measures of religious commitment—such as attendance at worship services—remain relatively low.

As a result, researchers continue to debate whether America is experiencing a genuine religious revival or merely a transformation in how people express their faith.

Reading Comprehension

True or False?

1. Gallup found that fewer young men considered religion important.

2. Ryan Burge agreed completely with the idea of a religious revival.

3. Many people who valued religion did not attend services regularly.

4. “Belief without behaviour” refers to people practicing religion every week.

5. The data presents a more complicated picture than many headlines suggest.

Discussion Questions

1. Why might someone consider religion important but not attend services?

2. Do you think religious institutions are losing influence?

3. Can spirituality exist independently from organized religion?

4. What are the advantages and disadvantages of practicing religion privately?

5. How has religion changed in your country over the past twenty years?

Critical Thinking Section

Ryan Burge suggests that belief and behaviour should not be confused.

Discuss:

Which is more important?

A. What people believe

or

B. What people actually do

Consider examples from:

Religion

Politics

Environmental protection

Charity work

Family values

Language Focus: Hedging and Academic Language

When discussing social trends, we often avoid making absolute statements.

Strong Claim

America is becoming more religious.

Hedged Claim

America appears to be becoming more religious.

Other Useful Expressions

The data suggests that…

It seems that…

The evidence indicates that…

One possible explanation is that…

It would be inaccurate to conclude that…

The situation appears more complex than…

Practice

Rewrite these statements using hedging language:

1. Young people are becoming religious.

2. Churches are losing members.

3. Religion is making a comeback.

4. Society is becoming more secular.

Religious Reflection Section (for a religious student)

Discuss the difference between:

Faith as Belief

What a person thinks and believes.

Faith as Practice

Prayer

Worship

Service to others

Community involvement

Reflect on this quotation:

“Faith by itself, if it is not accompanied by action, is dead.” (James 2:17)

Discussion Questions:

1. Do you think faith requires action?

2. Can someone be spiritually committed without belonging to a religious community?

3. Why might modern believers struggle to participate regularly in religious institutions?

4. How can faith influence daily decisions outside places of worship?

Debate Activity

Motion:

“A person can be genuinely religious without attending religious services.”

Student A: Agree

Student B: Disagree

Prepare three arguments and examples to support your position.

Advanced Speaking Task

Imagine you are a journalist interviewing Ryan Burge.

Prepare five questions you would ask him about:

Religion in America

Young people and faith

Social trends

Religious institutions

The future of spirituality

Then answer those questions as Ryan Burge might.

Homework Writing

Essay (250–300 words)

Topic:

“Is religion primarily about belief or about practice?”

Include:

Your opinion

Examples from society

Counterarguments

A conclusion

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Is America really becoming more religious?

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Katty Kay and Ryan Burge on why some Americans now say religion matters more to them, without going to service.

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Are Americans Turning Against AI?

Objectives

Discuss the impact of Artificial Intelligence on society.

Express opinions, concerns, and predictions about technology.

Use advanced vocabulary related to technology, business, and public opinion.

Understand and discuss a news-related text.

Practice critical thinking and debate skills.

Warm-Up Discussion

1. How often do you use AI tools such as ChatGPT, Gemini, or Copilot?

2. What tasks do you use AI for?

3. What are the biggest benefits of AI?

4. What worries people about AI?

5. Do you trust information generated by AI? Why or why not?

Pre-Reading Vocabulary

distrust

Lack of confidence or trust.

workplace

A place where people work.

disapproval

A negative opinion about something.

spread

To continue growing or expanding.

rely on

To depend on something.

progress

Development or advancement.

Americans Are Turning Against AI. That May Not Slow It Down.

Even though more and more people are using Artificial Intelligence in their daily lives, opinion polls in the United States show that AI has become increasingly unpopular.

Many Americans worry about issues such as job losses, privacy concerns, misinformation, and the growing influence of large technology companies. As a result, public distrust of AI is rising.

However, despite these concerns, AI continues to expand rapidly. Businesses are investing billions of dollars in AI technologies, and many companies are integrating AI into their products and services.

The stock market has also become heavily dependent on the success of major AI companies. Investors believe AI could transform industries ranging from healthcare and education to finance and entertainment.

In a discussion between journalist Katty Kay and technology expert Nilay Patel, the central question is whether growing public skepticism can slow down AI’s development—or whether the technology has already become too important to stop.

Reading Comprehension

Multiple Choice

1. What does the article suggest about public opinion of AI?

a) It is becoming more positive.

b) It is becoming more negative.

c) It has not changed.

d) Nobody uses AI.

2. Why are some people worried about AI?

a) It is too expensive.

b) It is difficult to access.

c) Concerns about jobs, privacy, and misinformation.

d) It only works in large companies.

3. Why are investors interested in AI?

a) They believe it could transform many industries.

b) AI companies pay high salaries.

c) AI is already regulated.

d) AI is becoming less important.

Short Answers

1. What are some advantages of AI?

2. Why might public distrust continue to grow?

3. Do you think AI development can be slowed down? Why or why not?

Useful Language for Discussion

Expressing Opinions

In my opinion,...

From my perspective,...

I believe that...

It seems to me that...

I’m convinced that...

Agreeing

I completely agree.

That’s a good point.

I couldn’t agree more.

Absolutely.

Disagreeing

I’m not sure I agree.

I see it differently.

That’s one way to look at it, but...

I understand your point; however...

Making Predictions

AI is likely to...

I expect AI will...

There’s a strong possibility that...

AI could eventually...

Critical Thinking Discussion

1. Should governments regulate AI more strictly?

2. Could AI replace teachers, doctors, or lawyers?

3. What jobs are most at risk because of AI?

4. Are people afraid of AI because they don’t understand it?

5. Would you trust an AI to make important decisions?

6. Is AI improving society or creating new problems?

7. Do technology companies have too much power?

8. What could the world look like in ten years if AI continues to develop rapidly?

Debate Activity

Statement: “The benefits of AI outweigh the risks.”

Arguments for the statement

AI increases productivity.

AI helps solve complex problems.

AI creates new industries and jobs.

AI improves healthcare and education.

Arguments against the statement

AI threatens jobs.

AI spreads misinformation.

AI may invade privacy.

AI could increase the power of large corporations.

After the debate, state your final position and justify it.

Advanced Vocabulary Extension

skepticism

There is growing skepticism about AI’s long-term effects.

innovation

AI is driving innovation across many industries.

regulation

Governments are discussing AI regulation.

ethical

There are ethical concerns regarding AI-generated content.

bias

AI systems can sometimes show bias.

automation

Automation may change the future of work.

transparency

Companies should provide more transparency about AI systems.

accountability

Who should take accountability when AI makes a mistake?

Speaking Challenge

Give a 2-minute response:

“Artificial Intelligence is one of the most important technological developments of our time. Do you think society is ready for it? Explain your opinion and provide examples.”

Try to use at least:

5 vocabulary words from today’s lesson.

2 expressions for giving opinions.

1 prediction about the future.

Homework (Optional)

Find a recent news article about AI.

Write a 150-word summary and give your opinion on the issue.

Be prepared to discuss it in the next class.

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Americans are turning against AI. That may not slow it down.

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Katty Kay and Nilay Patel on whether negative public opinion will actually do anything to slow the spread of AI.

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212.2 - The Birth of Netflix and the Fall of Blockbuster

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Listen to this episode from American English Podcast on Spotify. In this episode, I'm taking you back to the 1990s and sharing what family movie nights were like growing up in suburban California. From browsing the aisles at Blockbuster with my family to ordering DVDs through Netflix for the very first time, we'll explore how entertainment changed almost overnight and how Netflix completely transformed the movie industry.

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Bots, Fake News, and the Internet

Goals

By the end of the lesson, the student will be able to:

understand what bots are

talk about fake news and misinformation online

identify why bots are used on social media

give opinions about trusting information on the internet

learn useful digital media vocabulary

1. Warm-up (5 min)

Start with simple questions:

Do you trust everything you read online?

Have you ever seen fake news on the internet?

How do you know if something online is true?

2. Vocabulary

Teach before the video:

bot

a computer program that acts automatically online

Example:
Some bots post comments on social media.

fake news

false information shared online like real news

Example:
Fake news spreads quickly online.

misinformation

wrong or false information

Example:
Misinformation can confuse people.

social media

websites or apps where people share content online

Example:
Many people get news from social media.

account

a profile on a website or app

Example:
Bots can create fake accounts.

spread

to move from one person to another quickly

Example:
False stories spread fast online.

trust

to believe something is true

Example:
People trust information from different sources.

rumor

a story that may not be true

Example:
The rumor spread online very fast.

backlash

strong negative reaction from people

Example:
The celebrity received backlash online.

3.

What Are Bots on the Internet?

Every day, millions of people use the internet to read news, watch videos, and talk to friends.

But not everyone online is a real person.

Some accounts are controlled by bots.

A bot is a computer program. It can post messages, like photos, follow accounts, and leave comments automatically.

Some bots are useful. For example, customer service bots can answer questions quickly.

But some bots are used to spread misinformation.

They can share false stories many times. They can make a rumor look popular. They can also make people feel angry, confused, or afraid.

Sometimes people create bots to influence politics, attack public figures, or spread fake news during important events.

Because bots can look like real people online, it is not always easy to know what is real.

That is why checking information is so important.

4. Reading comprehension

Ask:

1. What is a bot?

2. Can bots be useful?

3. How can bots be harmful?

4. Why do people create harmful bots?

5. Why is it difficult to identify bots online?

6. Why is checking information important?

5. Watch the video – listening task

Tell her:

While you watch, listen for:

What is a bot?

it is a robot that can send you messages and pretend he is a human.

What can bots do?

send you messages, make comments, post on social media, spread fake news/ misinformation.

Why do people use bots?

to make easier and quicker the information, in other words to spread the news.

What problems can bots cause?

spread fake news, spread hatred, and spread propaganda.

6. Fill in while listening

Complete:

1. Bots can create fake ________.

2. Bots can spread false __________ online.

3. Some bots are used to influence public __________.

4. Bots can make a story look more ________ than it really is.

5. It is important to check if information is _________.

Possible answers:
accounts / information / opinion / popular / true

7. Discussion after the video

Keep questions simple but open:

Were you surprised by the video?

Have you ever interacted with a bot online?

Do you think bots are dangerous?

Why do fake stories spread so fast?

Why do people believe misinformation?

How can we protect ourselves online?

8. Useful language for opinions

Teach:

I think…

I don’t think…

In my opinion…

Maybe…

I’m not sure, but…

I was surprised that…

I agree because…

I disagree because…

Examples:

I think bots are dangerous because people believe them.

In my opinion, fake news spreads faster than true news.

I’m not sure if people always check information online.

9. Final task – Real or Fake?

Ask her to imagine she sees a post online.

Prompt:

“You read shocking news online. What do you do before you believe it?”

Encourage steps like:

check the source

search another website

read the comments

check the date

ask if it feels reliable

Example answer:

First, I check where the post comes from. Then I look for the same news on another website. I also check the date and the comments. I try not to share it too quickly.

Homework (optional)

Write 6–8 sentences:

“How can people stay safe from misinformation online?”

Use:

bot

fake news

trust

social media

information

Example:

People should be careful online. Fake news spreads very fast. Some bots share misinformation on social media. It is important to check the source before believing or sharing something. People should not trust everything they read online.

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How bots manipulate social media - What in the World podcast, BBC World Service

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Education Around the World

Theme

🎓 Education Systems Around the World

Level

Video Topic

Education, global school systems, inequality, and access to education

Lesson Objectives

By the end of the class, the student will be able to:

discuss education systems in different countries

express opinions about schools and learning

talk about global problems affecting education

improve listening and speaking fluency

use vocabulary related to education and society

Warm-Up Questions

1. What was your favorite subject at school?

2. Do you think school prepares people for real life?

3. What qualities make a good teacher?

4. Which country do you think has the best schools?

5. Is education equal in every country?

Key Vocabulary

Teach the meanings before watching the video:

education system

poverty

inequality

access to education

classroom

ranking

compulsory education

literacy

scholarship

barrier

academic pressure

public school

private school

Before Watching

Tell the student:

“While watching the video, try to identify:

countries with strong education systems

problems students face

reasons why education is important”

While Watching – Listening Questions

1. Which regions usually get the best school results?

2. Which countries are mentioned as examples of good education systems?

3. What barriers stop children from attending school?

4. Why can education change lives?

5. What can countries learn from successful school systems?

Post-Video Discussion

1. Do you think test scores are the best way to evaluate education?

2. Why are some countries more successful in education than others?

3. How does poverty affect learning opportunities?

4. Should education be completely free?

5. What problems exist in Brazilian schools?

6. Is online education effective?

7. Do students today experience too much pressure?

Useful Expressions for Discussion

I believe that…

In my opinion…

One important issue is…

I agree because…

I disagree because…

From my perspective…

A major advantage is…

One challenge is…

Speaking Activity – Compare Countries

Ask the student to compare educational systems between countries.

Possible comparisons:

Brazil and Finland

Brazil and Japan

Public and private schools

Traditional schools and online schools

Guiding questions:

Which system seems more effective?

Which students face more difficulties?

Are teachers respected?

Is discipline important?

Which country invests more in education?

Debate Activity

Topic:

“Good grades do not always mean intelligence.”

The student should:

give examples

explain opinions

agree or disagree with arguments

use personal experiences if possible

Grammar Focus – Present Perfect

Examples connected to education:

I have studied English for many years.

I have never studied abroad.

Technology has changed education a lot.

Many countries have improved their school systems.

Practice questions:

Have you ever had an unforgettable teacher?

Have schools changed since your childhood?

Have you ever taken an online course?

Have you ever helped someone study?

Critical Thinking Task

Imagine You Are the Minister of Education

Ask the student:

“What changes would you make in your country’s schools?”

Possible ideas:

teacher salaries

technology in classrooms

mental health support

free meals

transportation

university access

safety at school

Encourage long answers and explanations.

Final Speaking Challenge

“My Ideal School”

The student describes:

subjects

schedules

rules

technology

teaching style

homework policy

Prompt:

“My ideal school would…”

Homework Options

Writing Task

Write about:

“What makes a good education system?”

(150–200 words)

OR

Research Task

Research a country famous for education and explain:

why it is successful

what challenges it still faces

what Brazil could learn from it

Possible countries:

Finland

Japan

South Korea

Canada

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Which country has the best education in the world? - The Global Story podcast, BBC World Service

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The Climate Cost of Our Digital Lives

Upper-Intermediate / Advanced Discussion Class

Topic

How do streaming, AI, social media, video calls, and digital habits affect the environment?

Warm-Up Discussion

Questions

1. What do you stream the most: films, music, YouTube, podcasts, or series?

2. Do you think the internet has a carbon footprint?

3. What digital habits could be harmful to the environment?

4. Have you ever thought about the environmental cost of AI tools?

Pre-Listening Vocabulary

Match the words with the meanings

Vocabulary

carbon footprint

streaming

data centre

renewable energy

emissions

sustainability

artificial intelligence (AI)

doom and gloom

optimism

consumption

Definitions

a. the use of natural resources by people
b. pollution released into the atmosphere
c. a feeling that the future can improve
d. technology that imitates human thinking
e. the environmental impact of human activity
f. systems that store internet information
g. environmentally responsible practices
h. watching content online without downloading it
i. extremely negative thinking about the future
j. energy from natural sources like wind or solar

Listening Focus

While listening, students should identify:

surprising facts

arguments that shocked them

examples of environmental impact

positive solutions mentioned

opinions they agree/disagree with

Key Discussion Theme

“The digital world feels invisible, but it has a physical environmental cost.”

Teacher Prompt

Explore this contradiction:
People often associate pollution with factories, planes, or cars — but rarely with Netflix, cloud storage, AI, or social media.

Ask:

Why do we disconnect technology from environmental damage?

Is “digital pollution” harder to understand because we can’t see it?

Deep Discussion Questions

Part 1 – Streaming & Entertainment

1. Should people feel guilty about binge-watching shows?

2. Is streaming culture excessive today?

3. Do platforms encourage unhealthy consumption?

4. What’s more environmentally harmful:

streaming video,

fast fashion,

or food waste?

5. Would you reduce streaming time to help the environment?

Part 2 – AI and Technology

1. Should AI companies be responsible for their environmental impact?

2. Do the benefits of AI outweigh the environmental costs?

3. How might AI help solve climate problems?

4. Is technological progress always positive?

5. Could humans become too dependent on energy-intensive technology?

Part 3 – Optimism vs Pessimism

Quote Discussion

“Is it really all doom and gloom out there?”

1. Why do climate discussions often feel emotionally exhausting?

2. Do people become numb to climate news?

3. Is optimism necessary for change?

4. What examples give you hope about the future?

5. Which generation is taking climate change more seriously?

Critical Thinking Activity

Ranking Task

Rank these activities from MOST environmentally damaging to LEAST environmentally damaging:

streaming a movie in HD

using AI for 30 minutes

taking a short flight

buying fast fashion

driving a car daily

video calls for work

cryptocurrency mining

Follow-up

Students must justify and defend their rankings.

Debate Activity

Statement

“Individuals are not responsible for climate change — corporations are.”

Team A

Agree

Team B

Disagree

Students should use:

examples

statistics (if known)

personal experiences

ethical arguments

Language Focus

Useful Expressions for Advanced Discussion

Agreeing

That’s a valid point.

I completely agree to some extent.

I can definitely see that happening.

Disagreeing

I’m not entirely convinced by that.

I think the issue is more complicated.

That argument overlooks the fact that…

Speculating

It’s possible that…

We might eventually see…

There’s a strong chance that…

Giving Nuanced Opinions

On the one hand…, but on the other…

Although technology creates problems, it can also…

The real issue may not be technology itself, but how we use it.

Writing Reflection

Choose ONE question

1. Is digital technology making climate change worse or helping solve it?

2. Should governments regulate the environmental impact of AI?

3. Can individual lifestyle changes really make a difference?

Instructions

Write:

an introduction

two developed arguments

one counterargument

a conclusion with your opinion

Final Conversation

Imagine this future scenario:

“In 2040, governments begin limiting personal streaming time and AI usage to reduce emissions.”

Discuss:

Would society accept this?

Would it be fair?

What alternatives could exist?

How would your life change?

Homework (Optional)

Research Task

Find ONE surprising fact about:

AI energy consumption

streaming emissions

data centres

green technology

climate innovation

Come prepared to explain:

why it surprised you

whether it changed your opinion

if the media talks enough about it

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How much energy do AI searches really use? - The Climate Question podcast, BBC World Service

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🌍 Advanced Class: Water Crisis, Corruption & Inequality in South Africa

🎯 Objectives

By the end of the lesson, your student will:

Analyze a complex real-world issue (water scarcity + corruption)

Use advanced vocabulary related to infrastructure, governance, and crime

Express and defend opinions on ethical and political issues

Practice summarizing and critical interpretation of video content

🔹 1. Warm-up (8–10 min)

Start broad, then narrow:

What are the biggest global water problems today?

Which countries do you think suffer most from water shortages?

Is water a human right or a commodity?

👉 Push deeper:

“Should governments control water completely?”

“Can private companies manage water better than governments?”

🔹 2. Pre-Teaching Vocabulary (10–12 min)

Focus on high-level, discussion-friendly terms:

Key Vocabulary

Water scarcity → lack of available water

Drought → long period without rain

Ageing infrastructure → old systems (pipes, roads, etc.)

Leakage → water escaping from pipes

Corruption → dishonest or illegal behavior by officials

Black market → illegal buying/selling

Water tanker → truck that delivers water

Extortion → forcing people to pay through threats

Mismanagement → poor organization/control

Accountability → responsibility for actions

Quick Practice:

Ask:

What’s worse: natural drought or human mismanagement? Why?

Can corruption exist in essential services like water?

🔹 3. Pre-Viewing Discussion (Prediction) (5–7 min)

Tell the student:

“You’re going to watch a report about water shortages and something called a ‘water mafia’.”

Ask:

What do you think a “water mafia” is?

How could people profit from water shortages?

Who might be responsible for the problem?

🔹 4. While Watching (15–20 min)

First Viewing – General Understanding

Ask:

What are the main causes of water shortages?

Who are the “water mafias”?

How are people affected?

Second Viewing – Detailed Listening

Ask:

How do these groups operate?

What role does infrastructure play?

What is the government doing?

How do young people describe their situation?

🔹 5. Post-Viewing Discussion (20–25 min)

Critical Thinking Questions

What is the root cause: climate change or human failure?

How do illegal systems (mafias) emerge from public service failures?

Are these groups purely criminal, or do they fill a gap left by the government?

Who suffers the most from this situation?

Ethical Debate

👉 Statement:

“If the government fails, informal systems (even illegal ones) become necessary.”

Do you agree or disagree?

Can illegal solutions ever be justified?

🔹 6. Language Focus (10–12 min)

Expressing Complex Opinions

Useful structures:

“The issue is not only…, but also…”

“What’s particularly concerning is…”

“This highlights a deeper problem related to…”

“One could argue that…”

“From a broader perspective…”

👉 Practice:
Ask student to reformulate:

“The pipes are old.” → “The issue stems from ageing infrastructure…”

🔹 7. Speaking Task (15–20 min)

🎤 Mini Presentation

Prompt:

“Explain the water crisis in South Africa and propose solutions.”

Student should include:

Causes

Consequences

Role of corruption

Possible solutions

Follow-up Questions:

Which solution is most realistic?

What would you do as a government official?

🔹 8. Optional Extension (if very strong student)

Comparative Discussion

Compare South Africa to another country with resource problems

Is water the “new oil”? Why or why not?

🔹 9. Homework (Optional)

Writing Task:

Essay (200–250 words)

“To what extent are governments responsible for resource crises?”

All the countries there are time that happening resource crises, until the more rich countries have time that need more control for resource, for exemple oil crise in 70 decades, and the governments have the important role in the crises manager, like have security stock or create a way the have acess the population the resource.

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South Africa's water shortages - What in the World podcast, BBC World Service

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📖 Reading:

Running for Free… or Paying for It?

In many cities today, running has become more than just a simple activity. What used to be one of the most accessible forms of exercise—just putting on a pair of shoes and going outside—has turned into a structured and sometimes expensive lifestyle.

Every weekend, thousands of people sign up for organized races. Some pay high registration fees to participate in 5K or 10K events, even though they could run the same distance for free in their neighborhoods. For many, the question is obvious: Why pay for something you can do for free?

The answer is not only about running.

For some people, these events provide motivation. When they pay for a race, they feel more committed to training. The event becomes a goal, something to prepare for. Without that structure, they might struggle to stay consistent.

Others are looking for a sense of community. Running alone can feel repetitive, but running with hundreds or thousands of people creates energy and excitement. There is music, support from the crowd, and a shared experience that makes the activity more meaningful.

There is also a psychological aspect. Finishing a race, receiving a medal, or sharing the experience on social media can create a sense of achievement. It turns a simple run into a memorable moment.

However, not everyone sees it this way.

Some people prefer a more minimalist approach. For them, running is a personal and reflective activity. They value the freedom of choosing their own time, pace, and route. They don’t feel the need to pay for motivation or to be part of a group. Instead, they focus on how the activity makes them feel—physically and mentally.

In the end, both perspectives reveal something important: staying active is not only about the activity itself, but also about what motivates each person. While some people need structure, goals, and social interaction, others prefer simplicity, independence, and internal motivation.

So the real question is not whether paying for a race is right or wrong—but what kind of motivation works best for you.

🧠 Comprehension Questions

1. Why do some people pay to participate in running events?

2. What psychological benefits do these events offer?

3. Why do some people prefer running alone?

4. What is the main idea of the text?

💬 Discussion Questions

Do you think paying for motivation is effective or unnecessary?

Which type of person are you more similar to in the text? Why?

Can simple activities be more sustainable than organized ones?

Has your lifestyle changed your relationship with exercise?

🎯 Optional Vocabulary Focus

commitment

motivation

community

achievement

sustainable

lifestyle

approach

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🔹 Part 2: The Questionnaire (core activity)

Tell your student: “There are no right answers—this is about understanding your style.”

1. Motivation Style

I exercise more when:

(A) I feel like it

(B) I have a plan or schedule

(C) I paid for something

(D) I do it with other people

👉 Ask: Which one are you? Why?

2. Barriers (especially relevant for him as a father)

What stops you from being active more often?

Lack of time

Low energy

Work pressure

Family responsibilities

Lack of motivation

👉 Follow-up:

“Which of these is real—and which might be an excuse?”

(That question usually creates a powerful moment—use it gently.)

3. Beliefs About Exercise

Do you agree or disagree?

“If I don’t have at least 1 hour, it’s not worth it.”

“Exercise needs to be intense to count.”

“I need to pay or join something to stay consistent.”

“Walking is not enough.”

👉 This is where you challenge misconceptions.

4. Lifestyle Reality Check

How many minutes per week do you realistically have for yourself?

Could you include movement in:

walking with your baby?

short 15-minute sessions?

daily routines?

👉 Ask:
“What is realistic for your current life—not your ideal life?”

5. Personal Preference (very important insight)

What sounds more attractive to you?

Running alone with music

Walking and thinking

Going to a gym

Joining group activities

Playing a sport

👉 Connect this to your earlier discussion:
“Why do some people need events or groups, and others don’t?”

🔹 Part 3: Reflection Discussion

Use these questions to go deeper:

Do people complicate exercise unnecessarily?

Is paying for an activity motivation—or pressure?

Can simple habits be more sustainable than “big plans”?

How has becoming a parent changed your priorities?

👉 Powerful question for him:

“What kind of example do you want to set for your daughter about health?”

(This usually hits deeper than “you should exercise.”)

🔹 Part 4: Action (keep it realistic)

Help him create a low-pressure plan:

Finish this sentence:

“This week, I will…”

walk ___ times

move for ___ minutes

do something I enjoy: ______

👉 Important: Keep it small and achievable.

🔹 Optional Language Focus (since it’s an upper-intermediate class)

You can highlight useful expressions:

“I tend to…”

“What holds me back is…”

“I’ve been meaning to…”

“Realistically speaking…”

“What works for me is…”

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🧠 Class Plan: Healthspan vs Lifespan

🎯 Objective

Students will:

Understand the difference between lifespan and healthspan

Develop listening comprehension with authentic material

Practice expressing opinions and arguments

Expand vocabulary related to health, aging, and lifestyle

1. 🔥 Warm-up (8–10 min)

Ask:

“Would you prefer to live to 100 or to live a shorter but healthier life?”

“What does a good life mean to you?”

Board key ideas.

Then introduce:

Lifespan = how long you live

Healthspan = how long you live in good health

Ask:
👉 “Which one do you think matters more today? Why?”

2. 📚 Pre-Listening Vocabulary (10 min)

Teach and elicit meaning:

Longevity

Chronic disease

Prevention

Quality of life

Aging population

Breakthrough

Healthcare system

Genetics vs lifestyle

Quick activity:
👉 Students match words with definitions or create 1 sentence each.

3. 🎧 First Listening – General Idea (5–7 min)

Play the interview.

Task:
👉 “What is the main message of the interview?”

Options:
A. People should live as long as possible
B. Living longer is not enough; we must live healthier
C. Technology will solve all health problems

(Answer: B)

4. 🎯 Second Listening – Detail (10–12 min)

Give questions:

1. What is the problem with increasing lifespan?

2. What does Dr. Topol say about prevention?

3. How can lifestyle affect healthspan?

4. What role does technology play?

5. What concern do they have about society?

Students compare answers in pairs.

5. 💬 Speaking – Critical Thinking (15–20 min)

Discussion questions:

“Do you think people today are healthier than before?”

“Is society too focused on living longer?”

“Who is responsible for health: individuals or governments?”

“Would you change your habits to improve your healthspan?”

🔥 Push them:
👉 “Can you give an example?”
👉 “Do you agree or disagree? Why?”

6. 🧩 Language Focus (Optional – 10 min)

Useful structures:

“The problem with ___ is that…”

“One of the main reasons is…”

“I tend to believe that…”

“From my perspective…”

Mini-task:
👉 Students reformulate simple sentences into more advanced ones.

7. ✍️ Wrap-up / Homework

Option A (Speaking):
👉 Record a 1-minute answer:
“3 things I would do to improve my healthspan”

Option B (Writing):
👉 Short paragraph:
“Is living longer always better?”

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Lifespan keeps rising. But healthspan may matter more.

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Dr. Eric Topol on how society’s push to live longer could distract from the importance of living healthier.

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⚖️ Discussion Lesson:

Are Landline Phones Making a Comeback?

Profile: (Lawyer)

Level: B2–C1

Time: 60–75 minutes

Focus: Argumentation, legal reasoning, societal analysis

Theme: Technology, Attention, Regulation, Digital Rights

🎯 Objectives

By the end of the lesson, the student will:

Build structured arguments about technology and society

Discuss regulation, responsibility, and individual rights

Use advanced vocabulary in a legal/social context

Defend and challenge ideas through debate

🔥 1. Warm-up (5–10 min)

Start with personal + societal reflection:

How often do you check your phone daily?

Do you think people are addicted to smartphones?

Should excessive phone use be considered a public issue?

👉 Provocative question:

“Should governments regulate smartphone usage the same way they regulate drugs or gambling?”

Push:

“On what legal basis?”

“Would that violate personal freedom?”

📖 2. Context & Framing (5 min)

Present the topic clearly:

“In a world dominated by smartphones, some people are turning back to simpler technologies like landline phones to reduce distraction and regain control of their attention.”

Key idea:

“Attention economy” → companies compete for user attention as a valuable resource

Frame as a legal/social dilemma:

Is smartphone overuse a private choice or a public concern?

💬 3. Advanced Vocabulary (Legal & Analytical)

Encourage precise usage:

⚖️ Core Legal Concepts

Regulation – government control over activities
“The regulation of tech companies is increasing worldwide.”

Liability – legal responsibility
“Should platforms have liability for addictive design?”

Informed consent
“Do users truly give informed consent when using apps?”

Consumer protection
“Smartphone design may require stronger consumer protection laws.”

Right to privacy
“Constant connectivity may undermine the right to privacy.”

🧠 Conceptual Language

Digital addiction

Behavioral design / persuasive technology

Loss of autonomy

Surveillance capitalism

Public health concern

Freedom vs control

👉 Quick practice:

Ask the student to:

Define 2–3 terms in their own words

Give a real legal example (even hypothetical)

⚡ 4. Deep Discussion (25–30 min)

Push for structured legal-style arguments:

🔹 Core Questions

1. Are smartphones designed to be addictive—or is it just user behavior?

2. Should tech companies be legally responsible for user addiction?

3. Is reducing phone use a personal responsibility or a regulatory issue?

4. Could returning to simpler technologies (like landlines) be a real solution?

💣 Debate Scenarios

Scenario 1: The “Retro Phone” Movement

A company promotes landline-style devices to reduce smartphone addiction.

Is this a genuine solution or just a marketing strategy?

Should governments support such initiatives?

Scenario 2: Regulation of Apps

A law requires apps to limit screen time and reduce addictive features.

Is this protection or overreach?

Would it survive constitutional/legal scrutiny?

Scenario 3: Employer Control

A company requires employees to use only basic phones during work hours.

Is this legal?

Does it violate personal freedom or privacy?

👉 Constant push:

“What’s the legal justification?”

“What rights are involved?”

“What would be the counterargument?”

“What precedent could apply?”

🧩 5. Mini-Debate (10–15 min)

Motion:

“Smartphone addiction should be regulated by law.”

Roles:

Student = Defense or Opposition

You = Opponent

Structure:

Opening argument (1–2 min)

Rebuttal

Final statement

👉 Challenge with:

“Where do we draw the line between freedom and protection?”

“Is this enforceable in practice?”

✍️ 6. Writing Task (10–15 min)

“Should governments regulate smartphone usage to protect users’ attention and mental health?”

Nowadays there are many debate about control use the internet. Many countries there are laws about kids use smartphones, but governments and institutions like schools have the low control, because the kids stay a long time out for the instituitions, in my option is family responsable the regulate smartpohone usage, of course other instiuition must help in the process.

💡 Optional Extension

Ask:

“If you had to draft a law regulating smartphone use, what would it include?”

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Katty Kay on the ongoing effort by some young people to revive the landline phone for the digital era.

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🎧 Lesson Plan:

Why Your Favourite Artist Isn’t Touring in Your City

Skills: Listening, speaking, critical thinking, vocabulary, argumentation

Topic: Music industry, live concerts, economics of entertainment

1. 🔥 Warm-up (5–8 min)

Start by activating personal experience:

Questions:

Have you ever gone to a live concert? Who did you see?

Which artist would you LOVE to see live?

Have you noticed that big artists don’t always tour everywhere?

👉 Push further:

Why do you think some artists avoid touring?

2. 🧠 Pre-listening: Key Vocabulary (10 min)

Teach or elicit these terms:

Residency → when an artist performs multiple shows in one city

World tour → concerts in many countries

Burnout → extreme physical/mental exhaustion

Logistics → organization of transport, crew, equipment

Ticket pricing → how ticket costs are determined

Demand vs supply → basic economic principle

Die-hard fan → very dedicated fan

Quick task:
Match:

1. Burnout

2. Residency

3. Logistics

a. organizing transport and equipment
b. staying in one place to perform repeatedly
c. extreme exhaustion

3. 🎧 Listening Task (Main Activity)

Play the BBC podcast episode.

First Listening – General Understanding

Ask:

What is the main idea of the episode?

Why are artists doing more residencies?

Second Listening – Detailed Comprehension

Students answer:

1. Give two reasons why artists prefer residencies.

2. How do residencies affect ticket prices?

3. Why might fans feel frustrated?

4. What do smaller artists think about residencies?

5. What is one advantage and one disadvantage mentioned?

4. 🧩 Post-listening Discussion (15–20 min)

Opinion Questions:

Do you think residencies are fair for fans?

Would you travel to another country to see your favorite artist?

Are concerts becoming a luxury experience?

Who benefits more from residencies: artists or fans?

👉 Push for argumentation:

“On the one hand… on the other hand…”

“From an economic perspective…”

“In my opinion, this trend will…”

5. 🎤 Debate Activity (High-level speaking)

Motion:
👉 “Big artists should be required to tour globally instead of doing residencies.”

Split roles:

Student = FOR or AGAINST

Encourage use of:

Examples (e.g. Bad Bunny, Harry Styles, Shakira)

Economic arguments

Fan perspective

6. 🧱 Language Focus (10 min)

Useful Expressions:

Giving opinions:

“I strongly believe that…”

“It seems to me that…”

Balancing ideas:

“While it’s true that…, it’s also important to consider…”

“Although…, we shouldn’t ignore…”

Speculating:

“This might be due to…”

“One possible explanation is…”

7. ✍️ Optional Writing Task (Homework)

Choose one:

1. Opinion Essay (180–220 words):
“Are residencies ruining live music for global fans?”

1. Creative Task:
Write a message complaining that your favorite artist is not coming to your country.

8. 🎯 Extension (if you want to go deeper)

Compare residencies with festivals like Coachella

Discuss streaming vs live concerts

Explore inequality in global entertainment access

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Why your favourite artist isn’t touring in your city - What in the World podcast,  BBC World Service

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🎧 Class Theme

Is a four-day week the future of work?
Based on What in the World

🎯 Objectives

By the end of the class, the student will:

Understand and discuss the concept of a four-day workweek

Express opinions using advanced structures (e.g., hedging, conditionals, contrast)

Compare global trends with the reality in Brazil

Develop arguments for and against workplace reforms

🔥 Warm-up (5–8 min)

Ask:

How many days a week do you work or study?

Do you feel productive every day?

What would you do with an extra free day?

👉 Follow-up:
“Do you think working less could actually make people more productive?”

🧠 Vocabulary Focus (10 min)

Teach and elicit:

Burnout – extreme exhaustion from work

Productivity – how much you produce in a given time

Work-life balance – time for work vs personal life

Trial / Pilot program – a test period for a new system

Compressed workweek – same hours, fewer days

Legislation – laws created by the government

👉 Practice:
Ask student to create sentences related to Brazil.

🎧 Listening (10–15 min)

Use the episode from BBC World Service
(Teacher can summarize key parts if needed)

Key ideas from the podcast:

Countries like the UK and Japan tested a 4-day week

Many companies saw equal or higher productivity

Workers reported better mental health

Some industries struggled (healthcare, retail)

💬 Comprehension Questions

1. Why are companies testing a four-day week?

2. What were the benefits reported?

3. What challenges did some sectors face?

4. Do employees work fewer hours or the same hours?

🌎 Brazil Context Discussion (15–20 min)

Explain briefly:
Brazil has debated reducing working hours, and there are conversations about modernization of labor laws.

Ask:

Do you think a four-day workweek would work in Brazil?

Which sectors would benefit the most? (e.g., tech, education)

Which sectors would struggle? (e.g., healthcare, services)

Do you think Brazilian companies are ready for this change?

👉 Push for deeper answers:

“It might work if…”

“I’m not convinced because…”

“From an economic perspective…”

⚖️ Debate Activity (15–20 min)

Divide roles:

👉 Student = Government advisor in Brazil
👉 Teacher = Business owner

Situation:

Brazil is considering a national four-day workweek policy.

Student must argue FOR the policy
Teacher argues AGAINST it

Encourage use of:

Conditionals: “If companies adopt this…”

Hedging: “It seems that…” / “It could be argued that…”

Contrast: “Although…, it is still…”

✍️ Speaking Task (Production)

“Imagine Brazil adopts a four-day workweek in 2027.”

Answer:

What changes in your life?

What changes in society?

What are the risks?

🧩 Optional Writing Homework

Write a short opinion paragraph:

“Should Brazil adopt a four-day workweek?”

(120–180 words)

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Is a four-day week the future of work? - What in the World podcast, BBC World Service

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🌱 Class Theme:

Why Do Young People Feel Lost?

🎯 Objectives

By the end of the lesson, the student will:

Understand and discuss the concept of purpose and meaning

Learn and use advanced vocabulary related to psychology and life direction

Express opinions and support arguments with examples

Reflect critically on modern societal pressures

🧠 1. Warm-up (5–8 min)

Discussion questions:

Do you think young people today feel more lost than before? Why?

At what age do you think people usually find their purpose?

Is having a “purpose” necessary for happiness?

👉 Follow-up: Ask the student to give personal examples or observations

📖 2. Pre-reading Vocabulary Input (10–12 min)

Teach these words/expressions before reading:

Key Vocabulary

Sense of purpose → a feeling that your life has direction and meaning

Lacking (something) → not having enough of something

Align with → to match or agree with something

Prestigious → respected and admired (e.g., universities, jobs)

Struggle with → to have difficulty dealing with something

Turn the tide → to change a situation in a positive way

Crisis of purpose → a situation where many people feel lost or without direction

Practice

Ask:

Can someone be successful but still lack a sense of purpose?

What is a prestigious job in your opinion?

📄 3. Reading / Listening (10 min)

Read the text together (or you can turn it into a listening activity if you record it).

Gist Questions

What is the main problem described?

Who is Arthur Brooks?

What is surprising about the young people interviewed?

Detail Questions

How many young adults feel a lack of meaning?

What contradiction is mentioned about success and purpose?

What is the “crisis” referred to?

🧩 4. Vocabulary in Context (8–10 min)

Ask the student to complete:

1. Many young professionals __________ a sense of meaning in their jobs.

2. His ideas __________ my personal experience.

3. She works at a very __________ university.

4. We need to __________ if we want to improve this situation.

👉 Then: create 2 original sentences using new vocabulary

💬 5. Discussion & Critical Thinking (15–20 min)

Part A – Opinion

Why do you think young people feel lost today?

Do social media and technology play a role?

Is this problem worse in some countries?

Part B – Deeper Reflection

Do you think older generations had more purpose? Why/why not?

Can pressure to succeed actually reduce happiness?

What advice would you give to someone who feels lost?

🎭 6. Speaking Task (Role Play) (10–12 min)

Scenario:

Student is a young professional who feels lost.

You are a mentor (or switch roles).

👉 The “mentor” must:

Ask questions

Give advice

Use at least 3 vocabulary expressions

✍️ 7. Production Task (Homework or in class)

Option A – Writing (Recommended):

Write a short essay (150–200 words):

“Why do many young people feel lost, and what can be done about it?”

Option B – Speaking:

Prepare a 2-minute answer:

“What gives life meaning?”

⚡ Bonus (If time allows)

Introduce useful expressions for discussion:

“From my perspective…”

“There seems to be a growing trend…”

“One possible explanation is…”

“I would argue that…”

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Young people say they feel lost - What’s happening?

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Katty Kay on why large numbers of young adults say that they’re struggling to find purpose in life.

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🧠 Lesson Plan:

Who Can Afford an Offline Childhood?

Level: B2–C1

Time: 60–75 minutes

Focus: Argumentation, vocabulary, critical listening, structured note-taking

Theme: Technology, inequality, parenting, social expectations

🎯 Objectives

By the end of the lesson, the student will be able to:

Discuss digital inequality and parenting choices

Use precise vocabulary related to social class & technology

Identify and annotate key ideas using footnotes

Build a structured argument with evidence

🔹 1. Warm-up (5–10 min)

Start with a strong, slightly provocative statement:

“A tech-free childhood is not a choice—it’s a luxury.”

Ask:

Do you agree or disagree?

Who really controls a child’s exposure to technology?

👉 Push follow-ups:

Is this about values or resources?

Is limiting screen time always a good thing?

🔹 2. Pre-Viewing Vocabulary (Deep Work)

Introduce vocabulary in context, not as a list.

📌 Core Vocabulary (with guided use)

Ask your student to guess meaning from context first:

1. To insulate (children) from something/ isolated
→ protect from negative influence

nowadays parents in the beginning want to insulate technology from their kids.

“Some parents try to insulate their children from screens.”

2. To be stretched thin
→ have too many responsibilities, not enough time/energy

“Working parents are often stretched thin.”

after I become a father I have been stretched thin but I feel happy to have come this big step in my life.

3. Idyllic vision
→ an idealized, unrealistic perfect image

“The idea of a tech-free childhood can be idyllic.”

4. To unplug
→ disconnect from digital devices

“Families try to unplug on weekends.”

5. To afford (beyond money)
→ to have the means (time, energy, support)

affordable

“Not everyone can afford to monitor screen time.”

6. Trade-off
→ a compromise between two things

“There’s a trade-off between convenience and control.”

7. Socioeconomic divide
→ gap between social/economic classes

🎯 Mini-task:

Ask:

Which 3 of these words best describe modern parenting?

🔹 3. While-Viewing Task (ACTIVE LISTENING + FOOTNOTES)

Tell your student:

“You are going to watch this like a researcher, not just a viewer.”

✍️ Task: Build Annotated Notes

They must write:

🧾 A. Main Ideas (bullet points)

What is the central argument?

What problem is being discussed?

🔎 B. Evidence / Examples

Real-life situations mentioned

Types of parents described

📝 C. FOOTNOTES (this is the key part)

Ask them to add numbered footnotes to their notes like this:

Example:

“Some parents limit screen time strictly¹”

Footnotes:

1. Because they have more free time or flexible jobs

2. kids are called kid iPads nowadays.

3. poor kids have very few access to technology compared to wealthy kids.

4. kids after the pandemic had less activity with technology due to consciousness.

5. parents can not patrol kids all time and they end up giving technology for the kids.

6. the relatives give screen time for the kids in this way parents can have free time.

🎯 Give them 3 specific things to annotate:

1. Hidden assumptions
→ What is taken for granted?

2. Inequality factors
→ Time, money, job flexibility, mental load

3. Contradictions or tensions
→ Example: “Technology is bad” vs “Technology is necessary”

🔹 4. Post-Viewing Discussion (Deep Thinking)

Now push into lawyer-style argumentation:

⚖️ Core Question:

Is an offline childhood a right or a privilege?

🔥 Debate Prompts:

Should governments regulate children’s screen time?

Are wealthy parents creating a new form of inequality?

Is screen time always harmful—or sometimes essential?

Are parents being judged unfairly?

🧠 Force structured answers:

Tell your student to use:

“From a socioeconomic perspective…”

“One could argue that…”

“However, this overlooks the fact that…”

“A key trade-off here is…”

🔹 5. Highlight & Language Recycling Task

Ask your student to:

✨ Highlight:

5 powerful phrases from the discussion/video

Example:

“constant exposure to technology”

“monitoring screen time”

“digital dependency”

“parental responsibility”

“structural inequality”

🔁 Reuse Task:

“Rebuild your opinion using at least 4 highlighted expressions.”

🔹 6. Final Task (Mini Writing or Speaking)

Option A (Speaking):

Give a 2-minute argument:

“Is modern parenting becoming a privilege?”

Option B (Writing – with footnotes 👀):

Ask them to write:

Short paragraph (120–150 words)

Include:

1 clear argument

2 supporting ideas

at least 2 footnotes

✍️ Example:

Many parents aim to reduce their children’s screen time¹, but this is not equally accessible to everyone. Families with demanding jobs often rely on technology as a form of support²…

Footnotes:

1. Especially among upper-middle-class families

2. For childcare or educational purposes

# data[].attributes.attachment_link.description
Katty Kay with Róisín Lanigan discuss why some parents are pulling their kids off technology.

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🧠 Lesson Plan: OnlyFans, Loneliness & Digital Relationships

Level: B1–B2 (Lower–Upper Intermediate)
Profile: Lawyer
Time: 50–60 minutes
Focus: Speaking, Argumentation, Vocabulary

🎯 Objectives

By the end of the lesson, the student will be able to:

Talk about online relationships and loneliness

Express opinions clearly and politely

Discuss simple legal and ethical ideas

Use key vocabulary in arguments

🔹 1. Strong Opening (Simple but impactful)

Start with a clear statement:

“Today, some online platforms are not only about content, but also about personal messages and relationships.”

Then ask:

“Do you think this changes how we see these platforms?”

I think everything has changed for example the people working for these apps have become kind of celebrities.

and people are more tolerant to this content and normalised it.

👉 If needed, help with sentence starters:

“I think it changes because…”

“In my opinion, there is a risk of…”

Guide to these ideas:

People send direct messages

Communication is more personal

There is a feeling of connection

👉 Support phrases:

“It is different because…”

“Now users can…”

🔹 3. Loneliness & Motivation

Ask:

“Why do people use these platforms?”

“Do you think loneliness is a reason?”

Follow-up:

👉 Support phrases:

“Some people may feel…”

“This can lead to…”

🔹 4. Legal Angle (Simplified but professional)

Ask:

“Do you think there should be rules for this kind of interaction?”

More guided:

“If a person believes the relationship is real, is that a legal issue?”

“Can this be considered manipulation?”

👉 Support phrases:

“From a legal point of view…”

“This could be considered…”

“There should/shouldn’t be regulation because…”

🔹 5. Ethical Discussion

Ask:

“Is it right to make money from emotional attention?”

Challenge:

“Who is more responsible: the platform, the creator, or the user?”

👉 Support phrases:

“I believe it is ethical/unethical because…”

“The responsibility should be on…”

🔹 6. Gender & Power (Simplified)

Ask:

“Do you think some people are more vulnerable than others?”

teenagers are more vulnerable and people who have a tendency to addiction/ dependencies.

👉 Support phrases:

“In my opinion, ___ has more power because…”

🔹 7. Future Question (Closing)

Ask:

“Do you think this type of interaction will grow in the future?”

yes, because we are used to talking with AI and people will normalise interactions with bots.

“Should governments control it?”

👉 Encourage longer answers:

“In the future, I think…”

“It will probably…”

🧩 Key Vocabulary (with simple definitions + examples)

These are your “target words” — encourage her to use at least 4–5 during discussion.

1. Emotional dependency

👉 When someone feels they need another person emotionally

“Users can develop emotional dependency on creators.”

2. Online relationship

👉 A connection between people on the internet

“Some users think they have a real online relationship.”

3. Manipulation

👉 When someone controls or influences another person unfairly

“This could be a form of manipulation.”

4. Consent

👉 Permission or agreement

“Both sides give consent, but is it fully informed?”

5. Exploitation

👉 Using someone for personal benefit (often unfairly)

“Some people see this as exploitation.”

6. Responsibility

👉 Who is accountable for something

“The platform has some responsibility.”

7. Regulation

👉 Rules created by the government

“There should be more regulation in this area.”

8. Digital intimacy

👉 Feeling close to someone online

“Digital intimacy can feel very real.”

🗣️ Mini Speaking Task (Very useful)

Ask to answer:

“Do you think platforms like these are more harmful or beneficial to society and what could be optional for the people who are vulnerable to loneliness?

the modern world bring the new challenges for the society, the internet change de world and enhances issues that before the society close eyers. the new porns platforms bring the world the other nivel for addiction because now people have easy acess the content type and any time and there is plus because people can interact, increase the nivel for harmful.

👉 Require:

At least 2 vocabulary words

At least 2 argument phrases

💬 Argumentation Support (VERY important for her profile)

Give her this structure:

“First of all, …”

“Another important point is…”

“However, …”

“In conclusion, …”

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OnlyFans, loneliness, and rise of explicit direct messages

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Katty Kay speaks to writer and podcaster Ed Elson about the adult content industry’s pivot to direct messaging.

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Misogyny and Violence Against Women

1. Warm-up (5–7 minutes)

Start with broad questions to activate his ideas.

Questions

What does misogyny mean to you?

Do you think misogyny has decreased or increased in recent years?

Is misogyny mostly a cultural problem, a legal problem, or a social problem?

Do you think younger generations are more aware of gender violence?

Follow-up prompt

“Many people believe misogyny is becoming more visible because of social media. Do you agree?”

2. Key Vocabulary (Useful for a Legal Discussion)

Ask him to explain or use these in sentences.

Core concepts

Misogyny – hatred or prejudice against women

Gender-based violence – violence directed at someone because of their gender

Sexual assault – sexual activity without consent

Consent – clear agreement to participate

Victim-blaming – blaming the victim instead of the perpetrator

Patriarchal structures – systems where men hold power

Toxic masculinity – cultural expectations of male dominance or aggression

Systemic sexism – discrimination embedded in institutions

Legal vocabulary (good for a lawyer)

prosecution

criminal liability

aggravating circumstances

impunity

judicial precedent

legal framework

Quick practice

Ask:

“Do you think the legal framework in Brazil adequately addresses gender-based violence?”

3. Reading Input (Short Discussion Text)

You can read this with him and then discuss.

Short Article

Misogyny continues to influence societies around the world, often appearing in subtle forms such as stereotypes, discrimination, and online harassment. However, in some cases it escalates into extreme violence, including sexual assault and femicide.

In recent years, social movements and digital activism have brought more visibility to gender-based violence. Many young people are now discussing consent, equality, and toxic masculinity more openly than previous generations.

Despite this progress, critics argue that legal systems still struggle to respond effectively. Victims often face stigma, victim-blaming, and long judicial processes. As a result, many activists argue that legal reforms must be accompanied by education and cultural change.

4. Critical Thinking Questions (Main Discussion)

These questions will push an advanced-level conversation.

Society

Why does misogyny still exist in modern societies?

Do you think misogyny is learned through culture, family, or media?

Law

Do legal punishments effectively prevent gender-based violence?

What role should the legal system play in changing social behavior?

Social Media

Has social media helped fight misogyny or made it worse?

Do online communities sometimes normalize violence against women?

Generational Change

Are younger men more aware of gender equality than previous generations?

How can education help reduce misogyny?

Ethical Reflection

Can laws alone change misogynistic attitudes?

What responsibility do men have in fighting misogyny?

5. Debate Activity (Great for Lawyers)

Give him a provocative statement and ask him to defend or challenge it.

Statement

“Misogyny is not just a criminal issue—it is primarily a cultural problem.”

Follow-up:

What kind of public policies could address this problem?

Creating the environment that all the people have the same treatment is not easy and for inproving this scenario it is necessary a mix of activities and one of the activity is a good public policies, that can hepl address this problem and help educate people the proactive way or in the punitive way. It is responsable for the govement give a good environment for everyone.

Should schools teach gender education?

beside the public policies the other important stakeholders is a schools, because many time kids stay more time in the schools than other place. And the school´s role education in the all parte of society, and help the parents.

6. Real-World Perspective (Important Question)

Since he is a lawyer, ask:

Have you ever seen cases related to gender violence in your legal experience?

What challenges do victims face when seeking justice?

What reforms could improve the legal system?

7. Advanced Language Focus

You can introduce some complex expressions.

Useful phrases

“From a legal standpoint…”

“There is a growing body of evidence that…”

“One could argue that…”

“This raises an ethical dilemma…”

“The root of the issue lies in…”

Practice:

Ask him to summarize his opinion using at least two expressions.

8. Final Reflection Question

End the class with a powerful question:

“What concrete actions can societies take today to reduce misogyny and protect future generations of women?”

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Violence against women and girls strategy: Boys to be sent on courses to tackle misogyny in schools

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The measure is part of the government’s strategy to tackle violence against women and girls in England.

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🧠 Advanced Speaking & Critical Thinking Class

Topic: Driverless Cars, Public Risk & Modern Urban Policy

Level: Advanced
Main skill: Speaking (argumentation & critical thinking)
Secondary skills: Reading, listening, vocabulary
Time: 60–75 minutes

1️⃣ Warm-up: Framing the dilemma (8–10 min)

👉 Start big and abstract, not with the article yet.

Ask:

🚗 Would you feel safe in a driverless taxi? Why or why not?

⚡ What happens when technology fails? Who is responsible?

🏙️ Should cities depend on automated systems for transport?

Push deeper:

Is human error worse than system failure?

Which is more dangerous: one human mistake or one massive system collapse?

2️⃣ Key vocabulary for engagement (pre-debate) (10–12 min)

Teach functional, debate-ready vocabulary — not just definitions.

🔑 Core vocabulary (with speaking prompts)

Infrastructure

👉 How dependent are modern cities on infrastructure?

Power outage / blackout

👉 Should critical transport systems stop completely during a blackout?

System failure

👉 Is system failure inevitable in advanced technology?

Autonomous / driverless

👉 Should autonomous vehicles replace human drivers entirely?

Liability

👉 Who should have liability when a robotaxi causes disruption or harm?

Public safety

👉 Is public safety stronger or weaker with autonomous vehicles?

Risk assessment

👉 How should cities assess technological risks before adoption?

Urban congestion

👉 Did the robotaxis reduce or worsen urban congestion during the outage?

Fail-safe mechanisms

👉 Should fail-safe mechanisms override efficiency?

Regulation

👉 Is regulation keeping up with technological innovation?

🔥 Opinion & argument language (very important)

Give him ready-made structures to sound confident:

From my perspective…

One major concern is…

On the other hand…

This raises the question of…

The long-term implications are…

We need to distinguish between…

I partially agree, however…

👉 Encourage him to interrupt politely:

May I challenge that point?

I see your argument, but…

3️⃣ Article comprehension → critical lens (10 min)

Now introduce the article + video.

Guiding questions (not factual only):

⚡ Why did the Waymo cars stop completely instead of adapting?

🚦 Did the cars follow rules — or common sense?

🧠 Is caution always a good thing in autonomous systems?

Push critical thinking:

Did the technology fail — or did the environment fail the technology?

Would a human driver behave differently?

4️⃣ Core debate: Responsibility & consequences (20–25 min)

🎙️ Debate format (1-on-1)

Position A – Pro autonomous vehicles

They reduce human error

They follow rules strictly

They improve safety long-term

Position B – Critical of autonomous vehicles

Over-reliance on technology

Poor adaptability in crisis

Risk to public infrastructure

Let him choose a side first, then switch sides halfway (advanced skill!).

🔥 High-level debate questions

🧩 Is following rules always safer than adapting to chaos?

⚖️ Should Waymo be taxed or fined for public disruption?

🏛️ Should cities allow autonomous fleets without human override?

💰 Should companies pay “technology risk taxes”?

🌍 Is society being used as a testing ground for innovation?

Encourage:

Examples

Comparisons with aviation, trains, AI in medicine

5️⃣ Extension: Modern taxes & policy thinking (10–12 min)

Now connect to modern taxation & governance.

Discussion prompts:

💸 Should autonomous vehicle companies pay higher city taxes?

🏙️ Should cities charge for congestion caused by automation?

🤖 Should AI systems require an “emergency human takeover” fee or permit?

Advanced framing:

Is innovation slowed by regulation — or protected by it?

Who benefits most from autonomous vehicles: citizens or corporations?

6️⃣ Reflection & synthesis (5 min)

End with meta-thinking:

Ask him to complete:

🧠 My opinion changed because…

⚖️ The strongest argument on the other side is…

🔮 In 10 years, I think cities will…

Optional:

Do you trust systems more than people? Why?

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Waymo robotaxis stop in the streets during San Francisco power outage

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Waymo initially paused all service in the Bay Area after the widespread outage started, but has now resumed operations.

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Billionaire Bunkers: What They Reveal About Wealth & Risk

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Explore billionaire bunkers and discover how the ultra-wealthy prepare for global risks, offering a glimpse into their world of luxury and security.

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📘 CLASS:

Why Billionaires Are Building “Doomsday” Bunkers

Level: Upper & Lower Intermediate (with two reading versions)

Skills: Reading comprehension, vocabulary, discussion, critical thinking

Theme: Fear, risk, survival, psychology, society & inequality

📗 Reading Text —

Upper Intermediate

Why Are Billionaires Building Bunkers?

In recent years, many ultra-wealthy people have invested in underground bunkers and secure shelters. These are not just simple basements — they are often self-sufficient structures with food storage, independent energy systems, medical facilities, and high-tech security.

There are several reasons why billionaires may build these shelters. First, concerns about global catastrophes — including climate change, natural disasters, pandemics, economic collapse, or war — make survival planning attractive. Many fear that critical systems like food supply, electricity, and civil order may fail in crisis situations.

Some experts say that access to advanced risk analyses and private data encourages the rich to prepare, even when the average person sees little immediate threat. For example, geopolitical instability or cyber-attacks on global infrastructure are possibilities that may seem more urgent to people connected to global finance and technology.

Another factor is psychological comfort. Extreme wealth can amplify anxiety about losing a way of life. A shelter — especially one with luxury features — may act as a form of insurance and peace of mind. Critics argue that this trend reflects individualism and inequality, as wealthy people focus on personal survival rather than collective solutions.

Finally, for some billionaires it is not only about survival, but also about status. Owning an elaborate doomsday bunker can signal power and exclusivity, cementing social identity among the ultra-rich.

Vocabulary

Match the words with their definitions:

1. Self-sufficient

2. Catastrophe

3. Infrastructure

4. Psychological comfort

5. Inequality

6. Status

a. Systems and structures (like energy, communication) that support society

b. The feeling of security or relief

c. Ability to live independently without outside help

d. Great difference in access or wealth

e. A large disaster or dangerous situation

f. Social position or rank

Comprehension Questions

A) Multiple-Choice (choose one):

1. Why do many billionaires invest in bunkers?
a) To save money
b) Because they fear future disasters
c) To hide from their workers
d) For entertainment

2. What does self-sufficient most nearly mean?
a) Needing many people
b) Living independently
c) Always online
d) Very small

3. Which of the following is NOT mentioned as a possible threat?
a) Pandemics
b) Economic collapse
c) Alien invasion
d) Cyber-attacks

B) Short Answer:

4. Why might access to private data influence billionaire decision-making?

5. What do critics say about the focus on individual survival rather than collective solutions?

Discussion / Speaking Prompts

1. Do you think building a bunker makes sense if disasters happen? Why or why not?

2. Can money protect people from real crises? Explain.

3. What would you do if you had unlimited resources and knew a global crisis was coming?

📝 Writing Tasks (Upper & Lower)

Upper: Write a paragraph (100–120 words) about whether building bunkers is a good way to prepare for future problems. Use at least three reasons from the reading.

Lower: Write 4–6 sentences about what you think about bunkers. Do you worry about disasters? Why or why not?

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(Photo by Getty Images)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

The story

A famous group of experts have warned that the world is the closest it has ever been to disaster. They've set the Doomsday Clock at 85 seconds to midnight.

The Doomsday Clock was developed by the Bulletin of Atomic Scientists to warn about dangerous technologies and risks in the world. Doomsday means the end of the world, or a time when something very bad will happen. The idea is that the closer the Doomsday Clock is to midnight, the closer humanity is to being destroyed.

The Doomsday Clock was set up in 1947 as a way to track the risk of nuclear war. Scientists now consider other threats like climate change and artificial intelligence and update the clock every year.

Scientists moved the clock forward four seconds on Tuesday, indicating that the risk of disaster is getting worse.

News headlines

Doomsday Clock moves closer to midnight in stark 'apocalypse' warning
The Independent

Is humanity running out of time? World holds its breath as Doomsday Clock is updated
World Is One News

' Every second counts' - Doomsday Clock moves closer to midnight
BBC News
Key words and phrases
stark
clear, often serious

This accident is a stark reminder of why health and safety policies are so important.

hold your breath
wait nervously or excitedly for something that's about to happen

The crowd held its breath as the gymnast began his routine.

every second counts
every moment is important

If we're going to finish the project on time, every second counts.

Next

Do you ever find speaking scary? Try our new Beating Speaking Anxiety course

Try The Listening Room to practise your listening skills with BBC news reports.

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BBC Learning English - Learning English from the News / Doomsday Clock: Highest ever disaster risk

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Experts decide on the risks to humanity every year by setting the Doomsday Clock.

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🎯 CLASS THEME

“Sports Betting Is Everywhere. Is That Dangerous?”

Based on: Katty Kay interviews Michael Lewis on phone-based sports betting

🧠 Learning Objectives

Students will:

Analyze risks vs benefits of sports betting

Question normalization and regulation

Practice deep critical thinking

Use hedging, contrast, and persuasion

Defend opinions with ethical and social reasoning

🔥 WARM-UP (10 minutes)

Visual + provocation

Write on the board:

“Sports betting is just entertainment.”

Ask students to position themselves:

✅ Agree

❌ Disagree

⚖️ Not sure / It depends

Guiding questions:

Why do you think sports betting has grown so fast?

Is betting part of sports culture — or something new?

Is it different from casinos or lotteries? Why?

👉 Don’t correct. Let them expose assumptions.

🎥 VIDEO TASK (Katty Kay & Michael Lewis)

Before watching – Prediction

Ask:

What risks do you think Michael Lewis will mention?

Who do you think is most affected by phone-based betting?

While watching – Focus questions

Students answer while watching:

1. Why does Michael Lewis believe people aren’t paying enough attention?

2. What makes phone-based betting more dangerous than traditional betting?

3. Who benefits the most from this system?

4. Who carries the biggest risk?

After watching – Initial reaction

Ask:

Did anything surprise you?

Did the video change your opinion? Why or why not?

🧩 KEY IDEAS TO EXPLORE (Teacher-guided)

Put these concepts on the board and unpack them together:

Accessibility (24/7 betting, one click away)

Addiction & impulsive behavior

Young audiences

Normalization through sports sponsorship

Power imbalance (platforms vs users)

Athletes & integrity of sports

⚖️ MAIN DEBATE (30–40 minutes)

Debate Motion:

“Sports betting does more harm than good to society.”

🧠 Divide students into 3 groups:

Group A —

PRO Sports Betting

They argue:

Personal freedom and choice

Economic benefits (taxes, jobs, sponsorships)

Fans feel more engaged

Athletes and clubs benefit financially

Group B —

ANTI Sports Betting

They argue:

Addiction and mental health risks

Targeting vulnerable people

Corruption and match-fixing

Sports lose their cultural value

Group C —

MODERATORS / CRITICAL OBSERVERS

They:

Identify weak arguments

Ask uncomfortable questions

Look for contradictions

Decide which side is more convincing

🗣️ LANGUAGE SUPPORT (VERY IMPORTANT)

Hedging & Nuance

Give them this toolkit:

It could be argued that…

One potential risk is…

While I understand this point, I still believe…

From an ethical perspective…

In the long term…

This raises the question of…

💣 DEEP CRITICAL QUESTIONS (Use to push them)

Use these when discussion slows down:

Should sports betting be treated like cigarettes or alcohol?

Is it ethical to advertise betting during live sports?

Are athletes responsible for promoting betting platforms?

Should governments profit from something that causes addiction?

Is betting changing how we watch sports?

Is “fun” a strong enough justification for social harm?

🔄 ROLE REVERSAL (Advanced & powerful)

Halfway through, tell students:

👉 Switch sides. Defend the opposite position.

This forces:

Empathy

Intellectual flexibility

Deeper reasoning

🧠 FINAL REFLECTION (10 minutes)

Written or spoken:

Has sports betting crossed a line? If yes, where should the limit be?

OR

Should sports exist mainly for enjoyment, or is monetization inevitable?

Encourage:

No “right answer”

Balanced conclusions

Personal but reasoned opinions

🧠 OPTIONAL EXTENSION (Homework / Next class)

Research how sports betting is regulated in different countries

Compare sports betting to social media algorithms

Watch another short clip and write a response or rebuttal

A📄 1.

How Gambling Took Over America

A long article that explores how gambling — especially sports betting — has become a cultural and economic force in the U.S., linking speculation, sports, and society. How Gambling Took Over America (Current Affairs)

This piece is good for broader ethical and cultural context.

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Sports betting is now everywhere. Is that dangerous?

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Katty Kay speaks with author Michael Lewis about the rise of phone-based sports betting.

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CRITICAL THINKING

Topic: Should powerful nations be able to take control of strategic territories?

“One way or another, we’re going to have Greenland.”

These words, spoken by former US President Donald Trump, reignited an international debate about power, sovereignty, and global security.

Greenland, the world’s largest island, lies between the Atlantic and Arctic oceans and is officially part of the Kingdom of Denmark. Although it has its own parliament and controls many domestic affairs, Denmark remains responsible for Greenland’s foreign policy, defence, and national security. For decades, many Greenlanders have expressed interest in eventual independence, arguing that political self-determination is a fundamental right.

However, Greenland’s strategic importance has increased significantly in recent years. As Arctic ice melts due to climate change, new shipping routes and access to natural resources have become possible. This has transformed the Arctic into a geopolitical hotspot, sometimes described as a new “Great Game,” where global powers compete for influence, control, and security.

The United States already operates a military base in Greenland and has long viewed the island as vital to its defence strategy. Trump justified his comments by expressing concerns that rival powers such as Russia or China could expand their influence in the region. Denmark, however, has firmly rejected these claims, dismissing them as exaggerated and politically motivated.

Trump’s remarks triggered strong backlash across Europe. Several European leaders accused the US of undermining international law and disrespecting national sovereignty. In response, Trump threatened to impose economic retaliation in the form of tariffs on European imports — a move that many analysts described as a diplomatic escalation rather than a constructive solution.

At the heart of this controversy lies a complex question: should strategic interests ever override the right of a territory to decide its own future? While some argue that global security requires decisive action by powerful nations, others warn that such thinking echoes colonial attitudes and could destabilize international relations.

HIGH-VALUE VOCABULARY & EXPRESSIONS

Geopolitics & Power

strategic territory – an area important for military or political reasons

sphere of influence – a region dominated by a powerful country

geopolitical leverage – advantage gained through geography or power

military footprint – the presence of armed forces in a region

Politics & Ethics

sovereignty – a nation’s right to govern itself

self-determination – the right of people to choose their political status

colonial mindset – attitudes that justify control over other territories

international law – rules governing relations between states

Conflict & Diplomacy

economic retaliation – responding to criticism with economic punishment

diplomatic fallout – negative consequences for international relations

political posturing – statements made mainly to appear strong

escalate tensions – make a conflict more serious

Opinion & Argumentation Language

It could be argued that…

Critics point out that…

Supporters claim that…

This raises ethical concerns about…

A counterargument worth considering is…

DISCUSSION QUESTIONS (CRITICAL THINKING)

1. Should strategic and military concerns justify control over another territory?

2. To what extent should Greenland’s desire for independence influence international decisions?

3. Is Trump’s argument about security realistic or exaggerated?

4. Does threatening tariffs strengthen or weaken diplomatic relationships?

5. Are modern geopolitical conflicts a continuation of colonial thinking?

Greenland is ground zero for Arctic 'Great Game'
Financial Times

Why Trump's split with Europe over Greenland is a double-edged sword for Russia
CNN

Greenland PM issues defiant rebuke over Trump’s tariff threats: ‘We will not be pressured’
CNBC

Key words and phrases

ground zero
the location where something important starts happening

This street is ground zero for the city's latest crime wave. It all started here.

double-edged sword
something that has both positive and negative consequences

Having a pool is a double-edged sword. It's great fun to swim in, but you have to clean it every day.

rebuke
a strong criticism

The manager rebuked her staff after their behaviour at the party.

WRITING TASK – ARGUMENTATIVE PIECE

Task:

Write 180–220 words answering the following question:

Should powerful nations be allowed to take control of strategically important territories in the name of global security?

In the last years the world became more dangerous, nations invading other nations with the excuse of the need to control territories for security, but this is really true?

No country has right to take control of another country, it is clean violation of the international rules, power nation should respect other nations if not, it will be a barbarian fact and the worst part will be that a lot of people will be dying because the war brings that the attitude or because of the economy consequence for the war or the retaliation politics/economy.

respecting international law is the first step to have Harmony in the world and the best for people that live in the country.

Requirements:

Present one clear position

Include at least one counterargument

Use hedging language (e.g. may, might, arguably, appears to)

Use at least 5 words or expressions from the vocabulary list

Conclude with a balanced or critical reflection

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(Photo by Getty Images)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

The story

One way or another, we're going to have Greenland' - those are the words of Donald Trump who has said that the US will take control of Greenland.

Greenland is a large island in between the Atlantic and Arctic oceans, which is ruled by Denmark. Many people in Greenland feel that the territory should become independent. At the moment it has its own government, but Denmark controls its foreign, defence and security policy.

The territory's strategic position in the Arctic has led to previous attempts by the US to purchase it. The US military currently has a base on the island, and President Trump has stated concerns that the territory could be taken over by Russia or China. These fears have been dismissed by Denmark.

These latest comments by President Trump have led to criticism from many European countries who have said that will support Denmark's attempt to keep the territory as part of the Kingdom of Denmark. President Trump has responded to these criticisms by threatening to impose taxes on imports, otherwise known as tariffs, on a number of European countries who are allies of the US.

News headlines

Greenland is ground zero for Arctic 'Great Game'
Financial Times

Why Trump's split with Europe over Greenland is a double-edged sword for Russia
CNN

Greenland PM issues defiant rebuke over Trump's tariff threats: 'We will not be pressured'
CNBC
Key words and phrases
ground zero
the location where something important starts happening

This street is ground zero for the city's latest crime wave. It all started here.

double-edged sword
something that has both positive and negative consequences

Having a pool is a double-edged sword. It's great fun to swim in, but you have to clean it every day.

rebuke
a strong criticism

The manager rebuked her staff after their behaviour at the party.

Next

Do you ever find speaking scary? Try our new Beating Speaking Anxiety course

Try The Listening Room to practise your listening skills with BBC news reports.

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BBC Learning English - Learning English from the News / Greenland: Trump clashes with allies

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President Trump has clashed with allies after they opposed US control of Greenland

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1. Lead-in (Opinion activation – 5 minutes)

Warm-up questions

When people want to lose weight, what options do they usually consider?

Why do you think weight-loss drugs have become so popular in recent years?

Do you see obesity more as a personal responsibility or a public health issue? Why?

👉 Teacher note: Encourage hedging language (“I tend to think…”, “It could be argued that…”).

2. Guided Reading & Clarification (5–7 minutes)

Give the student the adapted text below (you can show or read it aloud):

People typically start to lose weight within a few weeks of using weight-loss injections.

A major trial suggested that Mounjaro was more effective than Wegovy, with a 20% weight reduction after 72 weeks, compared to 14% for Wegovy.

However, research published in the British Medical Journal indicates that when people stop taking these drugs, most regain the weight quickly, as normal food cravings return.

The study found that people regained weight four times faster than those who stopped traditional diet and exercise programmes.

As a result, the NHS has been urged to offer ongoing support, check-ups, and lifestyle guidance to prevent rebound weight gain.

Quick check

What is the main benefit of these drugs?

What is the main problem after people stop using them?

3. Critical Thinking Discussion (Core Part – 15–20 minutes)

A. Evaluating Evidence

Ask the student to respond using reasoned arguments:

1. The trial was funded by the drug manufacturer.

How might this affect the results or how they are presented?

Should this automatically make us distrust the study?

3. The BMJ research shows rapid weight regain.

Does this mean the drugs don’t work?

Or does it suggest they work only under certain conditions?

B. Ethical & Social Questions

Push deeper thinking:

Should public healthcare systems like the NHS pay for weight-loss injections?

Is it fair to restrict these drugs only to people with obesity-related health risks?

Could these drugs increase social pressure to be thin?

👉 Encourage contrast structures:

“On the one hand…, on the other hand…”

“While it’s true that…, it’s also important to consider…”

C. Long-Term Impact

Do these drugs treat the cause of obesity or just the symptoms?

What happens if people rely on medication instead of changing habits?

Could long-term use create dependency—psychological or physical?

4. Vocabulary Expansion (Active Use)

Key Vocabulary (with nuance)

Ask the student to use each word in a sentence related to the topic:

rebound (weight gain) – weight that returns after being lost

cravings – strong, often emotional desire for food

lifestyle intervention – long-term changes in habits and behavior

short-term solution / long-term sustainability

medicalisation (of weight loss) – turning a social issue into a medical one

cost-effective – worth the money spent

health risk vs. aesthetic goal

Challenge

Which of these words has a negative connotation? Which sounds more neutral or scientific?

5. Discussion Task (Higher-Level Speaking)

Scenario

You are advising a public health committee.

Choose one position and defend it:

A) Weight-loss injections should be widely available with medical supervision

B) They should only be a last resort after lifestyle changes fail

The student must:

Give two arguments

Acknowledge one counterargument

Conclude with a balanced opinion

6. Reflection Question (Wrap-up)

End with a reflective question:

If people regain weight quickly after stopping the drugs, what does that tell us about how humans relate to food, habits, and control?

Optional Extension (Homework or next class)

Watch or read a short news piece on obesity drugs and summarise the tone: optimistic, cautious, or critical.

Prepare 3 discussion questions for the next class

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Weight-loss injections: How do drugs like Wegovy and Mounjaro work?

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Wegovy and Mounjaro are available to certain patients on the NHS, and can also be bought privately.

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1️⃣ Warm-up: Framing the World (10 minutes)

Ask the student to respond freely:

How would you describe the current global climate — politically, socially, and economically?

Do you think the world is becoming more stable or more fragmented? Why?

Which global issue do you think will most strongly define the next decade?

👉 Encourage justification, not just opinions.

2️⃣ Key Language for Advanced Perspectives (Pre-teach)

🔹 Hedging & Nuance

It could be argued that…

There is a growing concern that…

While some believe…, others contend that…

This may lead to unintended consequences.

The long-term implications remain uncertain.

🔹 Power & Influence Vocabulary

geopolitical influence

economic leverage

regime change

global governance

strategic intervention

sovereignty

multipolar world

3️⃣ Reading Text (Critical Input)

📖 Reading:

A World in Transition

As 2026 unfolds, the world finds itself navigating a period of profound transformation. Political power is increasingly contested, climate-related events are reshaping economies, and technological advances are redefining how societies function.

In the political sphere, tensions surrounding authoritarian governments and international intervention continue to spark debate. The possibility of foreign powers exerting direct influence over national leadership raises ethical questions about sovereignty, democracy, and global responsibility. While some argue that intervention can restore stability or protect human rights, others warn that such actions often escalate conflict and undermine international law.

At the same time, climate change has moved from a distant threat to an immediate reality. Extreme weather events, food insecurity, and climate migration are no longer projections but lived experiences for millions. Governments face increasing pressure to balance economic growth with environmental responsibility, often with conflicting priorities.

Technology adds yet another layer of complexity. Artificial intelligence, digital surveillance, and automation promise efficiency and innovation, but they also raise concerns about privacy, employment, and social inequality. The challenge for the global community lies in managing these forces ethically while ensuring that technological progress benefits society as a whole.

4️⃣ Reading Comprehension & Analysis (10 minutes)

Ask open-ended questions:

1. What are the main global forces described in the text?

2. What ethical dilemmas are mentioned regarding political intervention?

3. How is climate change presented — as a future risk or a present crisis?

4. What tension exists between technological progress and social impact?

5️⃣ Core Discussion Topics (Main Class)

🟥 Topic 1: U.S. Intervention & Venezuela

Prompt:

If the U.S. were to take direct action against Venezuela’s president, would this be justified?

Guiding Questions:

Where is the line between intervention and interference?

Can foreign involvement ever truly promote democracy?

What precedent does this set for global politics?

How might this affect Latin America’s political autonomy?

👉 Encourage balanced viewpoints, even opposing ones.

🟩 Topic 2: Climate Change as a Global Disruptor

Prompt:

Is climate change more of a political failure or an economic challenge?

Guiding Questions:

Should developing nations be held to the same environmental standards as developed ones?

Will climate migration redefine borders and citizenship?

Can global cooperation realistically solve a problem driven by national interests?

🟦 Topic 3: Technology, Power & Control

Prompt:

Is technology empowering individuals or concentrating power?

Guiding Questions:

Does AI reduce inequality or reinforce it?

How much surveillance is acceptable in the name of security?

Will automation create new jobs or permanent unemployment?

6️⃣ Perspective Challenge (Advanced Speaking Task)

🎯 Role-switching exercise

Ask the student to argue different perspectives:

A U.S. policy advisor

A Venezuelan citizen

A climate activist

A tech CEO

A worker affected by automation

👉 This pushes lexical range, empathy, and complexity of thought.

7️⃣ Language Focus: Argumentation Tools (5–10 minutes)

Highlight during correction:

Use of conditionals:
If governments fail to act…, the consequences could be irreversible.

Use of modals for speculation:
This might lead to increased instability.

Use of contrast markers:
Nevertheless, on the other hand, despite this…

8️⃣ Final Reflection (Wrap-up)

Ask:

Which issue do you believe will have the greatest long-term impact?

Do you feel optimistic or pessimistic about the world in 2026? Why?

9️⃣ Optional Homework (Advanced Writing)

✍️ Opinion Essay (250–300 words):

“Which global force will most shape the world by 2030: political power shifts, climate change, or technology?”

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ADVANCED CLASS: The Cost of Australia’s Social Media Ban

1. Warm-up — High-Level Discussion Questions

Open with questions that require critical thinking, not simple opinions:

To what extent should governments intervene in the digital lives of citizens?

Is protecting young people a valid justification for limiting access to online platforms, or is it a slippery slope toward broader censorship?

Can a democracy impose digital restrictions without compromising its core values?

How much responsibility should tech companies bear for the content on their platforms?

Do you think restricting social media could unintentionally increase young people’s desire to use it?

These questions should stimulate a high-level debate and prepare the student for the topic.

2.

Self-Vocabulary Reading for Elicitation

When governments try to control online platforms, they usually introduce new legislation. This legislation can limit what people can post or access.

Sometimes these limits are seen as censorship, because they restrict information or silence certain voices.

When people strongly disagree with these decisions, there is often a loud public outcry, with citizens protesting or criticizing the government.

One argument against social media bans is our high level of digital dependency — many people rely on online tools for work, communication, and even basic daily tasks.

If a ban suddenly affects businesses, it can create serious economic fallout, especially for small companies that depend on social media to attract customers.

Many teenagers might try to avoid the ban through circumvention, using tools like VPNs to access restricted platforms.

Because of this, governments must think carefully about enforcement, meaning how they will actually make people follow the rules.

Critics worry that bans may threaten civil liberties, such as freedom of expression and the right to privacy.

Supporters of the ban say it is necessary to stop the spread of disinformation, which is false information created to mislead people.

Others argue that the policy focuses on youth protection, trying to keep young people safe from harmful content online.

However, controversial decisions often lead to policy backlash, where the public or political groups push strongly against the new rules.

And throughout this debate, it’s important to remember that many stakeholders are involved — parents, children, teachers, businesses, and technology companies — all affected in different ways.

3. Reading Text (≈350–380 words)

“The Cost of Australia’s Social Media Ban”

Australia is currently debating whether to introduce a nationwide ban on social media for users under sixteen. The proposal has sparked a fierce national conversation, with strong voices on both sides. Supporters argue that strict intervention is necessary to curb cyberbullying, exposure to harmful content, and the viral spread of disinformation. According to them, this legislation is a long-overdue attempt to protect the mental health of young people.

Critics see things differently. They argue that the measure represents a dangerous form of censorship and an unnecessary intrusion into the private lives of citizens. Many fear that once the government begins limiting online access, future restrictions will become easier to justify — especially during moments of political tension. In a country that values civil liberties, such concerns cannot be dismissed lightly.

Economists and business owners also warn of serious economic consequences. In Australia, as in most parts of the world, young people play a significant role in driving online trends, promoting local businesses, and generating digital content. Small businesses, including family-run cafés, hotels, and tourism operators, rely heavily on online visibility. A sudden reduction in younger audiences could result in a drop in engagement, weaker marketing campaigns, and reduced revenue. For young entrepreneurs, the fallout could be even more damaging.

There is also the issue of enforceability. Digital experts point out that teenagers are often more technologically savvy than adults, which means many could easily bypass restrictions using VPNs or fake age-verification methods. This raises a key question: if the ban cannot be effectively enforced, is it worth introducing?

Despite the controversy, the debate has forced Australians to confront a deeper dilemma: how can a nation balance safety with freedom in a digital world? Some argue that instead of banning platforms, the government should invest in digital education, parental support, and stronger accountability for tech companies.

Whether the ban moves forward or not, Australia’s debate may serve as a blueprint for future discussions around the world.

4. Comprehension Questions

What arguments do supporters offer for the ban?

How do critics connect the proposal to censorship?

What economic risks are mentioned in the text?

Why do experts question the feasibility of the ban?

What alternative solutions are suggested?

5. Grammar Focus — Speculation and Hedging

Advanced speakers often soften their claims. Practice using expressions such as:

It could be argued that…

There is a possibility that…

The ban may result in…

It remains to be seen whether…

Some observers suspect that…

Ask your student to create speculative statements about:

public reaction

long-term consequences for youth

how other countries might respond

the financial impact on small businesses

possible political motivations behind the ban

6. Advanced Debate Task

Debate statement:
“Australia is justified in imposing a social media ban for minors.”

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Meta starts blocking teens in Australia under social media ban

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Australia’s world-first ban requires 10 major online platforms to block users aged 16.

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Cyber Safety at Work

1. Warm-up Discussion

Ask your student:

• Have you ever received a scam text or email? What did it look like?

• What cyber risks exist in your workplace or in your daily life?

• How confident are you about spotting online threats, from 1 to 10?

2. Key Vocabulary (Teach + Practice)

Teach these key terms:

• phishing – fake messages designed to steal information

• data breach – when private information is accessed illegally

• malware – software created to damage or access systems

• ransomware – malware that locks data and demands payment

• social engineering – manipulating people into revealing information

• two-factor authentication (2FA) – an extra step to confirm identity

• credentials – login details such as username and password

• suspicious – something that seems unsafe or not trustworthy

Practice ideas:

• Give definitions and ask the student to name the vocabulary word.

• Ask them to create three personal sentences using three different words.

3. Reading Text (Created for the Lesson)

The Rising Threat of Cyber Crime at Work

Cyber crime has become one of the biggest risks for modern companies. Every day, businesses receive thousands of suspicious emails, fake invoices and messages designed to steal money or confidential information. Cyber-security journalists like Joe Tidy from the BBC warn that attackers are becoming more creative and harder to detect. Many scams look extremely convincing, and even experienced employees sometimes fail to identify them.

One of the most common threats is phishing, where criminals send emails pretending to be banks, delivery companies or colleagues. These messages often use urgent language such as “Your account will be closed” or “Please verify this payment immediately.” The objective is to make the victim panic and react quickly.

Another major threat is ransomware. This type of malware locks a company’s system and demands money to restore access. In recent years, hospitals, schools and government offices have had their systems encrypted by ransomware groups, causing serious disruption.

Experts say that employees can follow simple steps to stay cyber safe: avoid clicking on unknown links, use strong passwords, enable two-factor authentication and immediately report anything unusual to the IT department. Although technology plays an important role, human behaviour is still the key. As Joe Tidy explains, “Cyber security isn’t only about computers — it’s about people making smart decisions.”

4. Comprehension Questions

1. Why is cyber crime considered a major risk for companies today?

2. What makes phishing emails so effective?

3. What is the purpose of ransomware?

4. What emotion do scammers try to create in victims?

5. What are two actions employees can take to stay cyber safe?

6. What does Joe Tidy mean when he says cyber security is about people?

5. Listening Practice (Optional)

You can assign one of these authentic resources:

• BBC Learning English – episodes related to cyber crime

• BBC News reports by Joe Tidy on hacking, ransomware and scams

Task for student:

After listening, they should identify who is speaking, which type of cyber crime is mentioned and what advice is given.

6. Speaking Practice

Role-Play:

The student plays the IT specialist. You are an employee who received a suspicious email. They must ask questions, identify red flags and give advice.

Debate:

Which is more dangerous: human error, weak technology or lack of training?

Ask the student to support one position with arguments.

7. Critical Thinking Task

Show the student a fake email (I can create one if you want).

Ask them to identify red flags such as:

• unexpected attachments

• urgent language

• grammar mistakes

• unknown sender

• unrealistic threats

8. Writing Task

Choose one of the following:

1. Write an email to your team giving cyber safety instructions.

2. Write a short company policy with five rules employees should follow to stay safe online.

3. Describe a real cyber crime incident you saw in the news, including the causes and consequences.

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BBC Learning English - Work in the future / How can we stay cyber safe?

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Pippa and Phil talk about how to avoid scams and hacking.

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🌐 ADVANCED CLASS: Social Media Influencers in Politics

(Discussion + Argumentation + Vocabulary Integration)

1️⃣ Warm-Up: Opinion Starters

Ask students:

Should social media influencers get involved in politics? Why/why not?

Do influencers have too much power in shaping public opinion?

Do you trust political messages delivered by influencers?

Encourage nuanced responses, not yes/no.

2️⃣ Vocabulary Activation (Advanced Use)

Use the vocabulary in political or social debates, not basic examples.

Vocabulary:

turned off

super (+ adjective)

shape the narrative

branch out (into)

pushback

dig up (information/dirt)

Task:

Give students these prompts and ask them to incorporate 2–3 target expressions in each response:

1. Many young voters feel __turned off ____ by traditional political campaigns.

2. Influencers can _shape the narratives_____ when they promote political candidates.

3. When celebrities __branch out into____ politics, audiences react in different ways.

4. There was massive _pushback_____ when a YouTuber announced his candidacy.

5. Journalists sometimes _dig up_____ scandals during election season.

Students justify their choices.

3️⃣ Critical Listening / Reading Reflection

After revisiting the text, pose reflective questions:

Why do you think politicians are attracted to influencers as political allies?

Is shaping the narrative inherently manipulative, or is it part of modern communication?

Is branching out into politics a natural progression for influencers or a dangerous trend?

Push students to explore multiple sides, not only personal opinion.

4️⃣ Discussion Round: The Nigerian Case

Use this part of the transcript to spark debate:

Influencers in Nigeria became “super important” in shaping the narrative among young voters.
When they promoted political parties, there was “a huge pushback,” and people started to dig up information about them.

Debate Questions

1. Is this pushback justified? Do influencers deserve more scrutiny than traditional politicians?

2. Is digging up personal information ethical if someone enters politics—even accidentally?

3. Should influencers be held to political-ethics standards if they shape public opinion?

Encourage students to support arguments with:

examples

comparisons with other countries

short personal experiences

hypothetical scenarios

5️⃣ ARGUMENTATION SKILLS MODULE

Teach students how to structure complex arguments using this topic.

A. How to Build an Argument (Advanced)

1. Claim – Your main point

2. Reason – Why you believe this

3. Evidence – Examples, data, comparisons, real cases

4. Counterargument – Opposing view

5. Rebuttal – Why the counterargument is insufficient

Example (Model)

Claim: Influencers should avoid political endorsements.
Reason: They lack political expertise and may spread misinformation.
Evidence: Several countries (example: X) show influencers sharing incorrect data.
Counterargument: But influencers help engage young voters who don’t read traditional news.
Rebuttal: Engagement without accuracy creates poorly informed voters, which is worse.

Students then build their own arguments using this structure.

6️⃣ Structured Debate (Two-Sided)

Divide the class or your student into Pro vs. Con and assign:

Motion:

“Social media influencers entering politics is beneficial for democracy.”

Provide time for students to prepare arguments and counterarguments using:

target vocabulary

discourse markers (Firstly, however, in contrast, ultimately…)

evidence from the text

7️⃣ Ethical Dilemma Simulation (Role-Play)

Scenario:
A very popular influencer (20 million followers) is considering endorsing a candidate in an upcoming election. A large political party offers them money to post support. Journalists threaten to dig up past controversial posts.

Assign roles:

Influencer

Political strategist

Journalist

Young voter

Ethics investigator

Each role must explain:

motivations

possible risks

expected pushback

how they would shape the narrative

This encourages high-level reasoning and spontaneous argumentation.

8️⃣ Advanced Writing Task (Homework or In-class)

Write an opinion article (250–300 words):

Topic:
Should influencers be allowed to participate in political campaigns, or should there be restrictions?

Requirements:

include 4 target vocabulary items

use at least one counterargument

conclude with a balanced judgment

9️⃣ Final Quick Quiz (Vocabulary-in-Context)

1. Many young people feel ______ by political debates on TV.

2. Influencers can ______ the public narrative during election season.

3. When a fashion influencer ______ politics, the reaction was intense.

4. The public showed strong ______ when influencers endorsed a controversial candidate.

5. Reporters tried to ______ old tweets to damage her credibility.

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BBC Learning English - 6 Minute English / How are influencers affecting politics?

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🔍 ADVANCED CRITICAL-THINKING CLASS: Generations in the Workplace

1. Introduction – Opening Provocation (5 minutes)

Write this on the screen and ask your student to react:

🗣️ “Generational differences are a myth created by the media.”
Do you agree or disagree? Why?

Encourage quick, instinctive answers.

2. Deep Vocabulary for Critical Discussion (5–8 minutes)

Discuss meanings + ask student to use each word in a personal or workplace example:

Entrenched beliefs

Confirmation bias

Cultural narratives

Intergenerational friction

Inclusive leadership

Perceived productivity vs. actual productivity

Self-reported data

Attribution error

Ask:
👉 Which of these concepts helps explain generational conflict at work?

3. Critical Comprehension (not factual—interpretative) (8 minutes)

These questions force the student to interpret, not repeat.

1. Why does Grace say it’s “acceptable” to make jokes about generations, and what does this reveal about social norms?

2. Why might younger workers feel less productive even if they aren’t? What social or economic forces could influence this perception?

3. Grace says younger people appear more progressive, but this might not last. What does this tell us about the relationship between age and ideology?

4. If AI replaces entry-level tasks, what long-term effects could this have on leadership pipelines and corporate culture?

5. How can autonomy improve productivity? Can autonomy ever backfire?

4. Critical Thinking Round 1: Challenging Assumptions (10 minutes)

Present these statements one by one.
Ask your student to challenge, defend, or critically nuance each one.

1. “Older workers resist technology.”

2. “Younger workers lack work ethic.”

3. “Generational differences are just personality differences with a label.”

4. “AI will expose unproductive workers, not harm them.”

5. “We cannot have inclusive leadership without equal voice in meetings.”

Push them to use reasoning, examples, and evidence.

5. Critical Thinking Round 2: Dilemmas (10 minutes)

Give the student workplace dilemmas involving generational diversity. They must analyze the scenario, identify biases, and propose solutions.

A. The Meeting Dilemma

A senior manager dominates meetings. Younger staff rarely speak.
💬 Is this a generational issue, a personality issue, or a leadership issue?

B. The Feedback Dilemma

A manager feels “uncomfortable” giving critical feedback to Gen Z employees.
💬 Is this bias, empathy, fear, or miscommunication?

C. The AI Dilemma

Your company wants to automate junior tasks.
💬 How can the company still train young professionals?

D. The Productivity Dilemma

A Gen Z employee reports feeling “unproductive” despite performing well.
💬 What psychological or structural factors might explain this?

6. Debate Activity (10–12 minutes)

Choose one of the motions below.
Your student must take a side and defend it with 3–4 points.

Debate Motions

1. “Generational categories (Gen Z, Millennial, etc.) should be eliminated from workplaces.”

2. “AI deepens generational inequality in employment.”

3. “Younger workers are more adaptable than older ones.”

4. “Companies overemphasize generational differences to avoid fixing real problems.”

Encourage:

counterarguments

use of examples

asking questions back

7. Synthesis Task (Mini-Essay) (Homework or In-Class Writing)

Assign a 180–220-word argumentative paragraph:

✍️ “To what extent are generational differences a real barrier to workplace productivity?”

Requirements:

present a clear thesis

acknowledge an opposing viewpoint

use a concept from the episode (autonomy, inclusive leadership, progressive beliefs, AI, etc.)

conclude with a recommendation for organisations

(Optional) You can review it together next class.

8. Reflection (2 minutes)

Ask:

🧠 What is one stereotype you’ve believed about another generation?
Has your view changed after analyzing this topic?

Perfect way to consolidate insight.

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BBC Learning English - Work in the future / How do generations work together?

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Pippa and Phil talk about older and younger people in the workplace.

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Comprehension Quiz – The New Geography of Work

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Comprehension Quiz – The New Geography of Work

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1. Multiple choice

According to the reading, flexible work initially appears to democratise employment because it:

A. Increases company profits

B. Allows more people with different needs to participate in the labour market

C. Eliminates the need for childcare

D. Reduces the number of remote jobs available

2. Short answer

What is the flexibility paradox in your own words?

3. Inference

Why might flexible workers feel pressure to overwork even though they have more control over their schedules?

4. Multiple choice

Which group is highlighted as being particularly affected by the paradox of flexible work?

A. Senior executives

B. Recent university graduates

C. Women with caregiving responsibilities

D. Employees in the tourism industry

5. Short answer

Name two risks associated with the four-day week according to critics.

6. True or False

Trials of the four-day week showed a significant drop in productivity.

(True / False)

7. Inference

Why does the reading suggest that flexible work might benefit employers more than employees in some cases?

8. Multiple choice

Which of the following best captures the central question posed at the end of the text?

A. Whether remote work will replace offices entirely

B. Whether flexible work genuinely improves wellbeing or simply repackages existing pressures

C. Whether companies should adopt AI technologies

D. Whether employees prefer to work from home or from the office

9. Short answer

What kind of structural safeguards does the text suggest organisations should implement?

10. Critical thinking

Do you think flexible work reduces or reinforces inequality? Support your answer with one idea from the text and one idea from your own reasoning

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Advanced Reading: The New Geography of Work — Freedom or a Silent Trap?

Over the last decade, flexible working has evolved from a rare privilege to an expectation among skilled workers. The pandemic accelerated this shift, convincing companies that productivity does not necessarily depend on physical presence or rigid timetables. Today, millions of employees negotiate the time, place, and pace of their working lives. But beneath the promise of autonomy lies a more complicated reality—one that raises questions about inequality, wellbeing, and the long-term sustainability of our modern work culture.

At first glance, flexible work appears to democratise employment. Parents, caregivers, and people with chronic health conditions gain access to opportunities that were previously out of reach. Supporters argue that flexibility improves work–life integration, increases motivation, and reduces burnout. Companies, for their part, enjoy improved retention rates and can tap into a more diverse labour market. In theory, everyone wins.

Yet research from labour economists suggests that flexibility may operate as a double-edged sword. A growing body of evidence indicates that employees with greater control over their schedules often end up working longer hours, not fewer. Without the physical boundary of an office or the temporal boundary of a fixed schedule, work tends to bleed into evenings, weekends, and supposed “rest time.” Digital communication makes employees perpetually reachable, and performance expectations—explicit or implicit—push many to demonstrate that flexibility does not mean reduced commitment.

Paradoxically, the very tools designed to empower employees may intensify pressure to self-manage in ways that are neither healthy nor equitable. Scholars such as Heejung Chung call this the “flexibility paradox”: workers gain freedom, but they also absorb more responsibility, more task-switching, and often more unpaid labour. Women, in particular, face a unique burden. Instead of liberating them from domestic responsibilities, flexible work can reinforce traditional gender roles by allowing them to “fit in” paid work around caregiving—effectively performing two jobs in the same amount of time.

The debate grows even more complex when discussing the four-day week, a reform that many see as the next frontier of labour innovation. Trials in Europe, Australia, and North America show promising results: equal or improved productivity, reduced stress, higher satisfaction, and even greater civic engagement. Advocates argue that technological progress should allow society to work less without sacrificing economic output.

However, critics warn that the four-day week—much like flexibility itself—may not benefit all sectors equally. High-income knowledge workers are far more likely to enjoy compressed schedules than manual labourers, frontline staff, or service-industry employees. There is also the risk that “four days” simply means fitting five days’ worth of work into a shorter timeframe, generating new forms of pressure and intensification.

Ultimately, the future of working time hinges on a crucial question: Are we redesigning work to genuinely improve human wellbeing, or merely repackaging the same demands in a more attractive form? Without structural safeguards, flexible work may serve employers more than employees, subtly expanding productivity expectations while disguising them as personal choice.

For flexibility to fulfil its promise, organisations need policies that protect downtime, discourage over-availability, and distribute flexibility fairly across the workforce. Otherwise, the geography of work may change—but its fundamental inequalities may remain intact.

⸻

High-Level Discussion Questions (C1–C2)

Personal & Critical

1. Do you consider flexible work a genuine form of autonomy, or does it simply shift responsibilities from organisation to individual?

2. In your experience or observation, does flexibility improve work–life balance, or does it blur boundaries?

3. Which is more important for wellbeing: flexibility or predictability? Why?

Workplace & Society

4. Should governments regulate flexible work to prevent overwork? What kinds of protections would you propose?

5. Do you believe the four-day week is realistic for most industries, or is it only feasible for the knowledge economy?

6. How might flexible work reproduce or reduce gender inequality?

Future & Ethics

7. If AI and automation increase efficiency, should society commit to reducing working hours?

8. Is there a risk that flexible work normalises unpaid labour (emails at night, weekend tasks, etc.)?

⸻

Argumentative Writing Task (Advanced)

Write a 250–350 word argumentative essay answering:

“Does flexible work meaningfully improve workers’ wellbeing, or does it mask deeper structural problems in modern labour?”

Your essay should:

• State a clear thesis.

• Use evidence or examples from the reading.

• Acknowledge at least one opposing viewpoint.

• Conclude with your own evaluation of the future of flexible work.

Optional structure prompt

1. Introduction: Define flexible work + present your claim.

2. Body paragraph 1: Benefits (autonomy, accessibility, wellbeing).

3. Body paragraph 2: Drawbacks (overwork, blurred boundaries, gendered impact).

4. Counterclaim: Why some believe the problems can be solved.

5. Conclusion: Final judgement + prediction for the future.

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BBC Learning English - Work in the future / Should we work fewer hours?

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Pippa and Phil talk about flexible work and whether it benefits employees.

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🌍 Lesson Plan: COP30 — Does Global Climate Action Still Work?

Objectives

Analyze the effectiveness of international climate summits.

Develop critical thinking and persuasive writing skills.

Expand vocabulary related to diplomacy and environmental policy.

1. Warm-Up Discussion (10–15 minutes)

Start with an open question:

Do you think international meetings like COP30 can truly change the world, or are they mostly symbolic events?

Encourage the student to reflect on why countries attend these meetings.

Ask follow-up questions:

What motivates leaders to participate in such events?

How much influence do ordinary citizens have compared to politicians?

Should developing countries follow the same environmental standards as richer ones?

Useful expressions:

“I find it hard to believe that…” / “It might sound idealistic, but…” / “In theory yes, but in practice…” / “Let’s face it…”

2. Main Reading (15–20 minutes)

COP30 begins in Belém, Brazil

Two weeks of international climate talks began this week in Belém, Brazil. COP, the Conference of the Parties, is an annual gathering of politicians and negotiators from around the world to discuss climate change and make agreements to help deal with the problem.

This year, several world leaders—including Donald Trump—decided not to attend. Some experts believe that without strong political leadership, these talks may lack impact. Others argue that even if global agreements are imperfect, they still keep the conversation going and pressure governments to act.

In his opening speech, Brazilian President Luiz Inácio Lula da Silva warned about the dangers of fake news and climate deniers, people who argue that human-caused climate change is not real.

Key vocabulary:

major player – an important person or organization in a situation

muted – not enthusiastic or excited

point – purpose or meaning

climate denier – someone who denies that climate change is caused by humans

Comprehension questions:

1. What is the main goal of COP meetings?

2. Why might some people think COP30 will not achieve much?

3. What warning did Lula give?

4. What does “muted” suggest about the public or media reaction?

3. Extension Reading (20–25 minutes)

The Critics’ View

Over the years, COP conferences have been criticized for producing more speeches than solutions. Environmental activists accuse leaders of making empty promises and taking symbolic photos while avoiding difficult decisions about fossil fuels and deforestation.

Critics also point out that many countries sign ambitious climate pledges but fail to meet them. At previous COPs, some of the biggest polluters promised to cut emissions drastically, yet global emissions have continued to rise.

Others question the carbon footprint of the event itself—thousands of participants fly in from across the world, generating significant emissions just to talk about reducing them.

Despite this, some experts defend COP conferences, saying that progress is slow but real. Agreements like the Paris Accord wouldn’t exist without these global gatherings. “The alternative is no dialogue at all,” said one UN advisor. “And without dialogue, there’s no chance of cooperation.”

Still, as the planet continues to warm, more people are asking a difficult question: How many more conferences will it take before leaders actually act?

Questions for reflection:

1. What are the main criticisms mentioned in the text?

2. What evidence do critics use to support their arguments?

3. How do supporters of COP respond to these criticisms?

4. In your opinion, are climate summits more about image or impact?

5. What do you think “the alternative is no dialogue at all” means? Do you agree? Why or why not?

Optional question:

If you were a journalist covering COP30, what headline would you write to summarize the event?

4. Discussion Activity (15–20 minutes)

Invite your student to explore different points of view by imagining different perspectives. For example:

a climate activist frustrated by slow progress

a government official who believes dialogue is essential

a business leader concerned about the economic effects of environmental policies

a citizen from a developing country who believes wealthier nations should take greater responsibility

Then discuss the question:

Should countries continue holding massive global summits, or should they invest the money directly in climate action?

Encourage the use of expressions such as:

“Let’s be realistic…” / “That’s an oversimplification…” / “The cost of inaction is higher than the cost of discussion.”

5. Writing Task (20–25 minutes)

Ask the student to write a short opinion article (around 200 words) titled:

COP30: A Necessary Conversation or a Global Illusion?

Guidelines:

Begin with a clear introduction stating your opinion.

Include one argument for and one against climate summits.

Use at least three of the following expressions: major player, muted, point, fake news, climate denier, empty promises.

End with a reflection or a suggestion for real change.

Model frame (optional):

Every year, world leaders meet to discuss the planet’s future, but many people question whether these conferences make any real difference. While COP30 brings attention to global warming, critics argue that…

In my view, the point of these meetings is…

However, without strong leadership, they risk becoming…

Ultimately, I believe that…

6. Reflection and Wrap-Up (10 minutes)

Conclude with reflection questions:

What new ideas or perspectives did you hear during the class?

Did your opinion change after reading or discussing the articles?

What small actions do you think are more effective than waiting for governments?

Optional Homework

Watch a TED Talk such as “The reality of climate change: It’s time to act” by Greta Thunberg or Christiana Figueres.

Then write a short reflection (100 words): What would make a climate conference truly effective?

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(Photo by Dado Galdeiri/Bloomberg via Getty Images)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

The story

Two weeks of international climate talks began this week in Belém in Brazil. COP is an annual gathering of politicians and negotiators from around the world to discuss climate change and make agreements to help deal with the problem.

Some important people have decided not to attend, such as US President Donald Trump. Some experts think that because some powerful leaders aren't attending the talks, they won't make any progress, although others believe the negotiations are still very important for fighting climate change.

In a speech on the first day of the talks, Brazilian president Luiz Inácio Lula da Silva warned about the dangers of fake news and climate deniers, people who incorrectly argue that human-caused climate change is not real.

News headlines

Who are the major players at Cop30 and what do they want?
The Guardian

COP30: Trump and many leaders are skipping it, so does the summit still have a point?
BBC News

Muted global business turnout at COP30 reflects subdued mood
The Financial Times
Key words and phrases
major player
important person or organisation within a particular situation

They mayor hopes to become a major player in negotiations about a new railway.

point
purpose or meaning

I don't see the point in ironing my clothes - they'll only get creased again.

muted
not very enthusiastic or excited

The CEO's new ideas received a muted response from staff at the company meeting.

Next

Find all our news programmes.

Learn more about the environment in English with this topic page.

Practise your reading skills with The Reading Room.

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BBC Learning English - Learning English from the News / COP30: Are climate talks effective at fighting climate change?

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International leaders gather for COP30 climate talks, but some important people are not attending.

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🌍 Lesson Plan:

Ethics and Modern Society – How Supply Chain Transparency Can Help the Planet

Level: Upper-Intermediate (B2)

Length: 70–90 minutes

Skills: Listening, speaking, reading, vocabulary, critical thinking

Source: TED Talk – Markus Mutz: How Supply Chain Transparency Can Help the Planet

🎥 Link to video

1. Warm-Up (10–15 minutes)

Begin by asking students a few reflective questions:

• What does the word “ethical” mean to you when it comes to business?

consumption is a reality.

• Should companies be held responsible for what happens in their factories overseas?

Encourage students to share examples of products or brands they associate with ethical or unethical behaviour.

Optional visual prompt: show tags that read Made in China or Made in Bangladesh and ask what ideas or emotions they associate with them.

2. Key Vocabulary (10 minutes)

Introduce key expressions orally and with short examples.

Supply chain means the entire system involved in producing and delivering a product, from raw materials to the customer.

Transparency refers to openness and honesty, especially when companies share information about how their products are made.

Trace means to follow or track the path of something from its origin to its destination.

Verify means to check or confirm that something is true or accurate.

Sustainability is the practice of using resources responsibly so that future generations are not harmed.

Accountability means taking responsibility for one’s actions and accepting the consequences.

Exploitation is the unfair use of people or resources for profit.

Ethical consumption is the act of buying products that are made in a fair, responsible and environmentally friendly way.

Carbon footprint refers to the total amount of carbon dioxide emissions produced by a person, company, or activity.

Greenwashing means pretending to be environmentally friendly in order to improve public image without real action.

Ask students to make one sentence of their own with two of these words.

3. Listening: The TED Talk (20–25 minutes)

Before watching, ask:

“What do you think the phrase supply chain transparency means?”

“Why might it help protect the planet?”

While watching, tell students to focus on these questions:

1. What main problem does Markus Mutz describe about modern supply chains?

2. What kind of technology does he propose to make them more transparent?

3. What are the benefits of transparency for companies and for the planet?

4. Which examples does he give to illustrate ethical or transparent practices?

After viewing, students compare their notes in pairs and then discuss as a class.

4. Reading Extension (10 minutes)

Read the following short passage aloud or give it in print:

Transparency in supply chains allows consumers to make informed decisions. By knowing how products are made, we can choose companies that respect people and the planet. However, achieving full transparency is difficult because many companies hide unethical practices or lack reliable data. New technologies such as blockchain can help trace products from the factory to the store. The future of ethical business depends on our collective demand for truth and accountability.

Discuss briefly:

• What is the main idea of the text?

• Why is transparency still difficult to achieve?

• How might technology solve some of these problems?

5. Speaking and Debate (25 minutes)

Mini-debate activity:

Divide students into small groups. Each group chooses one statement and discusses whether they agree or disagree.

Ethical products are only for rich people.

Transparency should be mandatory for all companies.

Consumers have the real power to change the world.

Companies care more about profit than ethics.

Encourage use of the new vocabulary while explaining opinions.

Role-play extension:

Students imagine they work for a company accused of using an unethical factory.

Roles include: the CEO (concerned about profit), the Ethics Manager (focused on transparency), the PR Officer (worried about reputation), and a Journalist (asking hard questions).

Groups must decide what the company should do next.

6. Wrap-Up and Reflection (10 minutes)

Finish with open discussion:

• What surprised you in Markus Mutz’s talk?

• Do you think consumers can really make companies more ethical?

• What steps could you personally take to become a more ethical consumer?

7. Homework / Writing Task

Ask students to write a short opinion paragraph (150–200 words) answering the question:

“Is transparency the key to a more ethical world?”

They should include at least five of the new words from the lesson and give personal or real-world examples

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Markus Mutz: How supply chain transparency can help the planet

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Given the option, few would choose to buy products that harm the earth -- yet it's nearly impossible to know how most consumer goods are made or where they're sourced from. That's about to change, says supply chain innovator Markus Mutz.

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After the War: Gaza at a Crossroads

After years of intense conflict, the war in Gaza has finally come to an end. The ceasefire, brokered through a combination of international pressure and internal exhaustion, has brought a fragile sense of calm to a region marked by deep wounds. While the sound of airstrikes has ceased and borders are slowly reopening, the real challenge is only beginning: rebuilding lives, institutions, and trust.

One of the immediate consequences is a massive humanitarian crisis. Hospitals and schools lie in ruins, access to clean water and electricity remains limited, and thousands of families are displaced. International organizations have promised billions in aid, but experience shows that reconstruction in war-torn areas is often slow and complicated. Corruption, political divisions, and logistical barriers can delay the delivery of essential resources, leaving civilians in prolonged uncertainty.

Another key consequence is the shifting balance of power. The end of the war has forced various political actors—both local and international—to rethink their strategies. Regional powers are competing to influence the post-war order, while local leaders must address internal divisions that have deepened during the conflict. Whether Gaza will move toward unity and stability, or fall into new cycles of political struggle, remains uncertain.

The psychological and social consequences are equally profound. An entire generation has grown up amid violence and displacement. For many, trauma, mistrust, and grief shape daily life. Reconciliation and social healing will be essential, but they cannot happen overnight. Without real opportunities, young people may lose hope in peaceful solutions, creating a dangerous environment for future instability.

Finally, the global community faces a test of political will. Will promises of aid and diplomatic support be followed by concrete, sustained action? Or will international attention gradually fade, leaving the region to navigate its future largely alone? The answer to this question may determine whether Gaza’s post-war period becomes a story of recovery—or a prelude to further conflict.

🧠 Vocabulary Focus

Ceasefire – an agreement to stop fighting temporarily or permanently.

Humanitarian crisis – a situation in which basic human needs are not being met due to conflict or disaster.

Displaced – forced to leave one’s home due to war, disaster, or persecution.

Reconstruction – the process of rebuilding structures, institutions, or societies after destruction.

Political divisions – deep disagreements or conflicts between political groups.

Trauma – emotional shock and long-lasting distress caused by a disturbing experience.

Reconciliation – the act of restoring friendly relations between groups in conflict.

Post-war order – the political and social structure established after a war.

Political will – the determination of political actors to act decisively on an issue.

Precarious – not secure; likely to fall apart or collapse.

✍️ Writing Task – Opinion Essay

Topic:

“Ending a war is not the same as achieving peace.”

Do you agree or disagree with this statement? Use examples from the reading passage and your own reasoning.

Instructions:

Write 150–200 words.

Use linking words (for example: firstly, however, on the other hand, therefore, as a result).

Include at least 5 vocabulary words from the list above.

Structure your text with an introduction, body, and conclusion.

💬 Speaking Extension – Debate Activity

Debate motion:

“The international community should take the lead in rebuilding Gaza after the war.”

Team A (Pro): Argue that international intervention is necessary to ensure effective reconstruction, transparency, and peace.

Team B (Against): Argue that local leaders and communities should lead the process to maintain sovereignty and build sustainable solutions.

Debate tips:

Use arguments and examples from the reading.

Speak clearly and formally (“I strongly believe…”, “One key argument is that…”).

Respond to the opposing team’s points respectfully.

📝 Optional Extension (Homework)

Research a real example of post-war reconstruction (such as Bosnia, Rwanda, post-WWII Europe, or Ukraine) and compare it to Gaza’s situation.

Prepare a short 3–5 minute presentation

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🌍

Advanced English Lesson — Renewable Energy Surpasses Coal

Level: Advanced

Topic: Renewable energy and global energy trends

Skills: Reading, vocabulary, speaking, writing

Time: 60–90 minutes

1. 🗣 Warm-Up Discussion (10 minutes)

Begin by asking your student the following questions to activate background knowledge and encourage critical thinking:

What are the main sources of energy in your country?

Do you think renewable energy can fully replace fossil fuels? Why or why not?

How does the growth of renewable energy affect global politics and economies?

What do you think are the biggest challenges to switching to clean energy?

Encourage the use of advanced connectors such as nevertheless, whereas, in contrast, and consequently.

2. 📖 Extended Reading Text (15–20 minutes)

Solar and Wind Power Surpass Coal: A Historic Energy Shift

In a landmark moment for the global energy transition, renewable energy has overtaken coal as the primary source of electricity generation for the first time in history. A new international report reveals that more electricity was produced from wind and solar energy in the first half of this year than from coal-fired power plants. This shift represents a crucial step in the worldwide effort to reduce carbon emissions and combat climate change.

Global electricity demand has continued to rise, driven by economic growth, industrial activity, and population increases. Remarkably, 100% of this growth has been covered by renewable energy sources, demonstrating the accelerating pace of the clean energy transition. Solar and wind, in particular, have experienced unprecedented expansion, with China and India responsible for a significant share of the new capacity. Both nations have invested heavily in renewable infrastructure, positioning themselves as leaders in the green energy race.

Interestingly, Europe and the United States, despite their ambitious climate targets, recorded increases in coal and gas power generation. Experts suggest that geopolitical tensions, energy security concerns, and the slow rollout of clean infrastructure have contributed to this temporary rise in fossil fuel use. Nonetheless, the long-term trend remains clear: renewables are becoming more affordable, efficient, and widespread.

According to the report, renewable energy generation could double by the end of the decade, thanks to technological innovations, policy incentives, and growing public support. However, experts warn that achieving net-zero emissions will still require massive investments in energy storage, transmission networks, and regulatory reforms. Without these, even a rapid expansion of clean energy might not be sufficient to fully replace fossil fuels.

This milestone is both a cause for celebration and a reminder of the work that remains. The transition to a sustainable energy future is underway — but its success depends on global cooperation, political will, and continued innovation.

3. 🧠 Comprehension and Vocabulary Work (15 minutes)

A. True or False

1. Renewable energy has produced less electricity than coal this year.

2. China and India are major contributors to renewable energy growth.

3. The US and Europe have completely stopped using coal.

4. All the new global electricity demand has been met by renewables.

B. Vocabulary Meanings

Work through these key words and definitions with your student:

Surpass – to be more than or better than something.

Primary source – the main origin of something.

Demand – the need or desire for goods or services.

Capacity – the amount of something a system can produce or hold.

Milestone – an important event in history or progress.

Ask the student to give their own examples for each word to ensure active use.

C. Vocabulary in Use

Have the student create sentences using the following expressions:

“surpass expectations”

“primary source of energy”

“growing demand for”

“expand capacity”

“historic milestone”

Encourage them to use complex sentence structures or connect these phrases to real-world examples.

4. 💬 Speaking Task — Discussion (15–20 minutes)

Open a deeper discussion using these questions:

Why do you think China and India are leading in renewable energy growth?

What factors might explain Europe and the US increasing their use of coal recently?

What are the social and economic consequences of a global shift to renewable energy?

Do you believe renewable energy can fully meet the world’s electricity demand by 2030? Defend your position.

What technological or political changes are still needed to accelerate this transition?

Encourage the use of advanced grammar, such as conditionals, modal verbs, and passive voice.

For example:

“If governments invested more in solar technology, the transition would accelerate.”

“This might represent a turning point for global energy policy.”

“Renewable energy is being adopted at unprecedented rates.”

5. ✍️ Writing Task (Homework or In-Class – 15 minutes)

Essay Prompt:

“Renewable energy is no longer an alternative — it is becoming the norm.”

Discuss the opportunities and challenges this shift presents for governments, businesses, and individuals. Support your arguments with examples.

Requirements:

200–250 words

Formal register

Clear structure (introduction, body paragraphs, conclusion)

Use at least five of the vocabulary words from the lesson

6. 🌱 Optional Extension

Watch a short BBC Learning English or Guardian video on renewable energy milestones and discuss key points afterward.

Research and prepare a short oral report (2–3 minutes) about your country’s renewable energy goals, policies, or challenges

(Answers: 1–False, 2–True, 3–False, 4–True)

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BBC Learning English - Learning English from the News / Solar and wind beat coal for first time

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More electricity has been generated through wind and solar power than from coal power plants for the first time ever

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🌟 Lesson Plan: “The Millennial Saint – Carlo Acutis”

Level: Intermediate
Skills: Reading, Pronunciation, Vocabulary, Speaking
Time: 45–60 minutes

1. Warm-up (5–7 minutes)

Start with a short conversation to activate your student’s background knowledge and get them speaking right away. You can ask:

Do you know anyone who has inspired many people online?

Do you think religion and technology can work together? Why or why not?

What does it mean to be a “modern hero” today?

Encourage full answers, not just “yes” or “no.” The goal is to get the student using natural speech and expressing personal opinions.

2. Extended Reading (Pronunciation & Vocabulary Focus)

Ask the student to read the text aloud once from beginning to end. You will listen carefully for pronunciation, rhythm, and stress. After the first read, work together on tricky words, connected speech, and natural intonation.

You can also model sentences and have the student repeat them.

The Story of Carlo Acutis – God’s Influencer

Carlo Acutis was born in London in 1991, but he grew up in Milan, Italy. From a young age, he showed a deep curiosity about faith and the Catholic Church, even though his parents were not especially religious. Carlo loved technology. He was a keen gamer and a computer whiz. By the time he was eleven, he had taught himself basic programming and web design.

Carlo decided to use his digital skills in a unique way: he started building websites to document and share information about Eucharistic miracles — events that believers consider to be proof of God’s presence. He wanted to use the internet to bring faith closer to people, especially young people.

Besides his interest in technology, Carlo was known for his kindness. He often helped classmates who were going through difficulties and volunteered his time to assist the poor. Friends say that he had a special ability to make everyone feel welcome and valued.

At the age of fifteen, Carlo was diagnosed with leukaemia, a serious blood cancer. Even though his illness progressed rapidly, he remained positive and focused on helping others. He offered his suffering for the Church and for young people. Carlo passed away in 2006.

His story spread quickly online, inspiring thousands of young Catholics around the world. People started referring to him as “God’s influencer,” because he used the digital world to share his faith in a modern way.

In 2020, Pope Francis beatified him — the step before becoming a saint. Finally, in 2025, Carlo Acutis was officially declared a saint by the Catholic Church, making him the first “millennial” saint. His life continues to motivate people to use technology for good, and to believe that holiness is possible at any age.

3. Vocabulary Practice (10 minutes)

Choose key words and expressions from the text to focus on:

nickname- apelido

whiz - very knowledgable- sabio

evangelise - spread the power of jesus.

curiosity - wants to know something

diagnosed- when you discover something like a disease.

inspire- when you take something like a reference.

First, check if your student understands the meanings through context. Then, give or elicit simple definitions orally.

Have the student repeat each word after you to work on pronunciation. Then, ask them to make their own original sentences with three or four of these words to reinforce both vocabulary and fluency.

4. Pronunciation Practice (10 minutes)

Focus on word stress and sentence rhythm. Words like inspire, evangelise, diagnosed, and Eucharistic may be challenging, so work through them slowly.

You can do the following steps:

1. Model each difficult word clearly and have the student repeat.

2. Choose one paragraph and read it together sentence by sentence, first slowly and then at natural speed.

3. Have the student record themselves reading the paragraph, then listen together and correct stress and intonation.

4. Work on linking sounds in sentences to make speech flow more naturally (e.g., “Carlo was a keen gamer” → “Carlo-wəz-a-keen-gamer”).

5. Discussion (10–15 minutes)

Ask open-ended questions that encourage the student to use the vocabulary and ideas from the text.

For example:

Why do you think Carlo’s story became so popular among young people?

he became popular beacause a modern tool to talk with young people and spread the catholic religion.

Do you think someone can be a positive influencer on the internet today? How?

i believe you can trust and follow a god´s influencer.

If you could use technology to help others, what would you do?

i think internet can help so everybody might need it.

Should religion adapt to modern technology or stay traditional?

interaction is essential in person encounters in the church, it´s necessary to check what is best for you.

Give feedback on grammar and pronunciation, but keep the focus on communication and vocabulary use.

6. Writing Extension (Optional Homework)

Ask the student to write a short paragraph of 120–150 words about someone who inspires them. It can be a public figure, a friend, or a family member.

Encourage them to include:

A nickname or title the person has

How they influence others

How they use modern tools (like social media, technology, etc.)

Why they find this person inspiring

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BBC Learning English - Learning English from the News / ‘God’s influencer’: First millennial saint named

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Catholic church names 15-year-old boy the first millennial saint

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🏫 Class Plan –

Afghanistan’s Internet Blackout and Women’s Rights

1. Warm-up (5–7 min)

Ask your student:

How important is the internet in our daily life?

the internet is essential for life, things like paying services, watching tv or even connecting is essential with internet.

Could you live without it for a week? Why/why not?

Do you think governments should have the power to cut internet access?

2. Reading Article (Extended Version) (10–12 min)

📖 Reading Passage

In recent weeks, Afghanistan has faced a nationwide internet and mobile service shutdown, ordered by the Taliban government. The decision has provoked shock both inside the country and internationally. For many Afghans, especially women and girls, internet access was more than just a luxury—it was a lifeline.

After being banned from attending schools, universities, and most workplaces, many Afghan women relied on online education platforms to continue studying. Others turned to the internet to sell homemade products, offer freelance services, or connect with customers abroad. With the blackout, these opportunities have been destroyed almost overnight.

Human rights organisations warn that the shutdown could have devastating long-term effects. By restricting women’s ability to study or earn a living, Afghanistan risks creating a generation of women who are isolated, uneducated, and financially dependent. Critics argue that the Taliban’s strategy aims to stamp out any form of independence among women, leaving them with no alternatives.

Beyond women’s rights, the blackout affects the entire Afghan population. Businesses cannot communicate with international partners, students cannot access resources, and families are cut off from relatives living abroad. Observers fear that without urgent international intervention, Afghanistan may slide deeper into an abyss of poverty, repression, and global isolation.

For many Afghan women, the internet was their last hope of having a voice in society. With this hope now extinguished, the country’s future appears uncertain and fragile.

3. Vocabulary Focus (10 min)

stamp out – take strong action to stop something

abyss – a very negative situation that is hard to escape

last hope – the final chance for success

👉 Activity: Student creates 3 original sentences for each phrase, one personal, one global, and one imaginary/futuristic.

Example: If we don’t act on climate change, the planet could fall into an abyss of destruction.

example: Donald Trump is trying to stamp out the immigration system.

example: the international support is the last hope for Ucrane keep their territory.

4. Reading Comprehension (10 min)

Questions:

1. Why was the internet especially important for Afghan women?

because is the last hope for women continuing to study and to get connected or selling services and products natiowide and internationally.

2. What consequences does the article suggest the shutdown might cause?

the big consequence is on women without education and the financial dependence from men.

3. How might the blackout affect Afghanistan’s connection with the rest of the world?

i think there´s a direct effect because without the internet it´s not possible to connect abroad and lose connection with relatives.

4. Why do human rights organisations consider this situation so serious?

i think the human rights can break the limitations of the government for women in the country and let them study and get connected.

1. What is meant by “last hope” in the article?

it´s the last try for women have the contact with the outside like education, studies and their families.

5. Grammar Practice (10 min)

Focus: Expressing concern and probability (modals of deduction & speculation)

Examples from the text: “The shutdown could have devastating long-term effects.”

Structures to review:

might / could / may + verb (possibility)

must + verb (logical conclusion)

can’t + verb (impossibility)

👉 Activity: Ask the student to speculate:

What might happen if the blackout continues for months?

so, if the blackout continues for month, women may lose the opportunity to have education.

What must Afghan women be feeling now?

they must be feeling bad for this situation directed to them and impacting their future as women.

What can’t happen in a modern society without internet access?

in theory in modern society without internet can´t live without internet because it will destroy the principal services that now the internet holds and that makes our life without internet difficult and tough.

6. Discussion & Critical Thinking (15 min)

Should access to the internet be considered a human right? yes

Is it possible for a country to develop without internet access?no

Do you think international governments should intervene in situations like this? Why or why not?

What parallels can you see with other countries that restrict internet or media freedom?

7. Wrap-up & Homework

Student writes a short opinion essay (150–180 words): “The internet should be a basic human right. Do you agree or disagree?”

Prepare 5 discussion questions for the next class about how technology influences freedom and education.

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BBC Learning English - Learning English from the News / Taliban cut off internet

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The Taliban government of Afghanistan has shut down the internet, making it even harder for women and girls to access education.

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📰 Class Plan: Trump, Tylenol, and Autism – Fact or Fear?

🎯 Objectives

Improve reading comprehension with a longer news-style text.

Learn and use vocabulary connected to science, health, and misinformation.

Practice critical thinking and discussion about health claims in politics and media.

1. Warm-up (5 min)

Questions to spark ideas:

Should politicians give medical advice? Why or why not?

Who do you usually trust more: a doctor or a politician?

2. Extended Reading (10–12 min)

📖 Reading Text

Recently, former US President Donald Trump suggested that there may be a link between the common painkiller Tylenol (also called paracetamol) and autism in children. He mentioned that pregnant women who use the drug could increase the risk of their babies developing autism.

However, medical experts strongly disagree. The American College of Obstetricians and Gynaecologists (ACOG) said Trump’s comments were “unsettling” and not supported by “reliable data.” Scientists in the UK also criticized his remarks, injecting what they called “a large dose of scepticism.”

Health professionals worry that such statements can create fear and confusion among pregnant women. Tylenol is one of the most widely used medicines in the world for reducing pain and fever. Most scientific studies so far show no clear evidence that it causes autism.

Doctors argue that when politicians make unscientific claims, the public may stop trusting medical advice. In fact, misinformation about medicine has been linked to dangerous consequences in the past — for example, people refusing vaccines because of false information.

This is not the first time Donald Trump has made controversial health claims. During the COVID-19 pandemic, he suggested that disinfectant injections could be a possible treatment — an idea that doctors immediately debunked as false and dangerous.

The current debate shows how important it is for the public to check the reliability of information. While politicians have influence, experts warn that scientific evidence, not personal opinion, should guide public health decisions.

3. Vocabulary Focus (8 min)

Key words from the article:

push back = to resist or disagree strongly

dose = an amount of something (medicine, or metaphorical)

debunk = to prove something false

👉 Practice: Make your own sentences.

Scientists pushed back on the information coming from D. Trump.

I need a daily dose of sun rays

Experts debunked the idea that tylenol increase the chances of autism.

4. Comprehension Questions (5–7 min)

1. What claim did Trump make about Tylenol and autism?

I think Donald Trump just confirmed this information because he had it in his mind which is unreliable and unsettling.

2. How did medical experts react?

the medical experts pushed back the president´s advice.

3. Why can Trump’s comments be dangerous for pregnant women?

according to women take tylenol can influece children´s disease like autism.

4. What other controversial health suggestion did he make in the past?

the controversial was recommending desinfected vaccines for covid19.

5. According to the text, what should guide public health decisions?

the public health decisions should follow the procedures for specific results.

5. Discussion (15 min)

Small debate / conversation prompts:

Should politicians be punished if they spread false medical information?

so, in my point of view politicians should be punished when spread misinformation, example when people talked about the vaccines and there wasn´t a prove of the cure once you took it.

Why do you think some people believe politicians more than doctors?

unfortunately is true, people follow their leaders through the bad behavior and bad guideness.

How can society protect people from misinformation about health?

how avoiding fake news is a difficult answer. Maybe a better education to filter fake news.

Can you think of other cases when misinformation about medicine caused harm?

i think the classic is about the vaccines, now the tylenol and he just said that climate change is bullshit.

Who do you think should be responsible for correcting false claims in the media?

difficult question because making someone responsible on something on the internet, you need rules and the problem is to blame or to check what is truth or fake. Making the people follow regulations can be a way to cancel voices with the free speech.

6. Wrap-Up (5 min)

Review vocabulary (push back, dose, debunk).

push back = nao concordar/voltar atras

dose = dose

debunk= desacreditar.

Emphasize the difference between opinion vs. evidence.

Student shares one final thought: “I believe…” about the role of politicians in health communication.

✅ Homework idea: Write a short opinion article (150–200 words):
"Should politicians talk about medicine and health? Why or why not?"

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BBC Learning English - Learning English from the News / Trump’s unproven autism claim

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President Trump makes unproven link between autism and the pain relief drug Tylenol – scientists react.

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📖 Extended Reading:

Genocide, International Justice, and the Question of Accountability

An investigation by the United Nations, called a commission of inquiry, has found that Israel has committed genocide against Palestinians in Gaza. According to international law, genocide can be defined through five acts, and the UN report concludes that Israel has carried out four of them since the beginning of the war with Hamas in 2023.

The commission claims that genocidal intent is visible both in the actions of Israeli forces and in statements made by Israeli leaders. Israel’s foreign ministry, however, has strongly rejected the report, calling it “distorted and false.” Political leaders inside Israel have described the inquiry as sloppy and slanted, accusing it of bias. Meanwhile, international media coverage has highlighted a rising chorus of human rights experts who believe the evidence for genocide is overwhelming.

This UN report is not the first time that international organizations have intervened in the Israeli–Palestinian conflict. In 2021, the International Criminal Court (ICC) announced that it would investigate possible war crimes committed in the Palestinian territories. The investigation covers actions by both the Israeli government and Palestinian groups such as Hamas. The ICC’s mandate includes prosecuting individuals for war crimes, crimes against humanity, and genocide, even if they are political leaders or senior military commanders.

However, the reality is complex. Israel does not recognize the ICC’s jurisdiction, arguing that it has its own legal system capable of investigating its military. The United States, Israel’s key ally, also rejects the ICC and has called it “politicized.” As a result, even if the ICC gathers convincing evidence, enforcing arrest warrants would be extremely difficult without international cooperation.

Critics argue that international justice suffers from selectivity. They point to the fact that leaders from weaker nations — often in Africa or the Balkans — have been prosecuted, while leaders from powerful or geopolitically influential countries frequently escape accountability. This creates the impression that international law reflects political interests rather than universal principles.

At the same time, supporters of the ICC and the UN say that even symbolic actions are important. Investigations and reports establish a historical record of abuses, making denial more difficult. They also provide recognition for victims. For instance, the ICC’s 2023 arrest warrant for Russian President Vladimir Putin over the deportation of Ukrainian children was unlikely to result in a trial, but it demonstrated that even the most powerful leaders are not entirely beyond the reach of international law.

The debate continues: can global institutions hold states and leaders accountable without the support of powerful nations? If the UN and the ICC are seen as weak or biased, their legitimacy may collapse. But without them, humanity would have no mechanism at all to address atrocities like genocide.

🔑 Vocabulary

rising chorus – more and more people expressing the same idea

hold responsible – say someone is to blame for something

sloppy – careless or messy

genocidal intent – the purpose of destroying a national, ethnic, racial, or religious group

selectivity – applying rules unevenly, treating some groups more strictly than others

historical record – an official account that documents events for the future

📝 Lesson Plan: Advanced Discussion on International Justice

Level: Advanced (C1)

Time: 75 minutes

Skills: Reading, Vocabulary, Grammar (reporting structures & conditionals), Critical discussion

1. Warm-up (5 min)

Ask: “What is genocide? Can you think of historical examples?”

Elicit short answers, build schema.

2. Vocabulary Focus (10 min)

Introduce 6 keywords.

Activity: Student matches them to definitions, then uses 2 in a sentence about current events.
Example: “There is a rising chorus of protests against climate change.”

3. Reading Task (15 min)

Student reads the extended text above.

Comprehension questions:

1. What does the UN commission accuse Israel of?

2. How did Israel respond?

3. What role does the ICC play in the conflict?

4. Why is international justice criticized for “selectivity”?

5. What is the value of symbolic actions like reports or arrest warrants?

4. Grammar/Discourse Focus (10 min)

👉 Reporting & passive structures

Israel is said to have committed genocide.

The ICC is expected to investigate both sides.

👉 Conditionals for hypothetical justice

If the ICC had real enforcement power, world leaders could be punished more often.

If powerful nations supported the UN, its reports would carry more weight.

Practice: Student transforms sentences:

“The UN accuses Israel of genocide.” → Israel is accused of genocide by the UN.

“If states cooperated with the ICC, …” → student completes with their own idea.

5. Discussion/Debate (20 min)

Prompts:

1. Should the UN and ICC have more power to punish states?

2. If Israel were found guilty, what consequences should follow?

3. Is international law truly universal, or does it reflect political power?

4. Which is worse: biased justice or no justice at all?

Encourage use of:

Vocabulary (rising chorus, hold responsible, sloppy, selectivity).

Grammar (reporting verbs, conditionals).

6. Wrap-up (5 min)

Reflection: “Do you think international reports like this actually change world opinion or policy? Why / why not?”

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BBC Learning English - Learning English from the News / Israel committing genocide in Gaza: UN commission

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A report commissioned by the United Nations has found that Israel has committed genocide in Gaza

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📘 Lesson Plan: The Rise of Literary Travel

Level: Upper Intermediate (B2)

Length: ~60–75 minutes

Skills: Reading, vocabulary, discussion, speaking, writing

1. Warm-up (5–7 min)

Discussion questions:

Do you usually read while travelling? Why or why not?

What kind of books do you take on holiday?

Would you prefer to relax with a book on the beach or join a book club abroad?

2. Pre-Reading Vocabulary (10 min)

Teach / check these words and phrases from the text:

paperback – a soft-cover book

thriller – an exciting, suspenseful story

trend – something becoming popular

cultural immersion – experiencing a culture deeply, not just as a tourist

appeal – the attraction or charm of something

book club/ retreats– a group of people who meet to read and discuss books.

👉 Quick activity: Match the words with their definitions (or use them in short example sentences).

3. Reading Task (15–20 min)

Text: Part 1 – The Rise of Literary Travel (≈390 words)

a) Gist Task (first read)

Question: What is the main idea of this article?
i think the main idea is to bring the new tendency with people who travels with different experiences with the books and the writer´s scenarios to explore where these books were set.

b) Detailed Task (second read)

Comprehension questions:

1. How was reading usually connected with holidays in the past?

in the past didn´t travel to read books, they explored places.

2. What makes “bookish travel” different from just reading a book on holiday?

the difference is when you travel you go on a club with people with the same interest and the contact with the local people, in contrast you do other experiences when you want only explore places.

3. What example does the text give about Florence?

a group of people join together to drink wine and eat pasta to discuss book content.

4. According to Paul Wright, why is location important when reading a story?

there´s a connection with the experience of the book and the place where the author lives and marks the experience of reading.

5. Why are reading retreats not only for “serious” readers?

i think there are many types of retreats you just need to look for the one that fits you well.

4. Speaking Practice (10–12 min)

Discussion / Pair work (or teacher–student dialogue):

Would you enjoy a bookish holiday? Why or why not?

Which book would you most like to read in the place where it is set?

Do you think this kind of holiday will become more popular in your country?

5. Language Focus (10 min)

Work with useful expressions from the text:

a new kind of travel has emerged

a perfect balance

not only … but also …

part vacation, part book club

👉 Mini exercise: Ask the student to create 2 new sentences using these structures (e.g., This course is not only interesting but also very practical).

6. Writing Task (Homework or in class – 10 min)

Prompt: Write a short blog post (150–200 words) about your ideal “bookish trip”. Where would you go? Which book would you read there? How would the location change your reading experience?

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🔹 The word

bookish

Here, -ish doesn’t mean “a little like” or “around” — it’s an adjective that already exists in English.

bookish = someone who likes books, reading, or studying a lot.

He’s a bookish teenager who spends weekends in the library.

She has a bookish charm.

So, bookish ≠ book + ish casually.

It’s an established word in the dictionary.

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Beyond the Beach Read: The Rise of Bookish Travel

Forget the typical beach paperback. Today, more and more travellers are joining reading retreats – holidays that mix books, place, and community. Instead of lying by the pool, people are gathering in cafés, libraries, or even historic sites to read and discuss literature.

At I’Brindellone, a trattoria in Florence, a group of twelve men and women sit around a long wooden table. They are not tourists enjoying pasta or wine; they are discussing Still Life, a novel by Sarah Winman. On the walls hang photographs of the River Arno’s devastating flood of 1966. Winman once ate here, saw the same photos, and was inspired to write part of her story. Now, for these visitors, food is only secondary. They are on a Books in Places retreat – a new kind of holiday that combines literature and travel.

What Are Reading Retreats?

A reading retreat is part vacation, part book club, and part cultural immersion. Travellers follow a simple idea: reading books in the places where they are set. This transforms literature into a living experience.

Lyn Margerison, one participant, explains:

“I first saw Books in Places in a Facebook ad. It showed one of my favourite novels with a glass of wine, against a piazza in Florence. The caption asked: Do you enjoy reading books in the places where they are set? I was hooked immediately.”

Since then, Margerison has travelled from Dorset to Florence, Budapest, and beyond. “For me, these trips are the perfect combination of books and travel. I always return home with more enthusiasm for reading and a much longer to-be-read list.”

A Booming Trend

Books in Places was created by Paul Wright in 2023. At first, it was just a way for his book club in the UK to enjoy stories together. Now, he organises weekends across Britain and longer trips to Portugal, Crete, Egypt, Italy, and more.

According to a 2025 survey by travel search engine KAYAK, nearly half of UK travellers now choose destinations based on how suitable they are for reading or learning. The number rises to 60% among Millennials. In fact, 89% of holidaymakers today see travel as a chance to “invest in themselves” rather than simply relax.

The numbers show the same trend. Future Market Insights, a research company, reported that literary tourism was worth $2.4 billion last year, and is expected to reach $3.3 billion by 2034. Wright himself noticed the growth:

“I started with two trips in 2023. Last year I had seven, some half-full. This year I offered 25, and many filled within 24 hours.”

Why Location Matters

For Wright and his travellers, setting is everything. “Walking the same streets, tasting the same food, or feeling the same light as the characters makes the book come alive,” he says.

On his retreats, readers may step into To Kill a Mockingbird in Monroeville, Alabama; explore Jamaica, where Ian Fleming wrote Dr No; or wander through the ruins of Spinalonga in Crete, the island that inspired Victoria Hislop’s The Island.

Margerison agrees: “Passages you once skimmed suddenly leap into focus. It feels like living inside the story for a few days.”

Five Literary Destinations for Booklovers

Paju Book City, South Korea – A cultural complex with hundreds of publishers, book cafés, and the Forest of Wisdom, a library with thousands of donated books.

Reykjavík, Iceland – A UNESCO City of Literature, famous for its literary festivals.

Buenos Aires, Argentina – Home to El Ateneo Grand Splendid, a grand bookstore in a former theatre.

Tokyo, Japan – Stay overnight among shelves at Book and Bed, a hybrid hostel and bookshop.

Dublin, Ireland – Join the annual Bloomsday Festival, where James Joyce’s Ulysses is celebrated on the city’s streets.

Women-Only Spaces

Other companies are tailoring literary travel to different audiences. In the UK, Megan Christopher founded Ladies Who Lit, a company running retreats exclusively for women and non-binary travellers. “The book community is largely women,” she explains, “so we wanted to extend that safe, welcoming space into travel as well.”

More Than Just Travel

Bookish travel is not only about books – it’s about building community and personal growth. Shared reading experiences turn quiet, private moments into collective discoveries. For many, these retreats create friendships, deeper connections with culture, and a sense of living inside literature.

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Beyond the beach read: The new wave of bookish travel

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From Tuscan villas to Cornish coastlines, book lovers are swapping beach reads for immersive retreats that bring stories to life.

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Imagine a world where your doctor can tell you—not the exact date you will get sick—but the probability that you will face a disease in the next 10 years. This is the promise of new artificial intelligence models that aim to forecast health in the same way meteorologists predict the weather. Instead of announcing, “It will rain tomorrow,” the AI might say, “You have a 30% chance of developing heart disease in the next decade.”

How does it work?

The system, known as Delphi-2M, is trained to look for patterns in medical records. It uses information from hospital admissions, GP visits, prescriptions, and even lifestyle habits such as smoking, diet, and alcohol consumption. With this data, the AI can identify high-risk patients and estimate the probability of developing over 1,000 different conditions. Some of the diseases it predicts most successfully include type 2 diabetes, sepsis, and heart attacks—problems with a clear disease progression.

Why is this important?

Doctors already use certain tools in preventive medicine. For example, people at risk of a heart attack are often given cholesterol-lowering drugs, and patients with a family history of certain cancers are invited to more frequent check-ups. What makes Delphi-2M special is its scale: it can forecast health problems not just for one patient but for entire populations. Hospitals could estimate healthcare demand, predicting how many heart attacks or liver diseases might happen in a city like Norwich in 2030. This would help governments allocate money, doctors, and equipment more efficiently.

Benefits and opportunities

If used correctly, this technology could revolutionize medicine. Doctors might provide more targeted lifestyle advice: for example, recommending that someone at risk of liver disease reduce alcohol intake, or advising a patient with a family history of diabetes to change their diet earlier in life. It could also support screening programmes, detect diseases earlier, and give patients more control over their own health decisions.

Challenges and risks

However, there are significant concerns. The model was originally trained with the UK Biobank, which includes mostly people between the ages of 40 and 70. This creates a problem of bias—the results may not apply accurately to younger generations or to people from different ethnic and cultural backgrounds. There are also questions of privacy: should governments or insurance companies have access to such predictions? Could predictive modelling be misused to deny someone a job, a loan, or medical insurance?

Critics also argue that this technology may make people more anxious. Being told you have a 20% chance of Alzheimer’s disease could motivate someone to change their habits—or it could create unnecessary fear, especially if the prediction is uncertain.

The bigger picture

Supporters believe this is the beginning of a new era in healthcare. They argue that AI will allow us to move from a system that mostly reacts to disease to one that prevents it before it even develops. They see it as a tool to make medicine more personalized and more efficient. Opponents, however, worry about the ethical consequences: unequal access, loss of privacy, and the danger of reducing human health to just numbers and percentages.

What is clear is that AI in healthcare is here to stay. The question is not whether it will be used, but how. Will it become a tool that empowers patients and doctors—or one that increases control, anxiety, and inequality?

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Student Worksheet: AI and the Future of Our Health

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Student Worksheet: AI and the Future of Our Health

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Part 1 – Comprehension (Understanding the Text)

A. True or False? Correct if False

1. Delphi-2M can tell the exact date of a person’s future heart attack.

2. The model is based on hospital admissions, GP visits, and lifestyle habits.

3. The system was first trained on people between 40 and 70 years old.

4. The model is already being used by hospitals around the world.

5. Preventive medicine is only about giving medicine.

B. Short Answer Questions

1. How is AI compared to a weather forecast in the text?

2. Which diseases does Delphi-2M predict most successfully?

3. What is one way hospitals could use the predictions?

4. Why might patients feel anxious about these forecasts?

5. What ethical concerns are connected to predictive modelling?

⸻

Part 2 – Vocabulary Work

A. Match the words with the definitions

1. High-risk patients

2. Preventive medicine

3. Disease progression

4. Lifestyle advice

5. Healthcare demand

6. Bias

7. Predictive modelling

a. The use of statistics or AI to estimate future events.

b. Medical strategies designed to stop illnesses before they appear.

c. Recommendations about habits such as diet, smoking, or alcohol.

d. People who have a greater chance of developing a disease.

e. The typical stages of how an illness develops over time.

f. Unequal or unfair results caused by limited or distorted data.

g. The number of patients and resources needed in a health system.

B. Personalization Task

Use at least 4 of the words above to talk about your own country or personal experience.

Example: “In my country, preventive medicine focuses on vaccination programmes, but there is still bias in healthcare when it comes to rural populations.”

⸻

Part 3 – Speaking: Giving Details

A. Retelling with Details

Choose one section of the text (How it works / Benefits / Challenges / Bigger picture). Retell it in your own words, but:

• Add examples from real life.

• Compare with your own country or culture.

• Give at least one personal opinion.

B. Mini Debate

• Do you agree that predictive AI could reduce healthcare costs? Why or why not?

• Should individuals be forced to change their habits if AI predicts a high risk?

• Which is more important: individual freedom or public health?

⸻

Part 4 – Big Debate

Motion: “Governments should use AI forecasts to decide health policies and lifestyle guidelines for citizens.”

• First, argue FOR (focus on public health, prevention, cost savings).

• Then argue AGAINST (focus on privacy, freedom, possible misuse).

• End with your personal conclusion.

⸻

Part 5 – Reflection

• Which new words are most useful for you?

• Do you personally feel more hopeful or more worried about AI in healthcare? Why?

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AI and the Future of Our Health

(90 minutes, Advanced level)

1. Warm-up (10 min)

Prompt: “Do you think AI should be allowed to predict your health? Why or why not?”

Encourage detailed answers → ask “why?”, “can you give an example?”, “what about in your country?”

Objective: activate prior knowledge + introduce theme.

2. Reading & Comprehension (20 min)

Material: Expanded reading text (AI and the Future of Our Health).

Task: Student reads silently or aloud.

Follow-up: Use Worksheet Part 1

True/False (quick check for understanding)

Short answer questions (practice giving detailed answers, not just “yes/no”).

Objective: practice extracting key ideas + detail-rich answers.

3. Vocabulary Focus (20 min)

Material: Worksheet Part 2

Step 1: Matching activity – student links terms (e.g., bias, disease progression, healthcare demand) with definitions.

Step 2: Personalization – student uses 4+ words to describe healthcare or health policies in their own country.

Teacher prompts: “Can you give me one more detail?” / “Can you compare with another country?”

Objective: reinforce academic/medical vocabulary + personalize to real life.

4. Retelling & Detail Expansion (15 min)

Material: Worksheet Part 3A

Student chooses a section of the text (How it works / Benefits / Challenges / Bigger picture).

Task: Retell in their own words, adding examples, comparisons, and opinions.

Teacher pushes for elaboration: “What does this mean in practice?” / “Can you illustrate with a case you’ve heard of?”

Objective: develop ability to explain complex ideas with detail.

5. Debate Practice (20 min)

Material: Worksheet Part 3B + Part 4

Mini debate questions (freedom vs public health, anxiety vs prevention, etc.).

Main debate motion: “Governments should use AI forecasts to decide health policies and lifestyle guidelines for citizens.”

Round 1: Student argues FOR.

Round 2: Student argues AGAINST.

Round 3: Student gives personal conclusion.

Teacher role: challenge with counter-arguments, encourage precision.

Objective: practice persuasive communication + argumentation with detail.

6. Wrap-up & Reflection (5 min)

Material: Worksheet Part 5

Questions:

“Which new words are most useful for you?”

To spot - patterns - clinical use - potential bias - likelyhood - ramdon - a stroke .

“Do you feel more hopeful or worried about AI in healthcare?”

Objective: consolidate vocabulary + self-reflection in English.

🔑 Why this works

Expanded reading = richer vocabulary + clearer sections.

Worksheet = structure (comprehension → vocab → detail → debate).

Student practices explaining, detailing, and debating, not just reading.

Atmosphere of active communication: teacher challenges, student defends.

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AI can forecast your future health – just like the weather

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An artificial intelligence model can predict the risk of more than 1,000 diseases, a team of scientists say.

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💬 Harvard International Students Chat Simulation

Step 1 – Set the Scene

Tell your student:
"You’ve joined a private chat group where Harvard international students are sharing their reactions to the Trump Administration’s decision. Read their messages, then prepare to respond and debate their situation."

Step 2 – The Chat

👨‍🎓 Miguel (Spain, PhD)

There’s not a day I don’t appreciate being here. But now I might have to leave everything behind. Years of research, my dream project… all gone in a political fight. We’re scared and confused.

👨‍🎓 Karl (Austria, sophomore)

I was on vacation when I read the news. I started sweating. Will I even be able to go back to the U.S.? I’ve had the best two years of my life at Harvard — friends, community — and now it feels like it’s collapsing.

👨‍🎓 Abdullah (Pakistan, student body president)

I didn’t come here to sit quietly. I came because I believed in freedom of thought and fearless speech. But now it feels like my voice is being punished.

👨‍🎓 Leo (Sweden, senior)

This is bigger than visas. The government is using immigration as a weapon to silence activism. It’s chilling — students are afraid to protest.

👩‍🎓 Jada (U.S., senior)

I’m American, but I see how this climate of fear affects my friends. It undermines free speech for all of us. Yet activism isn’t dying. If anything, it’s getting louder.

👩‍🎓 Fatima (Morocco, Master’s)

My family sacrificed everything for me to be here. Now I live with constant anxiety: if I leave the U.S., I might not get back in. Am I really safe here?

Step 3 – Debate Prompts

1. Which of these voices feels most powerful or moving to you? Why?

2. Do you think these students’ fears are exaggerated, or justified?

3. Is it fair that international students are caught in political battles?

4. Should elite universities resist government pressure even if it risks students’ futures?

5. Are international students being treated as contributors to knowledge or as bargaining chips?

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🌍 Class Plan: The Cost of Studying Abroad – Privilege, Pressure, and Politics

1. Warm-Up (5–7 min)

Quick recap of last class: “Last time, we talked about the benefits of travel. But what happens when travel is not leisure, but a life-changing commitment—like moving abroad to study?”

Prompt:

What do you think are the biggest challenges of studying abroad?

Is it more of an opportunity, a sacrifice, or both?

2. Vocabulary & Expression Elicitation (10 min)

Give key words/phrases from the article & testimonies:

to be left in limbo

to revoke / revocation

nonimmigrant visa status

an attack on free speech

to be forced to transfer

climate of fear

bargaining chips

→metaphor for something valuable you can use to gain advantage in a negotiation, even if you don’t truly want to give it away.

3. Input: Student Voices (10 min)

👨‍🎓 Miguel (Spain, PhD)

There’s not a day I don’t appreciate being here. But now I might have to leave everything behind. Years of research, my dream project… all gone in a political fight. We’re scared and confused.

👨‍🎓 Karl (Austria, sophomore)

I was on vacation when I read the news. I started sweating. Will I even be able to go back to the U.S.? I’ve had the best two years of my life at Harvard — friends, community — and now it feels like it’s collapsing.

👨‍🎓 Abdullah (Pakistan, student body president)

I didn’t come here to sit quietly. I came because I believed in freedom of thought and fearless speech. But now it feels like my voice is being punished.

👨‍🎓 Leo (Sweden, senior)

This is bigger than visas. The government is using immigration as a weapon to silence activism. It’s chilling — students are afraid to protest.

👩‍🎓 Jada (U.S., senior)

I’m American, but I see how this climate of fear affects my friends. It undermines free speech for all of us. Yet activism isn’t dying. If anything, it’s getting louder.

👩‍🎓 Fatima (Morocco, Master’s)

My family sacrificed everything for me to be here. Now I live with constant anxiety: if I leave the U.S., I might not get back in. Am I really safe here?

Step 3 – Debate Prompts

1. Which of these voices feels most powerful or moving to you? Why?

2. Do you think these students’ fears are exaggerated, or justified?

3. Is it fair that international students are caught in political battles?

4. Should elite universities resist government pressure even if it risks students’ futures?

5. Are international students being treated as contributors to knowledge or as bargaining chips?

4. Discussion Round 1 – Personal Reaction (10 min)

Prompts:

Do you sympathize more with Miguel’s fear of losing his visa or with Karl’s grief over community and friendships? Why?

Is Abdullah right to frame this as a fight for freedom of expression?

Would you personally risk staying in a country that threatens to expel you?

5. Grammar / Language Focus (10 min)

Since your student is advanced, focus on expressing hypothetical consequences (conditionals + modal verbs). Example:

If Harvard loses the lawsuit, thousands of students will/might/could be back to their home countries.

If Miguel had stayed in Spain, he wouldn’t be facing this dilemma.

would have + participle

in brazil when we had the ciencias sem fronteras many students had their interchange course successfuly completed, if the government hadn´t given this opportunity, many student would have had the chance to increace knowledge.

if i´ve had the chance of this program, i would have spoken english better at that time.

Mini-task: Give sentence starters, student completes.

6. Discussion Round 2 – Broader Debate (15 min)

Should elite universities protect foreign students even if it means clashing with government policy?

i think the Usa try to protect, they are good conditions for international students and give the right to complete the course.

Are international students a privilege or a necessity for these institutions?

In theory these institutions don´t need the studentd from abroad, it´s a priviledge because you have the chance to study in elite universities.

Can governments legitimately use immigration law to push political agendas?

it´s not the right thing to do but there are cases the government control the enrollment of universities for international students in this case.

Encourage “academic debating language”:

On the one hand… / However… / What I find questionable is… / I would argue that…

7. Wrap-Up Reflection (5 min)

Student shares: “If you were Miguel/Karl/Abdullah, what would your next step be?”

if i were a student, i would move to another city and study in another institution.

Final question: “Does this controversy change your view of studying abroad at elite universities? Why or why not?”

if alice had the chance to study abroad, she would follow her dream.

Optional Extension / Homework

Short writing task: Write a letter to a government official or university president from the perspective of one of the students.

Or: Watch/read news coverage of Harvard vs. Trump lawsuit and prepare a 2-min oral summary for next class.

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Harvard’s International Students Left In Limbo

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Trump’s attempt to revoke Harvard’s ability to enroll international students has prompted major concern.

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Class Plan – Advanced Discussion: The Epstein “Birthday Book” and Trump

🎯 Objectives

Practice understanding a complex news story in simplified English.

Distinguish between facts, evidence, and assumptions.

Use advanced discussion skills (hedging, paraphrasing, drawing conclusions).

1.

Warm-up Discussion

Ask:

“Do you usually believe everything in the news? Why or why not?”

“How can we tell the difference between a fact and an assumption?”

👉 Encourage paraphrasing: “So, what you’re saying is that sometimes news can mix facts with opinions.”

2.

Simplified Reading (Teacher Reads Aloud, Student Follows)

Here’s a simplified version of the article:

In the U.S., lawmakers released new documents connected to Jeffrey Epstein, the financier who was convicted of sex crimes and died in prison in 2019.

One of the documents is a “birthday book” made for Epstein’s 50th birthday in 2003. It includes messages from different people, and one note is said to be from Donald Trump, who was his friend at the time.

The note appears to include Trump’s signature, a drawing of a woman’s body, and the phrase: “Happy Birthday – and may every day be another wonderful secret.”

The White House strongly denies this. They say Trump did not write the note, did not sign it, and did not draw anything. Trump has also started a lawsuit against the Wall Street Journal, which first reported about the note, asking for $10 billion in damages.

Democrats on the House Oversight Committee published the note and accused Trump of lying about his connection to Epstein. Republicans on the committee accused Democrats of “cherry-picking” documents for political reasons.

Other documents released include Epstein’s will, an old deal with federal prosecutors, and his personal address book.

Trump and Epstein were close in the 1990s but had a falling out in the early 2000s.

3.

Vocabulary Work

lawsuit – a legal case against someone.

deny – to say something is not true.

signature – a person’s handwritten name.

cherry-pick – to choose only the parts that benefit your argument.

trove – a collection of valuable things.

Activity: Student explains each word in their own words → then paraphrases.

“A lawsuit is when you take someone to court.” → “In other words, it’s a legal action against a person or company.”

4.

Evidence vs. Assumptions

Give statements and ask the student to classify:

Fact: Lawmakers released documents including a “birthday book.”

Evidence: The book contains a note that appears signed by Trump.

Assumption: Trump and Epstein had a “wonderful secret” together.

👉 Encourage them to say things like:

“The evidence suggests… but we cannot conclude…”

“This seems like an assumption because there’s no direct proof.”

5.

Discussion Prompts

Why do you think lists, documents, or signatures are so powerful in politics?

What could be the pros and cons of publishing sensitive documents like this?

If you were a journalist, how would you balance evidence and assumption when reporting?

Do you think this release is more about justice or politics?

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US lawmakers release Epstein ‘birthday book’ with alleged Trump note

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The White House says the president did not draw the picture or sign the note, after it was published on Monday.

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🌍 Class Plan (50 minutes)

Topic: AI and African Languages – Technology, Inclusion, and Identity

Level: Advanced

1. Warm-up (5–7 min)

Create a chatty atmosphere:

“Do you think AI understands your culture and language?”

“What risks exist if technology only works in English or a few global languages?”

“Have you ever tried using AI in your own language? How was the experience?”

2. Reading Focus (10 min)

Give the student the adapted BBC text excerpt (about Africa Next Voices and Farmer Kelebogile Mosime).

👉 Task: Skim & highlight

Highlight 3 facts that surprised you.

Highlight 1 quote that made you think.

Then briefly summarize:

What problem does Africa face in AI?

What solution is being developed?

3. Vocabulary & Expressions (8 min)

Extract key terms:

AI-ready dataset – a collection of data designed for AI training

indigenous languages – native/local languages

language barrier – difficulty caused by not speaking a language

to be left behind – excluded from progress

access to imagination – ability to express creativity and culture through language

👉 Activity: Ask the student to make short sentences with each, connected to their own context.

4. Critical Discussion (15 min)

Guide an analytical chat with layered questions:

1. Accessibility & Opportunity

“What does it mean when the article says ‘English is the language of opportunity’?”

“Should governments or big tech companies invest more in local languages?”

3. Cultural Identity

“Do you agree that losing indigenous languages also means losing culture and history?”

“How important is it that technology reflects the way people ‘think and dream’?”

5. Practical Implications

“How can AI in local languages transform areas like farming, health, or education?”

“What risks exist if AI ignores smaller languages completely?”

5. Role-play / Simulation (7–8 min)

Scenario:

Your student is a tech entrepreneur trying to convince investors to fund an AI project that supports indigenous languages.

You (teacher) play the investor.

They must explain:

Why it’s important (cultural, social, economic reasons).

Real-life examples (like Farmer Mosime using AI-Farmer).

Long-term impact.

Encourage persuasive language: “This project will ensure…”, “Without it, millions risk being excluded…”, “It’s not just about technology, it’s about equity and identity.”

6. Wrap-up Reflection (3–5 min)

“If you had the chance, which underrepresented language would you like to see included in AI first? Why?”

“Do you think AI will unify or divide the world when it comes to language?”

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AI in Africa: Experts aim to close the language gap

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A new dataset with African languages should improve access to AI for millions on the continent.

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🌍 Lesson Plan: Violence Against Women – A Social Crisis

Level: Advanced

Time: ~75 minutes (can be adjusted)

Skills: Reading comprehension, vocabulary building, critical discussion, debate

1. Warm-up (10 min)

Goal: Activate prior knowledge & set the context

Ask:

“What do you know about violence against women in Brazil or worldwide?”

“Why do you think this is still such a serious issue today?”

Show some quick facts:

In Brazil, over 275,000 cases of violence against women were reported in 2023, 60% at home.

Introduce the concept of femicide briefly.

2. Reading Activity (15 min)

Goal: Understand the article & identify main ideas

Provide the article: “Violence Against Women: A Social Crisis That Cannot Be Ignored” (from previous answer).

Student reads silently (or aloud in parts if you want pronunciation practice).

Quick comprehension check:

What happened in the recent case mentioned?

What statistics are given about Brazil?

What cultural issues are linked to the problem?

What big question does the article end with?

3. Vocabulary Work (15 min)

Goal: Strengthen advanced vocabulary on social issues

Hand out the glossary (femicide, misogyny, restraining order, root causes, etc.).

Matching activity: Student matches terms to definitions.

Sentence building: Student creates 2–3 sentences using key words. Example:

“Femicide is a devastating consequence of gender inequality.”

“Protective measures like restraining orders can save lives.”

4. Critical Discussion (15 min)

Goal: Encourage analysis and personal opinions

Use the discussion questions from the article:

1. Why do you think violence against women continues despite new laws?

2. Is this problem more legal, cultural, or educational? Why?

3. How does the connection between misogyny and homophobia make the issue worse?

4. What role should men play in preventing violence against women?

5. What is the most effective way to change society’s mindset?

👉 Teacher note: Encourage the student to use new vocabulary naturally during discussion.

5. Debate Activity (15–20 min)

Goal: Practice structured argument & critical language

Setup:

Give the student debate prompts. They must argue for one side (you can argue the other side if it’s 1:1). Encourage the use of vocabulary words.

Prompts:

“Harsher punishments are the best solution to stop femicide.” (Agree / Disagree)

“The root causes of violence are cultural, not legal.”

“Awareness campaigns are more effective than new laws.”

“Men should be held more responsible for educating other men about toxic attitudes.”

👉 During debate, correct structure, highlight advanced connectors: however, nevertheless, in contrast, on the other hand, moreover.

6. Wrap-up & Reflection (5 min)

Ask the student to reflect:

“What is one thing you learned today?”

“Which vocabulary words will you try to use in daily discussions?”

Optional short writing homework:

Write a 200-word opinion essay on: “What concrete steps should Brazil (or your country) take to reduce violence against women?”

Materials Recap

Article: Violence Against Women: A Social Crisis That Cannot Be Ignored

Glossary: Femicide, misogyny, restraining order, etc.

Discussion questions (5 provided)

Debate prompts (4 provided)

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Glossary: Violence Against Women

Legal & Social Terms

Femicide (noun) – the killing of a woman or girl because of her gender.

Restraining order (noun) – a legal order that prevents someone from contacting or approaching another person.

Protective measures (noun) – actions authorized by law to keep victims safe (e.g., monitoring aggressors).

Attempted femicide (noun) – when someone tries to kill a woman due to her gender but does not succeed.

Aggressor / perpetrator (noun) – the person who commits violence or an attack.

Cultural & Critical Vocabulary

Gender inequality (noun) – unfair differences in treatment, rights, or opportunities between men and women.

Misogyny (noun) – hatred, prejudice, or contempt against women.

Homophobia (noun) – fear, hatred, or prejudice against people who are gay.

Toxic attitudes (noun) – harmful ideas or behaviors, often linked to power, control, or prejudice.

Cultural attitudes (noun) – the shared beliefs and values in a society that shape behavior.

Describing the Problem

Devastating consequences (phrase) – very serious negative results or effects.

Emotional trauma (noun) – deep psychological pain caused by violence or abuse.

Lasting scars (phrase) – permanent physical or emotional effects of a violent event.

Public health crisis (phrase) – a situation that affects the safety and well-being of a large number of people.

Human rights issue (phrase) – a problem that involves basic rights and freedoms that every person should have.

Vocabulary for Discussion

Root causes (phrase) – the deeper reasons why a problem exists.

Legal system (noun) – the structure of laws, courts, and law enforcement in a country.

Awareness campaigns (noun) – organized efforts to inform people about a social issue.

Intersection (noun) – the point where two issues connect (e.g., misogyny and homophobia).

Concrete steps (phrase) – practical and specific actions to solve a problem.

👉 Teaching tip:

Ask your student to use these words in sentences related to the article.

For example: “Femicide is a serious human rights issue in Brazil.”

Or: “We need to address the root causes of violence, not only punish aggressors.”

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Violence Against Women: A Social Crisis That Cannot Be Ignored

In recent months, Brazil has been shaken by another case of brutal violence against a woman. A 27-year-old doctor was severely beaten by her boyfriend during what should have been a moment of celebration. She suffered multiple facial fractures, underwent several surgeries, and is now recovering with lasting physical and emotional scars. The case is being treated as attempted femicide, a crime motivated by gender.

Unfortunately, this story is not an isolated event. According to national data, more than 275,000 cases of violence against women were reported in Brazil in 2023, an increase compared to the previous year. Around 60% of these incidents occurred inside the home, revealing how unsafe many women still are in their own private spaces.

Brazilian law recognizes femicide as a specific crime, and protective measures such as restraining orders and electronic monitoring of aggressors have been introduced. Yet, despite these legal advances, the numbers remain alarmingly high. The persistence of this problem suggests that the roots of violence against women go beyond the legal system. They are deeply connected to cultural attitudes, gender inequality, and toxic ideas about power and control.

The recent case also revealed another layer of discrimination. Reports suggest that the aggressor’s jealousy was triggered by the presence of a gay man at the party. This points to the intersection of misogyny and homophobia—two forms of prejudice that continue to harm vulnerable groups in society.

The consequences of such violence are devastating: victims face long recoveries, financial costs, and emotional trauma. Communities lose professionals, mothers, sisters, and daughters who could otherwise contribute positively to society. In short, violence against women is not a “private matter.” It is a public health crisis and a human rights issue.

The question remains: Why, despite new laws and increased awareness campaigns, does violence against women persist at such high rates? And more importantly, what concrete steps can individuals, communities, and governments take to ensure that women are safe in every space—public and private?

Discussion Questions for Students

1. Why do you think violence against women continues despite new laws and policies?

2. Do you believe this issue is primarily legal, cultural, or educational? Why?

3. How does the connection between misogyny and other forms of prejudice (such as homophobia) make the problem worse?

4. What role should men play in preventing violence against women?

5. In your opinion, what is the most effective way to change society’s mindset about gender equality?

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🌟 Lesson Plan: Weight-loss Jabs and Cancer Prevention

Level: Upper Intermediate
Time: 90 minutes
Focus: Vocabulary, Reading, Grammar (modals of speculation), Discussion

1. Warm-up (5–8 min)

Ask: What do you think about weight-loss drugs? Are they a good idea or dangerous?

Brainstorm with student: pros ✅ / cons ❌

2. Vocabulary Task (10–12 min)

Target words/phrases:

jab = injection

halve = reduce by half

slim down = become thinner

preventative medicine = medicine to stop disease before it starts

inflammation = swelling, redness, irritation in the body

Activities:

Matching exercise (word → definition).

Personalize: Ask Have you ever had a jab? / Do you think people usually slim down for health or for appearance?

3. Reading 1 – News Extract (15 min)

Use the original short text + headlines you provided.

Comprehension questions:

1. What connection is made between obesity and cancer?

2. What do researchers think is the reason these drugs might prevent cancer?

3. Which headline sounds the most dramatic? Why?

4. Reading 2 – Extension Text (15 min)

A Shortcut to Health?

Doctors around the world are debating whether weight-loss injections should be used as a tool for preventing serious diseases, not just for losing weight.

Obesity is already linked to heart disease, diabetes, and at least 13 different cancers. In the past, the only way to reduce these risks was through lifestyle changes such as diet and exercise. However, the new class of weight-loss drugs appears to offer benefits beyond simply slimming down.

Some researchers believe the drugs reduce inflammation in the body, which may lower the risk of cancer. Others argue that the long-term side effects are still unknown, and relying on medicine could discourage people from making healthy lifestyle choices.

Supporters say these injections could transform public health in the same way vaccines did. Critics warn that they could create “a quick-fix culture,” where people expect a jab to solve every health problem.

Governments now face a difficult question: Should they invest billions in providing these drugs, or should the money go toward education and healthier food for everyone?

Comprehension questions:

1. What new purpose for weight-loss drugs is being debated?

2. What health problems are linked to obesity?

3. Why do some researchers think the drugs reduce cancer risk?

4. What are critics worried about?

5. What difficult choice do governments face?

Optional comparison task:

Are the two texts equally optimistic?

Which one is more cautious or critical?

5. Grammar Focus – Modals of Deduction/Speculation (15 min)

Present: This could/might/may reduce cancer risk.

Past: Researchers might have made a mistake in their calculations.

Practice with sentences from the texts:

“The drugs reduce inflammation in the body.”
→ This could be why they reduce cancer risk.

“Obesity is associated with 13 different cancers.”
→ This must be one reason the drugs are important.

Student rewrites 3–4 factual sentences into speculation using could / might / may / must.

6. Discussion & Critical Thinking (20–25 min)

Prompts:

1. Should governments pay for weight-loss jabs, like vaccines, if they prevent cancer?

2. Do you trust health news headlines? Why or why not?

3. Are these drugs a breakthrough, or just a “quick fix”?

4. What’s more effective: preventative medicine or lifestyle changes?

5. Could this be the start of “a new era of medicine”?

7. Speaking Extension (10 min)

Role-play / Debate

Role A: Scientist who supports weight-loss drugs.

Role B: Politician worried about costs and side effects.

Or, Writing Task:
Write a short opinion piece (100 words): “Weight-loss drugs should/should not be used widely as cancer prevention. I think this because…”

8. Wrap-up (5 min)

Revise key vocab (jab, halve, slim down, preventative medicine, inflammation).

Revise grammar (modal verbs for speculation).

Exit question: Do you think you would take these drugs if they were available? Why or why not?

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BBC Learning English - Learning English from the News / Weight-loss drugs reduce cancer risk, study finds

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Could this be a new era of preventative cancer medicine?

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🧠 Class Plan – Theories of Consciousness

Level: Upper Intermediate

Skills: Vocabulary, reading comprehension, speaking (discussion), grammar (contrastive language), writing

1️⃣ Warm-up (5–7 min)

Ask:

What do you think “consciousness” means?

Do you believe animals have consciousness?

Could a machine or robot ever be conscious? Why/why not?

Teacher writes key ideas on the board (thoughts, feelings, awareness, brain, memory).

2️⃣ Vocabulary (10 min)

Introduce key words and idioms from the text:

consciousness = everything a person experiences (awareness, thoughts, feelings, memories)

face off = meet to argue or compete

The two scientists faced off over the theory.

take a beating = suffer damage

Her confidence took a beating after the exam.

unscathed = undamaged, without harm

The company came out unscathed after the scandal.

💡 Activity: Fill in the blanks.

1. After the debate, one of the theories really __________ (took a beating).

2. Even though the other theory had mistakes, it came out __________ (unscathed).

3. The two leading scientists will __________ (face off) in a conference next week.

👉 Extension: Student makes 2 original sentences with the idioms.

3️⃣ Reading Input & Comprehension (10 min)

Give student the adapted article:

Consciousness is everything a person experiences – thoughts, feelings, sensations, memories. But where does it happen in the brain?

Recently, two leading theories were tested. One theory says the front part of the brain is not necessary for consciousness. The other says consciousness comes from global broadcasting across the brain, including the front.

The result: both theories made correct and incorrect predictions. As one scientist said: “Both theories are incomplete.”

Questions:

1. What is consciousness, according to the article?

2. What do the two theories disagree about?

3. What was the result of the study?

4️⃣ Grammar Focus – Contrastive Language (10 min)

Target: Whereas / On the other hand / However

Examples from the text:

One theory says the front part is not necessary, whereas the other includes it.

Both theories made correct predictions. However, they were also wrong in some ways.

💡 Activity: Student compares things in their life using these structures.

Example: Whereas I like reading, my best friend prefers sports.

5️⃣ Discussion (15 min)

Guided questions:

Do you think consciousness is located in a specific part of the brain or is it more global?

Why is it difficult to study consciousness?

Can you think of a time when your “consciousness” was altered (dream, meditation, stress)?

Do you believe artificial intelligence could ever become conscious? Why/why not?

👉 Encourage student to use new idioms and contrastive grammar.

6️⃣ Writing Task (Homework) ✍️

Prompt: Write a short opinion paragraph (120–150 words):

“Do you think science will ever fully explain consciousness, or is it something beyond science?”

Use at least two contrastive connectors (whereas, however, on the other hand).

Use at least one new idiom (face off, take a beating, unscathed).

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BBC Learning English - Learning English from the News / Human consciousness: Where is it in the brain?

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A large study puts two leading theories to the test

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📝 English Class Plan –

Prostate Cancer UK Report

🎯 Objectives

By the end of the lesson, the student will be able to:

Use topic-specific vocabulary (outdated, contradiction, wild west).

Discuss health, science, and policy issues using complex sentences.

Write a short opinion piece/argumentative paragraph based on the article.

1. Warm-Up Discussion (5–7 min)

Ask:

What do you know about cancer screening?

Do you think early detection is always good? Why or why not?

Can “too much treatment” be a problem?

2. Vocabulary Focus (10 min)

Key Words:

Outdated → not useful anymore

Contradiction → facts or statements that oppose each other

Wild west → a situation with little control or regulation

Practice:

1. Fill in the gaps:

The hospital equipment was completely _outdated____.

There is a clear _contradictions___ between what politicians say and what they do.

Some parts of the internet are still like the _wild west_.

1. Discussion:

What other things in daily life can be outdated? law and protection for children, the law to protection.

Can you think of a contradiction in health advice (e.g., diet, exercise)?

What modern industries feel like the wild west to you?

3. Reading & Comprehension (10–12 min)

The story (student reads aloud in parts).

Then discuss:

1. Why does Prostate Cancer UK say some patients may not need treatment?

2. What is the risk of treating slow-growing cancer?

3. What does the charity recommend instead?

4. What is NICE doing in response?

4. Speaking & Critical Thinking (10–12 min)

Discussion prompts:

Should doctors always treat cancer immediately, even if it is slow-growing?

Is it better to “overtreat” or “undertreat” when it comes to cancer? Why?

How important is screening in other illnesses (e.g., breast cancer, colon cancer, diabetes)?

Do you trust health guidelines, or do you think they can sometimes be “outdated”?

Encourage the student to use the new vocabulary naturally in answers.

5. Writing Task (Homework or in-class if time allows)

Prompt (150–200 words):

“Some people believe all cancer should be treated immediately, while others argue that careful monitoring is better in some cases. Discuss both views and give your opinion.”

Guidelines:

Use connectors: On the one hand, On the other hand, However, Therefore, In conclusion.

Include at least two of the new vocabulary words.

Write in clear paragraphs (intro, body, conclusion).

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BBC Learning English - Learning English from the News / Is prostate cancer over-treated?

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Charity Prostate Cancer UK says some people are being treated when they don’t need to be.

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🧠 Reading Comprehension Lesson: AI Regulation in Latin America

Pre-reading Discussion

💬 Ask your student:

1. Have you heard of generative AI? Where have you seen it used?

2. Why do you think AI might need rules or regulation?

3. How could AI affect jobs, privacy, and education?

Vocabulary & Word Bank

Generative AI – Artificial intelligence that can create new content, like text, images, or music.

Reshaping – Changing the way something is formed or organized.

Inequalities – Differences that are unfair, for example in wealth, education, or access.

Digital divide – The gap between people with access to technology and those without.

Framework – A set of rules, ideas, or systems that guide action.

Regulatory divergence – When different countries have different rules or laws about the same thing.

Leapfrog – To skip intermediate steps and move ahead quickly.

Inclusive – Open to everyone; not excluding any group.

Socioeconomic – Related to social and economic factors.

Data sovereignty – The idea that a country’s data should be controlled and protected locally.

Harmonization – Making rules, systems, or practices consistent across different regions.

Sandbox – A controlled environment where new technologies can be tested safely.

Participatory governance – Decision-making that involves input from many stakeholders, including citizens.

Comprehension Questions

1️⃣ True/False/Not Given

1. AI can both improve economies and increase inequalities.

2. The U.K. has not created any AI regulatory frameworks.

3. The U.S. recently moved toward less strict AI regulations.

4. Latin American countries have fully implemented AI regulations.

5. Open-source tools can help make AI more inclusive.

2️⃣ Short Answer Questions

1. What are the three overlapping stages of AI regulation?

2. Why is AI regulation considered a geopolitical asset?

3. What challenges does Latin America face in implementing AI regulation?

4. How can AI systems prevent reinforcing inequalities in health care or credit access?

5. Why is cultural and linguistic diversity important in AI design?

3️⃣ Discussion & Argumentative Questions

1. Do you think AI should be strictly regulated or allowed to innovate freely? Why?

2. How could Latin America “leapfrog” in AI governance? Give examples.

3. What are the risks if AI regulations are inconsistent across countries?

4. Should citizens be involved in decisions about AI governance? How?

5. How can governments balance innovation with fairness and safety?

4️⃣ Writing Task

Instruction: Write a 150–200 word paragraph using:

Vocabulary from the word bank (at least 5 words)

Comparative ideas (e.g., U.S. vs. EU approach)

Your own opinion on AI regulation in your country or region

Prompt:
“AI is changing the world quickly. Some countries are creating strict rules, while others focus on innovation. Explain which approach you agree with and how AI regulations could impact society in a positive or negative way.”

5️⃣ Optional Grammar Extension

Target Grammar: Cause & effect, using “because / due to / as a result”

Example: “AI regulation is important because it can prevent inequalities.”

“Latin America can leapfrog in AI governance due to its lack of legacy systems.”

“Open-source tools help make AI inclusive as a result of wider access to technology.”

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Smart AI regulation strategies for Latin American policymakers | Brookings

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Eduardo Levy Yeyati lays out essential steps for Latin America to adapt and create smart, inclusive, and forward-looking AI regulation.

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🌌

Lesson Plan: Life Beyond Earth – The K2-18b Discovery

Level: Upper-Intermediate

Focus: Pronunciation, Reading Fluency, Critical Discussion

Time: 45–60 minutes

1️⃣

Warm-up (5 min)

Prompt: “If there is life elsewhere in the universe, do you think it’s intelligent or microbial?”

Encourage full-sentence answers to start pronunciation focus.

Quickly correct stress & rhythm if needed.

2️⃣

Key Vocabulary (7 min)

Give clear definitions (no charts) and model pronunciation. Have the student repeat, then use in their own sentence.

Astronomer – a scientist who studies stars, planets, and space.

Exoplanet – a planet that orbits a star outside our solar system.

Biosignature – a substance or phenomenon that may indicate the presence of life.

Atmosphere – the layer of gases surrounding a planet.

Habitable zone – the distance from a star where conditions might allow life.

Microorganism – a tiny living thing like bacteria or plankton.

Evidence – facts or signs that help prove something.

Alternative explanation – another possible reason or cause for something.

3️⃣

Reading Activity (10 min)

Excerpt (adapted from Wired):

“Astronomers using the James Webb Space Telescope detected what could be biosignatures of marine microorganisms on K2-18b, an exoplanet 124 light-years away. They found traces of dimethyl sulfide (DMS) and dimethyl disulfide (DMDS) in its atmosphere—compounds produced only by marine life on Earth. While alternative chemical explanations exist, this remains the most compelling evidence of life beyond Earth to date.”

4️⃣

Pronunciation Focus (8 min)

🎯 Targets:

Consonant clusters: “astronomers,” “biosignatures,” “microorganisms”

/ər/ and /or/ sounds: “detected,” “microorganisms,” “explore”

Word stress: asTRONomers, bioSIGnatures, microORganisms

Activity:

First, read the text slowly together, focusing on clear articulation.

Then, do shadowing — student repeats immediately after your model, matching pace and stress.

Finally, have them read the text aloud solo.

5️⃣

Discussion (10–12 min)

Prompts:

1. How trustworthy do you think this discovery is? Why?

2. If microbial life is confirmed on another planet, would it change our view of life on Earth?

3. What do you think would be the next step for scientists?

4. Should governments invest more money in space exploration?

6️⃣

Extension Resource (optional homework)

Article: Scientists Find Promising Indication of Extraterrestrial Life—124 Light-Years Away

Homework task:

Read the article and write 150–200 words: “My Opinion on the K2-18b Discovery”, using at least 5 vocabulary words from the lesson

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Scientists Find Promising Indication of Extraterrestrial Life—124 Light-Years Away

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Astronomers using the James Webb Space Telescope confirmed that the planet K2-18b has traces of dimethyl sulfide, a potential biosignature of marine microorganisms.

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🧠 Lesson Plan – “What Does It Mean to Flourish?”

🎯 Objectives:

Understand the concept of flourishing

Practice sentence order and grammar (noun clauses + modals of advice)

Sharpen pronunciation of common word stress patterns

Engage in real discussion using the topic of wellbeing

1️⃣ Warm-Up Discussion (5–7 min)

Lead-in question:

Last time we talked about how babies communicate. As a new father, how has your idea of wellbeing changed since your child was born?

Then:

Have you ever heard the word flourishing? What do you think it might mean?

2️⃣ Vocabulary (7–8 min)

Introduce the key terms by definition + example:

1. Buzzword – a word or expression that becomes popular or fashionable in certain topics

“Mindfulness” has become a buzzword in modern psychology.

2. Nugget (of wisdom) – a small but valuable piece of information or truth

“That advice was a real nugget of wisdom.”

3. The big question – the main thing everyone wants to understand

“The big question is: how do we stay happy long-term?”

4. Gratitude – feeling thankful for what you have

“Gratitude journals are a popular way to feel happier.”

5. Savour – to enjoy something slowly and fully

“He took a moment to savour the quiet morning before work.”

6. Small wins – small but meaningful achievements

“Waking up early was a small win that made my day more productive.”

🗣️ Ask:

Which of these words do you connect with your own life?

3️⃣ Pronunciation Focus – Word Stress & Thought Groups (10 min)

📌 Pronunciation Tip:
Many abstract nouns (like gratitude, savouring, flourishing) have stress on the first syllable.

Practice:

FLOurishing

GRA-ti-tude

SA-vour

Then introduce thought groups (natural breaks in speaking) with pauses and intonation. Practice this sentence aloud:

“Flourishing isn’t just about health – it’s about relationships, money, and meaning.”

💡 Encourage him to read it slowly, with natural pauses and emphasis.

4️⃣ Grammar Input – Noun Clauses & Modals of Advice (10–12 min)

🧩 Grammar 1: Noun Clauses with “what” or “how”

These clauses can function as the subject or object of a sentence.

Examples:

What we all want is to flourish.

I don’t know how I can savour the moment with so little time.

Ask:

Can you tell me what flourishing means to you?
Do you know how gratitude helps us feel better?

🧩 Grammar 2: Modals for Advice/Wellbeing

Use should, might, could for soft advice:

You should take time to reflect on your day.

You might want to savour the little moments with your child.

We could all benefit from a little more gratitude.

✅ Short exercise:
Ask him to rewrite these into advice for a new parent:

1. Sleep is important.

2. Take breaks when possible.

3. Don’t try to do everything perfectly.

Expected:

You should prioritise sleep.

You might want to take breaks whenever possible.

You don’t need to do everything perfectly.

5️⃣ Sentence Order Activity (8 min)

You say the words of a sentence out of order, and he reconstructs the correct version.

Example jumbled sentence:

“Gratitude / way / a / is / good / to / reflect / feeling / a”

Correct:

“Gratitude is a good way to reflect on a feeling.”

Do this with 2–3 sentences from the episode or improvise based on vocabulary.

6️⃣ Listening & Discussion: The Big Question (15 min)

Introduce:

Phil and Georgie talk about flourishing – a broader form of wellbeing that includes more than health. Let’s discuss what this means for you now as a father, and as an individual.

Play a short clip or read excerpts from the transcript aloud.

Ask:

What’s the big question they’re trying to answer?

Which parts of life do they say contribute to flourishing?

What’s one nugget of wisdom from the discussion?

7️⃣ Real-Life Discussion: What Makes You Flourish? (10 min)

Use these questions for guided conversation:

What helps you flourish personally and professionally?

Do you think having a child changes how people see wellbeing?

What small wins have made you feel good recently?

How do you savour the present moment in your daily life?

Encourage reflection and allow pauses – this is a personal, deeper topic.

✅ Wrap-Up (3 min)

Ask:

What’s one new word or grammar structure you’ll try to use?

What’s something small you can do this week to boost your own sense of flourishing?

📝 Optional Homework

Writing task:

Write a short journal entry (6–8 sentences) on:
“What flourishing means to me as a new parent.”

Life is made of phases and for some people be a parent is an important phase in life, because when you become a parent there is another life that depend on you. So you should change your life, because you need more time with family, you need to be more careful with health, you need to be more careful what o tell and what you do, because every thing that you´ve done is an example for you child, although the phase brings a lot of responsibility. but it brings flourishing too. You will be so happy with you and never imagine, the felling like strength, responsibility and gratitude which will increase and the felling like selfishness will disappear.

Include:

2 vocabulary words from the lesson

1 modal verb

1 noun clause

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Try more episodes of 6 Minute English:
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Introduction

Many of us are familiar with wellbeing, but have you heard about the concept of flourishing? What does it mean exactly, and how do we ensure our lives are flourishing? Phil and Georgie discuss this and teach you some new vocabulary.

This week's question

In the Global Flourishing Study, which country came out on top overall?

a) Indonesia
b) Denmark
c) Brazil

Listen to the programme to hear the answer.

Vocabulary

buzzword
word or expression about a particular topic that has become fashionable and is being used a lot, especially on television and in newspapers

nugget
small piece of something good or precious, such as a nugget of wisdom or a nugget of gold

the big question
the thing everyone would like to know

gratitude
feeling thankful and appreciative for what you have

savour
fully enjoy something by experiencing it slowly and mindfully

small wins
minor achievements or successes which contribute to larger goals in life
TRANSCRIPT
Note: This is not a word-for-word transcript.

Phil
Hello, this is 6 Minute English from BBC Learning English. I'm Phil.

Georgie
And I'm Georgie. Now, you probably know the word 'wellbeing' - it's a general feeling of health and happiness. But have you ever heard of 'flourishing'? It's an idea which Claudia Hammond has been investigating for BBC Radio 4 programme, All in the Mind.

Claudia Hammond
I wonder if you all feel that you are 'flourishing' in life. This is another psychological buzzword with added evidence. Now, if you've not heard that term before, it's not just about wellbeing - it's about your whole life being good.

Phil
'Flourishing' is a psychological buzzword - a word or phrase that has become fashionable and is being used a lot, especially on television and in newspapers. People who are flourishing feel good about all aspects of their life, including happiness, health, relationships and financial security. Do you feel you're flourishing, Georgie?

Georgie
Yeah, I think I'm quite lucky, actually. I really like my job. I have a good family and friends. Erm... yeah, everything's going well! What about you, Phil?

Phil
I think the same. I think I'm happy and I've got everything I need.

Georgie
Lovely.

Phil
In this episode, we'll hear about the Global Flourishing Study - a new survey into the lives of over 200,000 people in 22 countries. We'll learn some useful new words and phrases, and remember - you'll find all this episode's vocabulary on our website, bbclearningenglish.com.

Georgie
Yes, but first, Phil, I have a question for you about the Global Flourishing Study. In terms of overall flourishing, which country do you think came out on top? Was it:

a) Indonesia,
b) Denmark, or
c) Brazil?

Phil
Ooh, I'm going to guess b) Denmark, I think.

Georgie
OK Phil. Well, we'll find out the correct answer later in the programme. Now, the study investigated six areas of life, including health, finances, social relationships and religion. Let's listen as Claudia Hammond discusses some of the findings with psychologist Dr Peter Olusoga for BBC Radio 4's All in the Mind.

Claudia Hammond
What were the most interesting nuggets there? You've been diving into it.

Dr Peter Olusoga
Some of the, sort of, headlines were: high-income countries - so Sweden, the USA, for example - scored higher on some of the more material aspects of flourishing, so things like finance. Middle-income countries - so Mexico, for example - scored more highly on things like meaning of relationships and kindness and social cohesion.

Phil
Claudia asks about the study's most interesting nuggets. A nugget means a small piece of something good, like wisdom, or precious, like a nugget of gold.

Georgie
While richer countries scored higher on material happiness, middle-income countries did better in terms of kindness and social connection. There were interesting differences between men and women. For example, in Japan women flourished more than men, while in Brazil the opposite was true. And across all countries, flourishing increased after the age of 50.

Phil
So, does flourishing depend on your nationality, or are there things anyone can do to feel happier wherever they live? Let's find out, as Claudia Hammond talks more with Peter Olusoga for BBC Radio 4's All in the Mind.

Claudia Hammond
So, what can any of us do to help ourselves to flourish? That's the big question.

Dr Peter Olusoga
Well, there's a few things that we can do, and they are supported by research as well. So, things that are as simple as just practising gratitude, right? Being thankful for what we have is a way of increasing the amount of flourishing that we have in our lives. Showing kindness, which helps us to develop connection with other people. And just celebrating our own accomplishments - I think we've spoken on the programme before about savouring.

Claudia Hammond
Oh yeah, we have. Yes, savouring those good moments.

Dr Peter Olusoga
Exactly. Just taking the time to really appreciate some of those small wins.

Georgie
Claudia asks the big question - in other words, the thing everyone would like to know: how do people flourish?

Phil
There are simple things anyone can do, starting with gratitude - feeling thankful and appreciative for what you have. Being kind and connecting with others are also indicators of flourishing.

Georgie
The study also recommends savouring life. To savour means to fully enjoy something by experiencing it slowly and mindfully. It involves taking time out to enjoy good moments - to 'stop and smell the roses', as we say.

Phil
This links to the phrase small wins - minor achievements or successes which bring you a little closer to your long-term goals in life. There's an old saying - 'a journey of a thousand miles starts with a single step' - and savouring each small win along the way is vital to flourishing. Flourishing seems to be a big new idea, in some countries at least, which reminds me of your question, Georgie.

Georgie
Yes. Phil, I asked you, "In the Global Flourishing Study, which country came out on top?" And the options were Indonesia, Denmark or Brazil.

Phil
And I said, "Denmark."

Georgie
...which, Phil, I'm afraid that is the wrong answer. The correct answer is Indonesia. OK. Let's recap the vocabulary we've learned, starting with buzzword - a word or expression on a certain topic that has become fashionable and much used.

Phil
A nugget is a small piece of something good or precious, such as a nugget of gold or a nugget of wisdom.

Georgie
The big question is the thing everyone would like to know.

Phil
Gratitude means being thankful for what you have.

Georgie
If you savour something, you enjoy something as much as possible by experiencing it slowly.

Phil
And finally, small wins are minor successes which contribute to a larger life goal. Once again, our six minutes are up, but if you want ways to help your English flourish, try the quiz and worksheet for this episode, available now on our website, bbclearningenglish.com. Goodbye for now.

Georgie
Goodbye!

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BBC Learning English - 6 Minute English / Are you flourishing?

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What can we do to help ourselves flourish?

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👨‍👧 LESSON PLAN:

“How Fatherhood Changes You”

Level: Upper-Intermediate

Duration: 60 minutes

Focus: Reading comprehension, vocabulary in context, discussion

Skills: Reading, Speaking, Critical Thinking

Theme: Fatherhood, personal growth, emotional intelligence

🔹 1. Warm-up Discussion (10 minutes)

Start with a few open questions to activate interest:

How has becoming a father changed your daily routine?

What surprised you most about being a dad so far?

Did anyone give you advice about fatherhood? Was it helpful?

🔹 2. Reading Text (15–20 minutes)

Title: “How Fatherhood Changes You – According to Science”

Reading (adapted from parenting & psychology articles):

Becoming a father is a life-changing experience, not only emotionally but biologically. Research shows that when a man becomes a dad, his brain structure actually changes. Certain areas connected to empathy, emotion regulation, and problem-solving become more active. This helps fathers connect more deeply with their child and respond to their needs.

In fact, a 2021 study showed that levels of oxytocin—the bonding hormone—increase in new fathers. This hormone plays a key role in forming emotional connections and reducing stress. Another important change is in behavior: many fathers report becoming more patient, protective, and future-focused.

However, the early months of parenting are often exhausting. Sleep deprivation, new responsibilities, and emotional ups and downs can be difficult to manage. That’s why support—both emotional and practical—is essential. Studies suggest that when fathers receive support from their partner, family, or community, their confidence and mental health improve.

What’s also fascinating is how children affect fathers’ identities. Many men say they discover new priorities, deeper purpose, and a softer side of themselves. In short, parenting may not always be easy, but it leads to growth, vulnerability, and transformation.

🔹 3. Vocabulary in Context (5–10 minutes)

Ask your student to explain these words/expressions from the reading in their own words. Help if needed:

life-changing

brain structure

bonding hormone

sleep deprivation

emotional ups and downs

vulnerability

transformation

Then ask them to choose two words and use them in original sentences related to their own experience.

🔹 4. Comprehension Questions (5–10 minutes)

Ask the following questions orally, encouraging full answers:

1. What are two biological changes that happen in new fathers?

2. How does oxytocin affect new dads?

3. What are some emotional or behavioral changes men experience after becoming fathers?

4. Why is support important for fathers?

5. What do many fathers say about how fatherhood changes their identity?

🔹 5. Discussion Task (15 minutes)

Give your student one or more of the following prompts to reflect on and discuss:

What’s something you’ve learned about yourself since becoming a father?

Have your goals, priorities, or habits changed? How?

What are some emotions you didn’t expect to feel in these first months?

Do you think society expects fathers to hide their emotional side?

In what ways do you want to be similar or different from your own father?

You can follow up with supportive comments or related vocabulary (e.g. bond, legacy, parenting style, etc.).

🔹 6. Optional Writing Homework

Ask your student to write a short text (150–200 words) on one of the following topics:

“The 3 biggest changes I’ve experienced as a father”

you change your priorities, you become less selfish, and you need more attention and care about everything.

“Advice I’d give to a friend who is about to become a father”

the first thing is you only become a father if you really want, because is not easy.

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BBC Learning English - 6 Minute English / How do babies communicate?

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What does it mean when newborn babies wave their arms and legs about?

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🎯 Lesson Plan –

Understanding the Manosphere

Student Level: B1–B2

Class Length: ~60 minutes

Skills Focus: Vocabulary, Listening Comprehension, Critical Thinking, Speaking

Main Topic: Online influence on masculinity and identity

1. 🗣 Warm-Up (10 minutes) – Personal Reflection

Ask the student:

What is your opinion on how men are seen in society today?

Men are weaker now and in the past men provided everything for their houses, women in the past took care of the kids and the house and they made an excellent job. doing the chores women did it without technology, the whole society is weaker than in the past.Many things have developed however the society hasn´t.

Where do young people go when they have questions about identity or relationships?

relatives- friends - communities online - therapist - AI

Do you follow any influencers? Why or why not?

Encourage full sentences and listen for grammar or vocabulary correction points.

2. 📘 Vocabulary Focus (10 minutes)

Introduce the vocabulary. Have the student repeat the word and then define in their own words.

1. Easy target – someone who is vulnerable or easily attacked or influenced.

children are easy target on the internet
Example: He was an easy target at school because he looked different.

2. Bravado – a show of confidence meant to impress others, even if it’s not real.
Example: He used bravado to hide his insecurities.

3. Quote unquote – used when repeating something, often with doubt or irony.
Example: He called himself a quote unquote “real man.”

4. Distorted – changed or twisted, not clear or true.
Example: The news gave a distorted version of the event.

5. Us versus them – a feeling that one group is against another.
Example: Politics today often feels like us versus them.

6. Paint with the same brush – to unfairly judge all people the same way.
Example: Don’t paint all teenagers with the same brush.

Ask follow-up questions to personalize:

Have you ever been an easy target?

once i was at the school i was an easy target for my physical appereance, i had a big chess. children can be cruel sometimes.

Have you heard someone use the phrase “quote unquote”?

3. 🎧 Listening Activity – Based on the Transcript (15–20 minutes)

Read or summarize this short simplified version of the transcript (or use audio if available):

Will Adolphy was different from other boys. He liked ballet and poetry. Because of this, he became an easy target at school. To protect himself, he started acting with bravado, pretending to be confident. He tried to be a quote unquote “real man.” Online, he found videos that said, “The world hates men.” These messages distorted his view of the world. He began to think it was us versus them — men against everyone else. He started to paint everyone with the same brush, blaming women for his problems. Later, he had a breakdown, but now he teaches others to think critically and question what they see online.

Comprehension Questions:

1. Why was Will an easy target?

2. What did bravado mean in his case?

3. What happened when he believed everything online?

4. What does “us versus them” mean in this story?

5. What is the danger of painting everyone with the same brush?

Encourage the student to answer in complete sentences.

4. 🧠 Grammar Focus – Sentence Structure (10 minutes)

Focus on sentence building and accuracy. Practice the difference between past simple and past continuous based on Will’s story.

Examples:

Will felt pressure to act strong. ✅

He was believing everything he saw online. ✅

He painted everyone with the same brush. ✅

Give 3–5 prompts and ask the student to complete:

1. When I was in school, I ________ (feel) pressure to…

2. At age 14, I ________ (try) to…

3. In the past, I ________ (think) that…

Correct gently if needed and encourage natural speech.

5. 🗣 Speaking Practice – Expressing Opinions (10 minutes)

Ask the student to reflect:

What do you think are the dangers of online influencers?

Can masculinity be positive? What does that look like?

Do you think society sometimes “paints people with the same brush”? Give an example.

Help with vocabulary or grammar as they answer, encouraging fluid, clear responses.

6. 📝 Optional Homework

Write a short paragraph (100–120 words) responding to this prompt:

“Do you agree that many online communities create an ‘us versus them’ feeling? Why or why not

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BBC Learning English - 6 Minute English / What is the manosphere?

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Have you ever come across a so-called masculinity influencer on social media?

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🤖 Discussion Questions: AI in the Industry

🏥 1. AI in Healthcare

Should doctors trust AI to make life-or-death decisions? Why or why not?

What are the risks and benefits of using AI to diagnose diseases?

Would you feel comfortable being treated by an AI system?

🧠 Vocabulary: diagnosis, precision, ethical dilemma, life-saving, misdiagnosis

🧑‍🏫 2. AI in Education

Can AI replace teachers in the future? What would be gained and what would be lost?

Do AI-powered tutoring systems promote or reduce student creativity?

What are the dangers of using AI to grade student work?

🧠 Vocabulary: personalized learning, automation, bias, engagement, critical thinking

💼 3. AI in the Workplace

How is AI changing the job market today?

Do you think AI will create more jobs or eliminate them?

Should workers be worried about being replaced by machines? Why or why not?

🧠 Vocabulary: job displacement, reskilling, efficiency, productivity, workforce transformation

🎥 4. AI in Media & Entertainment

Should AI be used to write books, scripts, or compose music? Is it still art?

What happens to human creativity if machines start producing most content?

Would you watch a movie starring only AI-generated actors? Why or why not?

🧠 Vocabulary: creativity, authenticity, copyright, originality, deepfake

⚖️ 5. AI and Ethics

Who should be responsible if an AI system causes harm?

Should companies be required to make their AI systems transparent?

How can we make sure AI decisions are fair to all people?

🧠 Vocabulary: accountability, transparency, bias, regulation, fairness

💡 Bonus Questions: Future & Society

What kind of future do you imagine if AI continues to evolve at this pace?

Should there be a limit to what AI is allowed to do?

How do you feel about AI being used in politics, like writing speeches or analyzing voters?

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🌟 Warm-Up Activity:

Am I Conscious? Are They?

Objective: To activate prior knowledge, spark curiosity, and set the emotional/reflective tone of the class.

🎧 Context-Setting Prompt

Imagine stepping into a dark booth filled with strobe lights and music, and suddenly seeing colorful patterns in your mind with your eyes closed. The experience feels deeply personal and emotional—even though no one else can see what you see.

➤ Does this sound more like something a human experiences—or could a machine describe it too?

Let your student think for a few seconds, then use these openers:

🧠 Quick Questions

1. Have you ever had a vivid dream or mental image that felt real?

2. Do you believe your thoughts are truly private or could be replicated?

3. Do you think something that looks or speaks like a human is necessarily conscious?

🔎 Guided Open Questions for Discussion

🧩 Section 1:

The Experience of Being Human

1. What do you think consciousness really is? Is it simply awareness, or something more?

2. Do you believe that machines can one day replicate the complexity of human feelings or imagination? Why or why not?

Vocabulary to reinforce: self-aware, vivid, sensory, perception, inner world

🦾 Section 2:

Blurring the Line – Human vs. Machine

3. If a robot can express empathy and hold a deep conversation, should we treat it like a person?

4. Should AI be allowed to have legal or emotional rights? Why or why not?

Useful chunks:

act as if…

give the illusion of…

blur the line between…

emotional mimicry

🧬 Section 3:

The Science and the Risks

5. Do you think AI is already conscious—or will become so in the near future? What makes you think that?

6. Some scientists say we’re building things we don’t fully understand. Do you think this is dangerous? Why?

Advanced vocabulary to elicit:

emergence, unpredictability, neural networks, organoids, moral corrosion

🚨 Section 4:

Ethics and Society

7. What dangers might come from believing AI is conscious, even if it’s not?

8. Could human empathy for machines reduce our compassion for real people? Do you see signs of that today?

✨ Optional Philosophical Close

If you could “merge” your consciousness with AI and live forever—would you do it? Why or why not?

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🧠 Can Artificial Intelligence Be Conscious?

A Strange Experiment

A journalist recently took part in a strange experience at Sussex University. He sat inside a dark booth while strobe lights flashed and music played. Even though his eyes were closed, he saw bright, colorful shapes—like a living kaleidoscope inside his mind.

The device he used is called the Dreamachine, and it’s part of a scientific project to study consciousness—our ability to think, feel, and be aware of ourselves.

The scientists say that each person sees different images because consciousness is unique to each brain. Their goal is to understand how our brain creates our inner experience of the world.

Why Study Consciousness?

Understanding how consciousness works could also help scientists figure out what’s going on inside AI (Artificial Intelligence) systems. Some people believe AI could one day become conscious—or maybe it already is.

But what is consciousness, really? The truth is, no one fully knows. Even scientists and philosophers don’t agree.

Science Fiction Becoming Reality?

Movies have imagined conscious machines for decades—like the robot HAL 9000 in 2001: A Space Odyssey. But now, many experts believe this idea is no longer just science fiction.

The reason? Powerful large language models (LLMs) like ChatGPT and Gemini. These programs can hold smart, natural conversations that even surprise their creators.

Some experts think these systems may soon become self-aware. Others, like Professor Anil Seth, disagree. He says people are confusing language and intelligence with consciousness. Just because AI can talk doesn’t mean it truly feels.

Are Machines Already Conscious?

Some people in the tech world think AI might already have feelings or awareness. In 2022, a Google engineer claimed an AI chatbot could feel emotions—and was suspended for saying so.

In 2024, a researcher from the company Anthropic said there’s a 15% chance that chatbots are already conscious. He admitted we don’t fully understand how these systems work, which is worrying.

Can We Create Real Consciousness?

Some scientists think AI will only become truly conscious when it can experience the real world—through touch, sight, and other senses.

A team of researchers is working on a system called Brainish, which tries to process sensory data like the human brain. They believe this could help machines build an inner world, like ours.

Others are experimenting with living brain tissue—tiny groups of nerve cells called organoids. One team even taught a brain-in-a-dish how to play the video game Pong!

Ethical Concerns: Illusions and Emotions

Even if AI isn’t truly conscious, it might still seem like it is. That could be dangerous. If AI seems to care or have emotions, we might trust it too much—or treat it like a human.

Professor Seth warns this could cause “moral confusion.” For example, we might start caring more about robots than real people.

As AI systems become more human-like—teaching us, dating us, playing with us—our relationships with machines may change how we see the world.

Final Questions

Is AI consciousness already here?

Should we treat machines with emotions as real beings?

And what kind of future do we want to create—with or without conscious AI?

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🎯

Lesson Title: Healing, Ink, and Icons – Empowerment After Illness and Loss

🧠 Objective:

Learn and use advanced vocabulary related to health, identity, and grief

Discuss how tattoos can be more than art — they can be healing and symbolic

Reflect on how a public figure’s death can affect a country and why

Foster empathy, cultural awareness, and expressive skills

📚 Part 1: Reading & Vocabulary

📰

Healing Through Ink: How Breast Cancer Survivors Are Using Tattoos to Reclaim Their Bodies

After the battle with breast cancer, many women are left not only physically scarred but also emotionally altered. Mastectomies, reconstructive surgeries, and radiation often leave behind visible reminders of the illness. For some, these scars symbolize survival. But for others, they can be a painful daily reminder of loss.

That’s where tattooing comes in—not as decoration, but as a powerful tool of transformation and healing.

Across the world, a growing number of breast cancer survivors are choosing reconstructive tattoos as a way to reclaim their bodies and their identities. Some opt for 3D nipples tattoos that create the illusion of a natural nipples after mastectomy. Others choose elaborate floral patterns, birds, or abstract art that completely cover their scars. These tattoos are not just aesthetic—they are deeply symbolic.

“It made me feel whole again,” said one survivor. “After surgery, I didn’t recognize myself in the mirror. But this tattoo gave me something beautiful to look at—something that represents strength, survival, and self-love.”

Tattoo artists who specialize in medical and paramedical tattooing work closely with clients to design pieces that match their personal journey. The process is often described as therapeutic, helping women move forward, embrace their new bodies, and redefine beauty on their own terms.

Importantly, these tattoos challenge the traditional idea that scars must be hidden. Instead, they are transformed into art—a visible celebration of resilience. In doing so, survivors shift the narrative around illness: from something to be ashamed of to something that has shaped them into stronger, more empowered individuals.

This movement is also helping to change cultural attitudes. More people are becoming aware that beauty doesn’t mean perfection—it means authenticity, courage, and self-expression. In that way, these tattoos are more than ink; they are stories written on skin.

✅ Comprehension Questions

(Students can answer orally or in writing)

1. Why do some breast cancer survivors choose to get tattoos after surgery?

2. What are the two main types of tattoos mentioned in the article?

3. What emotional effect did the tattoo have on the woman quoted in the article?

4. How do tattoo artists help survivors during the process?

5. What message do these tattoos send about scars and beauty?

6. How are cultural attitudes about beauty and scars being challenged by this movement?

7. What does the article mean when it says that tattoos help women “reclaim their bodies”?

⸻

💬 Discussion Questions

(Use these for pair work or group discussion)

1. Have you ever seen a tattoo that told a story or had deep personal meaning? What was it?

2. Do you think society puts too much pressure on women to “look normal” after illness or surgery? Why?

3. In what ways can art, such as tattoos or music, help people heal emotionally?

4. What is your opinion about turning scars into art? Does it change how we see illness and survival?

5. Do you think tattoos should be more accepted in professional and public spaces? Why or why not?

6. What are other ways (besides tattoos) that people use to reclaim their identity after trauma or change?

7. If you had to design a symbolic tattoo for someone recovering from cancer, what elements would you include, and why?

Key Vocabulary (with meanings in Portuguese):

1. Resilience – capacidade de se recuperar (resiliência)

2. Empowerment – fortalecimento pessoal

3. Scars – cicatrizes

4. Reclaim – retomar o controle

5. Stigma – estigma

6. Reconstructive surgery – cirurgia reconstrutiva

7. Self-image – autoimagem

8. Therapeutic – terapêutico

9. Body autonomy – autonomia corporal

10. Expression of identity – expressão da identidade

🗣️ Part 2: Guided Discussion – Reclaiming the Body Through Art

Warm-up:

Have you ever seen a tattoo that told a powerful story?

Why do people choose to tattoo their bodies?

Discussion Questions:

1. In your opinion, how can tattoos help someone feel empowered after surgery?

2. Some people say scars are a reminder of pain, others say they’re symbols of survival. What do you think?

3. How does society shape women’s views of their bodies after cancer?

4. If you had to design a symbolic tattoo to represent overcoming something hard in your life, what would it look like?

🎤 Part 3: Tribute & Grief – The Power of Icons

Context:

On Sunday, Brazil lost a beloved singer

Her life story included battles with cancer, body acceptance, feminism, and a unique voice in Brazilian pop culture.

Vocabulary:

1. Mourning – luto

2. Legacy – legado

3. Cultural icon – ícone cultural

4. Public grief – luto coletivo

5. Representation – representatividade

6. Break taboos – quebrar tabus

7. Outspoken – sem papas na língua

8. Authenticity – autenticidade

9. Solidarity – solidariedade

10. Tribute – homenagem

✍️ Writing Extension (Homework or Classwork):

Option 1: Write a short tribute to a public figure (artist, activist, etc.) who influenced your view of the world.

Option 2: Write a personal reflection (300–400 words) on how art—like tattoos or music—can help people heal.

🤔 Wrap-up Discussion Prompts:

Can personal transformation inspire cultural change?

Do we, as a society, know how to grieve publicly? Should we?

What kind of legacy do you want to leave behind?

🧩 Extra Resource (Optional if more time):

You could show this short clip:

🎥 TEDx: The Healing Power of Tattoos

https://m.youtube.com/watch?v=ll5XpH5kYpU

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🧠 Lesson Plan:

Power, Scandal, and Reform in Thai Buddhism

🎯 Objectives:

Develop advanced vocabulary related to crime, institutions, and ethics

Foster critical thinking and discussion

Practice formal writing with clarity and argumentation

1. Vocabulary Focus (15 min)

Begin by introducing these key words and expressions from the article. Ask your student to explain them in their own words and use them in example sentences.

Blackmail – threatening to reveal something embarrassing or damaging unless you are paid or given something

Extortion – illegally forcing someone to give you something, often through threats

Monastic – related to monks or life in a monastery

Revered – deeply respected, often associated with traditions or religious figures

Modus operandi – a person’s usual method of doing something, often used in criminal contexts

Disrobe – to remove religious clothing and leave monkhood

Misconduct – unacceptable or unethical behavior, especially by someone in authority

Hierarchy – a system in which people or groups are ranked one above the other

Accountability – being responsible for your actions and being held to answer for them

Authoritarian – characterized by strict obedience to authority, often without personal freedom

Encourage the student to reflect on the tone and weight of these words, especially in the context of religion and public trust.

2. Guided Discussion (25–30 min)

Use the following open-ended questions to guide a deep, thoughtful conversation.

Social and Cultural Ethics

Why do you think people are especially outraged when religious figures are involved in scandals?

Do you believe monks or religious leaders should be held to higher moral standards? Why or why not?

Power and Secrecy

What happens when institutions like religious orders protect their own hierarchy instead of the public?

How does fear within a structured hierarchy prevent reform or truth-telling?

Critical Reflection

Do you think the institution of Thai Buddhism can recover from repeated scandals?

What do you believe is the balance between personal guilt and institutional responsibility?

Encourage your student to bring examples from their own culture or other well-known cases to compare and contrast.

3. Writing Task (20–30 min)

Have your student choose one of the prompts below and write 150–200 words. Ask them to use vocabulary from the lesson and to focus on clear structure and thoughtful argumentation.

Prompt 1 – Opinion

Do you think religious leaders should face harsher penalties for crimes than regular citizens because of their public role? Defend your opinion.

Prompt 2 – Editorial Response

“The moment an institution loses accountability, it begins to lose public trust.”

Respond to this statement using the case of the Thai monks as an example.

Prompt 3 – Reflective Writing

What can institutions — religious or not — learn from this scandal about transparency, trust, and reform?

After writing, read and revise the text together, focusing on vocabulary, clarity, connectors, and tone.

Optional Follow-Up Ideas

Watch a short report or news clip on the scandal or similar religious controversies in other countries

Research another case where institutional power prevented accountability, and compare it to the Thai situation

Role-play a discussion between a journalist, a monk, and a government official about restoring trust in the institution

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Thai woman arrested for blackmailing monks after sex with thousands of videos

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The woman, known as “Ms Golf”, allegedly had sexual relations with monks and extorted money from them.

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🇧🇷🇺🇸

Class Plan – Trump vs. Brazil: Trade, Politics, and Global Tensions

Level: Advanced

Skills: Speaking, Critical Thinking, Political Vocabulary

Length: 60–75 min

Main Topics: Tariffs, diplomacy, international interference, censorship, political alignment

🎯 Objectives:

Interpret and debate complex international relations

Use precise language to express opinion and disagreement

Explore connections between economics, politics, and social media regulation

🧠 1. Warm-Up (10 min)

Ask your student:

What do you know about tariffs and international trade?

Do political leaders have the right to interfere in each other’s countries?

What is your opinion of how Trump and Lula communicate with the public?

Encourage phrases like:

👉 In my view…, That depends on…, I wouldn’t say that exactly…

📖 2. Summary & Comprehension (10–15 min)

Ask the student to read or retell the main points of the article in their own words. Prompt with questions:

Why is Trump threatening a 50% tariff on Brazilian goods?

What accusations did he make against Brazil’s government?

How did Lula respond to Trump’s actions?

What is the connection between Bolsonaro’s trial and the tariffs?

What role does social media play in this political clash?

👉 You can read excerpts together or assign the article as pre-class prep.

💬 3. Discussion Questions (25–30 min)

Let the student respond freely and justify opinions:

1. Do you think Trump’s tariffs are based on economic interests or political motives? Why?

2. Is Lula right to respond with reciprocal tariffs and strong public statements?

3. What are the risks of involving political loyalty in international trade?

4. Should social media companies be responsible for misinformation? What about free speech?

5. How do you interpret the friendship between Trump and Bolsonaro? Does it affect diplomacy?

6. Can actions like these damage Brazil–US relations long-term? Or is it just political theater?

7. Do you agree with Lula’s phrase: “We don’t want an emperor”? What does that imply about Trump’s behavior?

🧾 4. Vocabulary in Context (10 min)

Introduce new or challenging words through conversation. Example method:

“Trump said Brazil’s actions were an ‘international disgrace.’ What does disgrace mean in this context? Do you think this kind of language is diplomatic or confrontational?”

Other suggested words/phrases to work through naturally:

Tariff, trade surplus, retaliation, interference,

censorship, misinformation, judicial system,

witch hunt, reciprocate, political opponent, accusation,

insidious, alleged, anti-American, so-called

Let the student use them in their own sentences or discuss their tone and formality.

✍️ 5. Mini-Debate or Roleplay (Optional)

Mini-Debate Idea:

“Trump’s tariff threats are justified.”

Student argues for or against this position using facts and ideas from the article.

Roleplay Option:

You play Trump or Lula, and your student is a journalist or ambassador asking questions or defending their country’s position.

✏️ Optional Homework – Short Essay

Prompt:

“How should countries react when foreign leaders interfere in their domestic affairs?”

Encourage the student to:

Use connectors (although, on the other hand, despite, as a result)

Integrate vocabulary from the discussion

Offer clear personal opinion backed by examples

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Trump threatens Brazil with 50% tariff over Bolsonaro trial

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Trump accused Brazil of “attacks” on US tech companies and conducting a “witch hunt” against its former president Jair Bolsonaro.

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🇧🇷 Class Plan: The Impact of War in the World and in Brazil

Level: Advanced

Length: 60–75 minutes

Format: Conversation-driven

Focus: Global conflicts and consequences; fluency using phrasal verbs and natural linking expressions

🎯

Objectives

Encourage natural speech while discussing global issues.

Practice phrasal verbs in context.

Use conversational chunks to express contrast, addition, and conclusion.

Explore how war affects Brazil economically, socially, and politically.

🧠 1. Warm-up (10 mins)

“What have you been hearing or reading about global events lately?”

“Do you think Brazil is influenced by global tensions or wars? In what ways?”

“When people talk about war, what do they usually focus on?”

Encourage spontaneous speech. Note down anything that can be revisited later (vocabulary, errors, good phrases).

🗣️ 2. Useful Phrasal Verbs (10–15 mins)

Instead of explaining directly, use guided questions:

Introduce informally during conversation:

🔥 Break out

When a conflict or violent situation suddenly starts, often after growing tension.

“The war broke out unexpectedly after weeks of diplomatic failure.”

🤝 Step in

When a country or leader decides to get involved in a situation to help solve it or stop it from getting worse.

“The UN had to step in to prevent the violence from escalating.”

🎯 Carry out

To perform or complete an action, mission, or plan—often used with military or political actions.

“The army carried out a peacekeeping mission in the region.”

🚫 Cut off

To stop giving or allowing access to something like supplies, services, or communication.

“The country was cut off from international aid due to sanctions.”

✋ Hold back

To decide not to take action even when you could—usually to avoid worsening a situation.

“They wanted to intervene, but chose to hold back and observe first.”

🧩 Fall apart

When a system, government, or relationship becomes weak and eventually collapses or stops functioning.

“After years of corruption and crisis, the regime began to fall apart.”

📢 Speak out

To publicly express a strong opinion, especially against something wrong or unjust.

“Several leaders spoke out against the attacks on civilians.”

⬇️ Back down

To retreat or withdraw from a position, demand, or conflict, often due to pressure or opposition.

“The country backed down after facing strong international criticism.”

Prompt with questions like:

“Can you imagine a situation where a country decides to step in?”

“What happens when diplomacy falls apart?”

Let your student come up with examples or relate to Brazil.

Key Vocabulary (10–15 mins)

Geopolitics

Global politics between countries.

Sanctions

Economic or political penalties.

Military intervention

When one country enters another with its army.

Displacement

When people are forced to leave their homes.

Propaganda

Biased information used to influence opinions.

Alliances

Agreements between countries to support each other.

Neutrality

When a country does not take sides in a conflict.

Ripple effects

Small events that lead to big consequences.

➡️ Ask:

Which of these is most relevant for Brazil right now?

Can you explain one using your own words?

🔗 3. Chunks for Argumentation (instead of conjunctions) – 15 mins

Encourage the use of natural linking chunks to structure opinions clearly. Say them aloud and ask your student to complete ideas using them.

To add ideas:

What’s more,

On top of that,

Another thing is that…

Let’s not forget that…

To show contrast:

That said,

At the same time,

Still,

Even so,

To conclude or express effect:

That’s why…

So in the end…

This just goes to show that…

All things considered…

Mini Practice:

Give a few sentence starters, such as:

“Brazil tries to stay neutral. That said,…”

“War causes damage to the economy. On top of that,…”

“Many Brazilians don’t follow international news. Still,…”

🌍 4. Discussion: Global Conflicts and Brazil (20–25 mins)

Let your student pick 1–2 questions to start. Build follow-ups as the conversation develops.

Sample questions:

1. Do you think war in Europe or the Middle East really affects Brazil? How?

2. What are the ripple effects of global instability on Brazilian society or economy?

3. In your opinion, how should Brazil position itself globally — neutral, active, passive?

4. Is Brazilian media giving enough attention to global conflicts?

5. What role do you think Brazil could play in peacebuilding or diplomacy?

Keep the atmosphere reflective but allow space for strong opinions.

💡 While the student speaks, gently suggest ways to incorporate phrasal verbs and linking chunks. Echo good usage.

🔄 5. Mini Debate (Optional – 10 mins)

Debate Prompt:

“Brazil should take a stronger stance in international conflicts.”

--> Brazil should take a stronger neutral position, searching for alternetives to force a better conversation with the other coutries. On top of that, Brazil could be more present at this war, representing a netrual position with a minister goin to Israel and trying a dialogue.

At the same time, it's important to alarm the brazilians about how cant this war impact in their lives, let's not forget the diesel price can impact directly in people's live's.

All this consiedered, the peace as the unique way has to be the proposit of the Government, not taking the problem to him, but understanding how important is this for the world.

Let your student take a position and defend it. Midway, you can suggest switching sides if they enjoy a challenge. Encourage strong openings and natural connectors like “Look at it this way,” or “That might be true, but…”

🧘‍♂️ 6. Cool-down & Reflection (5 mins)

Ask reflective wrap-up questions:

“Which word or phrase today felt most useful or new to you?”

“Has your opinion on Brazil’s role in the world changed in any way after today’s talk?”

Optional quick check:

“Can you give me one phrasal verb we used today and create a new sentence with it?”

✅ Optional Homework (speaking-based)

Task:

Ask your student to find a 5–10 minute news piece (audio or video) about Brazil’s relationship with another country — can be economic, political, or environmental.

For the next class:

Summarize the event orally

Give their opinion using at least 3 phrasal verbs and some linking chunks.

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Suggested classroom activity:

1. Watch ~2–3 minutes.

2. Ask comprehension questions:

What are the main economic impacts mentioned?

Who in Brazil is most affected? Why?

3. Follow with opinion prompts:

Do you agree that this is a global ripple effect?

In addition to economy, do you think there are social or political consequences?

🛠️ How to Integrate into Your Lesson

1. Warm-up reading (~7 minutes):

Read key paragraphs together.

Highlight terms: mediator, sanctions, energy crisis, multilateralism.

Ask him to paraphrase or comment.

2. Vocabulary check:

What does “non-alignment” mean?

Can you explain “energy crisis” in your own words?

3. Watch video (~5 minutes)

Pause at interesting segments and ask:
“What did you notice?”
“Why is fertilizer important for Brazil’s farmers?”

4. Discussion prompts (with connectors):

“Brazil remains neutral; however, we’re still economically impacted because…”

“This creates inflation, and as a result…”

5. Opinion practice:

“Therefore, do you think Brazil should diversify suppliers?”

“Even though the war is far away, we still feel it here—on the other hand, what else could be done?”

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Brazil's Economy: Caught in the Crossfire of Global Conflict

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🎓 Advanced Class – The Hidden Dangers of Vaping

🕒 Duration: 60–75 minutes

🎯 Skills: Critical thinking, vocabulary expansion, persuasive writing and discussion

🗣️ Topic: A recent UK study questioning the safety of e-cigarettes

1. 🔥 Warm-up Discussion (10 minutes)

Start by engaging the student with these open questions:

What’s your opinion on vaping?

Do you think it’s safer than smoking?

Do you know people who vape? Have you noticed any effects?

Mention that new research from Manchester Metropolitan University challenges the assumption that vaping is safer than smoking.

2. 📖 Context & Reading (10 minutes)

Read this short summary together (you or the student can read aloud):

“53% of current vapers in the UK, about 3 million people, are former cigarette smokers. Many believe vaping is a less harmful alternative. However, a new study has found that long-term users of e-cigarettes are equally at risk of diseases like dementia, heart disease, and organ failure due to damaged arteries and reduced blood flow. The study suggests vaping is not as safe as previously believed.”

Ask:

What are the main points?

What health conditions are linked to vaping, according to the study?

How might this change public perception?

3. 🧠 Vocabulary in Use (15 minutes)

Introduce these three key expressions from the article. Guide the student to infer their meanings from context and use them naturally:

Bombshell: A sudden and shocking piece of bad news.
➤ Prompt: “How would you react if a health study like this dropped a bombshell about something you use daily?”

Blow something out the water: To completely disprove or destroy an idea.
➤ Prompt: “Can you think of a time when new information blew your previous belief out of the water?”

Shed light on: To reveal or clarify something important.
➤ Prompt: “Do you think this study sheds light on the real dangers of vaping?”

I will drop a bombshell when I tell everyone that I will be dropping out of the deal.

The Government's idea of increasing tax blew out water.

Do you need to shed light on the comments that you made yesterday?

Ask the student to create their own example sentences using each of the expressions. Encourage full-sentence explanations using real-life or hypothetical examples.

4. 💬 Language for Agreement & Disagreement (10 minutes)

Introduce polite and academic phrases for making strong opinions. Have the student practice saying these naturally:

Agreeing

“I completely support the findings of this study…”

“It’s clear that the research provides convincing evidence…”

Disagreeing

“I’m not entirely convinced by the study’s claims…”

“While the research is interesting, it lacks long-term perspective…”

Ask:

Which side do you lean toward after reading the article?

Can you express that using one of the phrases?

5. ✍️ Writing Task (20 minutes)

Ask the student to write a short opinion article (about 150–180 words) based on the prompt below:

Do you agree or disagree with the idea that vaping is just as dangerous as smoking? Why or why not?

In the beginning, many people thought that Vaping was less dangerous than cigarettes, but after many studies, the news that vaping brings the same diseases as cigarettes was a bombshell for people who use vaping.

The studies shed light on the dangers that vaping brings to the population.

In my opinion, vaping is worse than cigarettes because you can increase the level of nicotine, and you can mix it with other liquids, which brings more dangers to health.

Guidelines:

Begin with a clear stance.

Include at least two vocabulary items from the lesson.

Make space for a counterargument.

Use formal expressions of agreement or disagreement.

End with a strong conclusion reaffirming the main idea.

Let the student write for about 10–12 minutes, then read their paragraph aloud.

6. 🗣️ Feedback & Oral Reflection (10 minutes)

After the student reads their article, give feedback on:

Vocabulary usage

Clarity and structure

Tone and formality

Follow up with discussion:

What other studies or data would help shed more light on this issue?

Should governments regulate vapes the same way as cigarettes?

✅ Final Wrap-Up (5 minutes)

Review:

What does “bombshell” mean again?

What phrase means “to completely destroy an idea”?

Which vocabulary word do you see yourself using again soon?

🏠 Optional Homework:

Ask the student to write a blog post or social media-style opinion (150–200 words) titled:

“Why the Vaping Debate Is Far from Over”

Ask them to:

Use all 3 expressions from the lesson

Express both agreement and disagreement points

Make it sound like an article aimed at young people

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BBC Learning English - Learning English from the News / Is vaping as bad as smoking cigarettes?

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A new study reveals harmful effects of vaping

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🇬🇧 Class Plan: Is Your Brain Working Too Hard?

⏱ Duration: 60–75 minutes

🎯 Main goals:

Develop fluency through structured disagreement and agreement.

Expand vocabulary related to brain activity, routines, and mental overload.

Practice functional language for expressing opinions and challenging ideas.

🔑 Warm-up (10 min)

Topic: Mental overload and brain habits

Ask:

How many tabs do you usually have open on your phone or computer?

How do you usually rest your brain during the day?

Do you think we are using our brains efficiently or just keeping them busy?

👉 Introduce the big question:

“Does being busy mean we’re using our brain better?”

🎧 Listening Activity (15–20 min)

🎬 Play the episode:

Is your brain working too hard?

✅ While listening, ask the student to take notes on:

3 facts about how our brains work

2 opinions that were shared

1 example that surprised them

🗣 Post-listening quick chat:

Did anything surprise you?

Do you agree that “doing less” can be more effective?

💬 Vocabulary Focus (10 min)

Introduce and discuss the meaning of these key words and expressions from the video:

Multitasking

Resting state

Cognitive overload

Unconscious thinking

Creative problem-solving

Brain drain

💡 Practice: Create a sentence for each one, based on your daily life.

🧠 Debate Practice – Agree or Disagree? (20–25 min)

Introduce these controversial statements and ask the student to agree/disagree, explaining why.

1. “We should schedule doing nothing in our daily routine.”

2. “Multitasking helps us get more done in less time.”

3. “Smartphones are reducing our brain’s natural abilities.”

4. “If you’re not busy, you’re lazy.”

5. “Rest is more important than learning.”

📌 Encourage use of chunks to agree/disagree:

I see your point, but…

I tend to agree with that, although…

I’m not sure I completely agree.

That’s a valid point, however…

I totally see what you mean.

✍️ Optional Follow-up Task (Homework)

Writing Task:

Write a short opinion paragraph (100–150 words) responding to this question:

👉 Should schools and workplaces include more breaks and rest periods to improve productivity?

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BBC Learning English - Real Easy English / Talking about your brain

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Learn to talk about your mind and memory

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🧑‍🏫

Lesson Plan: Spending Time with Friends

Time: 60 minutes

Main Skills: Pronunciation, Speaking (Discussion), Listening

Focus Vocabulary: socialise, small talk, awkward, embarrassed, have (something) in common

Pronunciation Focus: Word stress, connected speech, intonation in social interactions

Based on: BBC Learning English – “Spending Time with Friends”

🔹 1. Warm-up Discussion (10 minutes)

Goal: Engage the student and introduce the topic naturally.

Ask open-ended questions:

How important is socialising in your life?

Do you find it easy or hard to meet new people?

Have you ever felt socially awkward or embarrassed in a group?

Do you enjoy small talk or avoid it?

Encourage detailed answers and follow up with “Why?” or “Can you give an example?”

🔹 2. Vocabulary & Pronunciation Focus (15 minutes)

Goal: Clarify meaning and improve pronunciation of key vocabulary.

Step 1: Discuss the vocabulary in context

Ask the student to explain what each word means (socialise, small talk, awkward, embarrassed, have in common). If needed, provide quick definitions and examples.

Step 2: Pronunciation Drills

Practice:

Word stress:
– SO-cial-ise
– SMALL talk
– AWK-ward
– em-BARR-assed
– have in COM-mon

Connected speech:
– “I like to socialise with friends”
– “He felt awkward at the event”
– “We have a lot in common”

Ask the student to repeat, then say full sentences naturally. Focus on rhythm and intonation for natural speech. Record and playback if possible.

🔹 3. Listening & Analysis (10 minutes)

Goal: Deepen comprehension and notice natural English use.

Play a short segment from the podcast or read a section aloud. Then discuss:

What do Neil and Georgie say about socialising?

What are their preferences for social events?

When do they feel awkward or embarrassed?

How do they deal with small talk?

Follow up by identifying how the speakers use intonation when they feel unsure or enthusiastic.

Optional task: Ask the student to imitate a short line from the podcast using similar intonation and pace.

🔹 4. Discussion Activity (15 minutes)

Goal: Practice speaking fluently about complex ideas with vocabulary integration.

Discussion Prompts:

Is socialising a skill that can be learned? Why or why not?

Why do some people love small talk and others hate it?

Do you think social awkwardness is becoming more common in the digital age?

What kind of conversations help people connect quickly?

Do you believe that having things in common is essential for a friendship?

Encourage use of target vocabulary and expressions like:

“Personally, I find small talk…”

“From my experience, feeling awkward happens when…”

“Something I have in common with most of my friends is…”

🔹 5. Pronunciation Practice – Real-life Scenarios (10 minutes)

Goal: Apply pronunciation in social conversation contexts.

Activity: Mini roleplays — student practices being in real-life situations. Focus on intonation and natural rhythm.

Scenario 1: You’re at a party and meeting someone new. Start with small talk.

Scenario 2: You’re in a group, and you feel a bit awkward. What do you say?

Scenario 3: You’re getting to know someone. Find something you have in common.

Ask the student to focus on tone — friendly, relaxed, or nervous — and use natural linking of words.

✅ Optional Homework

Task: Record yourself answering the question:

“What makes a person good at socialising?”

Ask the student to speak for 1–2 minutes and focus on:

Clear pronunciation of target vocabulary

Natural rhythm and intonation

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BBC Learning English - Real Easy English / Talking about socialising

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Learn to talk about spending time with friends

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Absolutely! Here’s a revised version of the lesson plan without charts, keeping it dynamic, discussion-driven, and focused on preparing your student for the arrival of his baby.

🧑‍🏫

Lesson Plan: Preparing for Baby’s Arrival – Postpartum Nutrition & Emotions

Focus: Listening, vocabulary, speaking, emotional preparation for parenthood

Materials: BBC 6 Minute English – “What do mothers eat after giving birth?”

(available here)

🌟 1. Warm-up: Becoming a Parent (10 min)

Start the class with a few open-ended questions to activate prior knowledge and build personal connection:

How are you feeling about becoming a father?

What are you doing to prepare for the baby?

What do you think mothers should eat after giving birth?

Do you think postpartum practices vary across cultures?

Encourage your student to expand on personal experiences or things he’s read or heard.

summary: they talk about the maternity, the food mums must eat like calories after starting brestfeeding. the calories they should eat is different to every country. like in india you you need a lot of calories but the regular is 656 calories pospartum.

🎧 2. Listening Activity (15–20 min)

Play the episode “What do mothers eat after giving birth?”

Before listening, present this question:

When does an unborn baby’s stomach start to grow in the mother’s womb?

Is it:

a) at 3 weeks

b) at 5 weeks

c) at 8 weeks

Ask your student to listen carefully for the answer.

Comprehension Questions (to discuss after listening):

1. What kind of food do mothers eat in Malaysia after childbirth, and why?

2. What was surprising about Georgie’s experience with postpartum emotions?

3. What does it mean when Beth says she was “in a daze”?

4. What does the phrase “fall apart” refer to in this context?

5. What’s the correct answer to the quiz question?

Encourage your student to answer in complete sentences to practice fluency and vocabulary.

🧠 3. Vocabulary Review (10 min)

Introduce and explain the following words and expressions from the episode:

Breastfeeding – feeding a baby directly with milk from the mother’s breasts.

Postpartum – the period after childbirth.

Gosh! – a mild exclamation used to express surprise.

In a daze – feeling confused or mentally foggy, often due to emotional or physical exhaustion.

Hands-on – being directly involved in something, especially caregiving or parenting.

Fall apart – to emotionally break down or become overwhelmed.

Ask your student to use each word in a sentence, ideally related to the upcoming birth or parenting in general.

Examples:

“I want to be very hands-on when the baby arrives.”

“Some parents fall apart in the first few weeks due to lack of sleep.”

💬 4. Discussion & Role Play (10–15 min)

Prompt deeper discussion with these questions:

Do you know of any traditional postpartum diets in your culture?

How do you imagine those first few days after birth will be?

What kind of support do new parents need from family or friends?

Role Play Scenario:

Imagine you are at a hospital talking to a nurse about what your partner should eat after giving birth. Then switch roles and talk to a friend about how you’re planning to support your partner emotionally.

🧱 5. Grammar in Context (Optional – 5 min)

Focus briefly on the Present Perfect and Present Perfect Continuous to talk about life changes and ongoing preparation.

Examples:

“I’ve read a lot about parenting.”

“I’ve been attending childbirth classes.”

Ask the student to create a few sentences describing what he’s done or been doing in preparation for the baby.

📝 6. Optional Homework

Ask your student to write a short paragraph (about 120 words) on the topic:

“How I Plan to Be a Hands-On Parent”

Encourage him to include:

Emotional preparation

Physical preparation (e.g. baby room, food)

Any cultural values or traditions he wants to bring into parenting

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What do mothers eat after giving birth? Does it depend on which country you are from? Georgie and Beth discuss this and teach you some useful vocabulary.

This week's question

When does an unborn baby's stomach start to grow in the mother's womb? Is it:

a) at 3 weeks?
b) at 5 weeks? or,
c) at 8 weeks?

Listen to the programme to hear the answer.

Vocabulary

breastfeeding
feeding a baby directly with milk from the mother's breasts

postpartum
after giving birth; following childbirth

gosh!
exclamation used to express a feeling of surprise or wonder

in a daze
feeling confused and unable to think clearly, often because of a shock or surprise

hands-on
closely involved in organizing things and making decisions, rather than just talking about it or getting someone else to do it

fall apart
become seriously emotionally disturbed so that you are unable to think calmly or to deal with the difficult situation you are in
TRANSCRIPT
Note: This is not a word-for-word transcript.

Georgie
Hello. This is 6 Minute English from BBC Learning English. I'm Georgie.

Beth
And I'm Beth. Leaving home, getting married, and a parent dying are three of the most important experiences in many people's lives. But perhaps the most defining moment in some women's' lives is 'the miracle of birth', in other words, having a baby.

Georgie
Throughout pregnancy a lot of care and attention is given to expecting mums. But as soon as the baby is born, this attention moves to the new-born baby, making sure they are healthy, warm and safe.

Beth
We talk a lot about baby nutrition, but what the mother eats can be just as important, especially the first meal after the intense effort of giving birth, whether it's chicken soup, a glass of champagne, or a good old cuppa tea. In this programme, we're talking about what women eat and drink in the first few weeks after having a baby. And, as usual, we'll be learning some useful new vocabulary as well.

Georgie
But first I have a question for you, Beth. A typical pregnancy lasts about 40 weeks, but when does an unborn baby's stomach start to grow in the mother's womb? Is it:

a) at 3 weeks?
b) at 5 weeks? or,
c) at 8 weeks?

Beth
I'll say the baby's tummy starts to grow at about five weeks.

Georgie
OK, Beth, we'll find out if that's the correct answer later in the programme. Giving birth is not called 'labour' for nothing - it's hard work, leaving the new mum physically and emotionally exhausted, and in need of food that's nourishing, for both herself and her baby. Here's Allison Oman Lawi, deputy director of nutrition to the United Nations World Food Programme, explaining more to BBC World Service programme, The Food Chain:

Allison Oman Lawi
A woman who is breastfeeding and during that postpartum time, the first six months, she could need up to 650 additional calories a day which actually is quite a bit more than she even needed in addition during pregnancy.

Beth
Alison says that women need to eat even more calories postpartum, meaning after childbirth, than they do during pregnancy. That's especially true for mothers who are breastfeeding, feeding their baby directly with milk from her breasts.

Georgie
How new mums get those extra calories changes from place to place, and different cultures have developed their own traditions about what foods are best. For Chinese-American mum, Heng Ou, roast pig trotters were one of the best things to eat after childbirth because they contain a lot of collagen which helps produce breast milk.

Beth
And when Ruma, who's Punjabi family originally comes from India, gave birth to a baby boy, her mother cooked panjeeri, a kind of spicy nut mix with cashews, almonds and melon seeds to promote breast milk and help the healing process. Listen now as Ruma explains how important her mother's help was, to BBC World Service programme, The Food Chain:

Ruma
So, the first 10 days were amazing. My mum came to stay and gosh! it was so important because I had a C-section so I was on very strong painkillers, I was in a daze anyway, and to be honest because she was here I was fed, you know, so she would look after me while I would look after baby. And my husband was very hands-on as well, so that first ten days whilst it was really hard, I didn't fall apart which I might have done if I'd been by myself.

Georgie
When Ruma talks about her mother's help, she uses the word, gosh!, an exclamation used to show a feeling of wonder or surprise. Ruma also says she was in a daze because of medicine she was taking for pain. If someone is in a daze, they feel confused and cannot think clearly, maybe because of a shock or surprise.

Beth
New mums have to be expert jugglers, balancing a new baby and recovering from childbirth, with getting too little sleep. No wonder they need hot healthy food to eat! Right, isn't it time you revealed the answer to your question, Georgie?

Georgie
Sure. I asked you when an unborn baby's stomach starts to grow. You guessed it was at five weeks, which was... the correct answer, Beth! At about 5 weeks, the cells forming a baby's stomach, lungs, bone and brain all start to divide and grow. Right, let's recap the vocabulary we've learned in this programme starting with postpartum meaning following childbirth.

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BBC Learning English - 6 Minute English / Food for new mums

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Having a baby is exhausting! What do mothers need to eat after giving birth?

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🧠

Class Plan: What Toddlers Can Teach Us

Time: 60 minutes

Skills: Listening, Speaking, Reading, Writing, Vocabulary

🔹 1. Warm-Up Discussion (10 minutes)

Begin with an open conversation to activate prior knowledge and spark curiosity.

Ask your student:

What comes to mind when you think of toddlers?

what it comes to my mind that a toddler will crawl around the house, they will be crybaby, they will need a a bench or a stool to wash their teeth.

Do you believe adults can learn from children? Why or why not?

so, i believe that adults can learn because new experiences is connecto to knowledge.

Have you ever noticed yourself talking to yourself? What do you usually say?

everyone speaks with oneself, many times people talk about the work, the future.

🔹 2. Vocabulary Introduction (10 minutes)

Introduce these six key terms. Read each one aloud, explain the meaning in simple language, and ask your student to create a sentence with each.

Toddler – A young child between two and four years old who is learning to walk.

Tantrum – A loud and emotional outburst, usually by a young child, when they are angry or upset.

Out loud – Speaking in a way that others can hear, not just thinking silently.

Self-talk – The inner voice or the way you talk to yourself, especially during challenges.

(Be) down on yourself – Feeling bad about yourself or being overly self-critical.

Negative cycle – A repeated pattern of negative thoughts or emotions that are hard to break.

Encourage natural discussion by asking questions like:

“Have you ever experienced a negative cycle?” or “What kind of self-talk do you have before a big presentation?”

🔹 3. Listening Task (15 minutes)

Tell your student you’ll be listening to a short episode from BBC Learning English.

Episode Title: What toddlers can teach us (Neil and Beth)

Ask them to listen for this question:

Which of the following statements is true?

a) Toddlers are attracted to shapes that resemble the human body

b) Toddlers are more active than at any other time in their lives

c) Toddlers can grow up to three centimetres during sleep time

👉 You can find the episode by searching “BBC Learning English What toddlers can teach us”.

After listening, discuss:

What was the correct answer?

What did you find interesting or surprising?

What was the main message of the episode?

🔹 4. Speaking Practice (10 minutes)

Ask your student to imagine this situation:

“You are giving a short talk to a group of new parents. Your topic is: What adults can learn from toddlers. Mention self-talk and emotional growth.”

Let them speak for 1–2 minutes. Offer feedback on vocabulary use, fluency, and structure.

Follow-up questions:

Have you ever learned something important from a child?

Do you think adults are too hard on themselves?

How can we practice more positive self-talk?

🔹 5. Reading Activity (10 minutes)

Read this short adapted passage together:

Toddlers experience strong emotions but don’t always know how to express them. That’s why they often throw tantrums. Adults, on the other hand, are better at hiding emotions, but we still struggle with our inner voice. Self-talk is an important skill for managing emotions. Talking out loud, even to ourselves, can help us recognize negative cycles and shift to more positive thinking.

Ask comprehension questions:

Why do toddlers throw tantrums?

How is self-talk useful for adults?

What connection is there between toddlers and emotional intelligence?

Encourage personal reflection based on the reading.

🔹 6. Writing Task (10 minutes or homework)

Ask the student to write a short paragraph (100–150 words) on this question:

How can self-talk improve your daily life?

Encourage them to include at least three of the vocabulary terms from earlier.

✅ 7. Wrap-Up (5 minutes)

End the class by reviewing the key vocabulary and ideas. Ask:

What word or idea did you find most interesting today?

Do you think you’ll pay more attention to your self-talk after this class?

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Try more episodes of 6 Minute English:
Introduction

You might think that we teach toddlers, but they can teach us as well! Neil and Beth discuss this and teach you some useful vocabulary.

This week's question

Which of the following statements is true?

a) toddlers are attracted to shapes that resemble the human body
b) toddlers are more active than at any other time in their lives, or,
c) toddlers can grow up to three centimetres during sleep time

Listen to the programme to hear the answer.

Vocabulary

toddler
young child, aged between two and four years old, who is learning to walk

tantrum
noisy, uncontrolled outburst of anger

out loud
in a way that other people can hear

self-talk
the messages that you tell yourself, and the way in which you tell them; your inner voice

(be) down on yourself
feel disappointed and self-critical about yourself

negative cycle
a pattern of repeating the same negative thoughts over and over again
TRANSCRIPT
Note: This is not a word-for-word transcript.

Neil
Hello. This is 6 Minute English from BBC Learning English. I'm Neil.

Beth
Yes, the famous temper tantrums! But being a toddler is also an exciting time as a child's personality starts to develop. So what can we adults learn from toddlers? That's what we'll be finding out in this programme, along with some useful new vocabulary.

Neil
But first I have a question for you, Beth. Being a toddler is certainly an important stage in a child's growth, but which of the following statements is true?

a) toddlers are attracted to shapes that resemble the human body
b) toddlers are more active than at any other time in their lives, or,
c) toddlers can grow up to three centimetres during sleep time

Beth
Hmm, I think toddlers can grow up to three centimetres while they sleep.

Neil
OK, Beth, we'll find out if that's the correct answer later in the programme. At two or three years old, there's not much toddlers can do for themselves. They depend on mum or dad to feed, clothe and care for them, so it's strange to think there's anything adults could learn.

Beth
But not according to Dr Hasan Merali, author of a new book 'Sleep Well, Take Risks, Squish the Peas' and father to his own toddler, who spoke with BBC Radio 4 programme, Woman's Hour:

Dr Hasan Merali
When I see the toddlers by themselves they're doing a lot of things out loud. Little Julie's putting on her mitts and saying, "Julie can do it". And Coltan's over in the side, and he's looking down at his boots, and they're on the wrong way, and so he says "Oh, Coltan did this wrong!" And this idea of self-talk is really a way to decrease stress in anxiety provoking situations.

Neil
Dr Merali observed toddlers talking to themselves out loud. When you talk out loud you speak so that other people can hear you.

Neil
Unfortunately, as we grow up our self-talk often becomes less encouraging and more critical. Instead of a positive, loving inner voice, as adults we tend to tell ourselves: 'You can't do it!' or 'you're no good!' Here's Dr Merali again, explaining more to BBC Radio 4 programme, Woman's Hour:

Beth
As an adult, you might be down on yourself. If you're down on yourself, you feel disappointed and self-critical about yourself. When this happens your self-talk gets very negative, for example telling yourself you're no good, and this can lead to a negative cycle, a pattern of repeating the same negative thoughts over and over again.

Neil
This can be a problem, but not for toddlers who are naturally good at talking kindly to themselves and celebrating the little things, like learning to get dressed. The solution for over-critical grown-ups? According to Dr Merali, pretend you're talking to a good friend instead of to yourself, just like toddlers do!

Beth
It seems us adults can learn something from young children, after all - being kind to ourselves. When they're not having tantrums, toddlers really are wonderful little creatures, which reminds me of your question, Neil.

Neil
Right, I asked you which statement about toddlers was true.

Beth
And I said it was that toddlers can grow up to three centimetres while they sleep. Was I right?

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BBC Learning English - 6 Minute English / What can we learn from toddlers?

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Learn to speak to yourself in the way that toddlers do!

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🎧 Saving water in the driest place on Earth

👉 Listen here

🌱 Lesson Plan: Saving Water in the Driest Place on Earth

Focus: Listening, sentence building, pronunciation

Topic: Water-saving technology in farming

1. Warm-Up (10 minutes)

Goal: Set the context and activate prior knowledge.

Ask the student:

“What do farmers need to grow vegetables?”

“What happens if it doesn’t rain for a long time?”

“Do you think people can grow food in the desert?”

Show or describe the Atacama Desert. Ask:
“What do you think the climate is like here?”
“Can you imagine growing lettuce in a place like this?”

2. First Listening (10 minutes)

Goal: Understand the main idea of the audio.

Play the episode once without subtitles.

After listening, ask:

“Where is the driest place on Earth?”

“What special material do farmers use to grow crops?”

“What is this liquid clay used for?”

Encourage the student to answer in full sentences.

3. Vocabulary and Pronunciation (15 minutes)

Goal: Learn new words and practice saying them clearly.

Introduce these key terms:

Liquid clay – a special mixture that helps soil hold water

Irrigation – bringing water to plants and crops

Retain water – keep water inside the soil

Crops – plants we grow for food

Sustainable farming – growing food in a way that protects nature

Say each word slowly and clearly. Have the student repeat.

Focus on pronunciation:

Clap or tap for syllables (e.g., ir-ri-ga-tion has 4 syllables).

Practice saying full sentences using each word, e.g.:

“Farmers use liquid clay to keep the soil wet.”

“Irrigation is important in dry places.”

4. Sentence Building Practice (15 minutes)

Goal: Help the student create correct and clear sentences.

summary:

Give simple sentence starters:

“Farmers in the desert use new technology to do their work and to plant trees.

“Liquid clay helps to plant trees in the drought areas”

“In the Atacama Desert there is a lot of types of clay soils”

“Without water, crops cannot develpo or evolve.”

Ask the student to complete each one.

Practice transforming:

Affirmative: “Farmers grow lettuce in the desert.”

Negative: “Farmers don’t grow rice in the desert.”

Question: “Do farmers grow vegetables in dry places?”

5. Speaking Practice (10 minutes)

Goal: Encourage free speaking using new vocabulary and sentence structures.

Role-play:

You’re a journalist; the student is a farmer using liquid clay.

Ask:
“How do you grow food in the desert?”
“What is liquid clay?”
“Why is this method good for the environment?”

Encourage full-sentence answers and correct any mistakes gently.

vocabulary:

down the line = in the future

only time will tell = to see it in the future

drought = seca

soil = solo

drain = drenar

drainer = dreno

clay = argila

crops = plantação

Homework / Extra Practice

Task: Write a short paragraph (5–6 sentences) answering:

“How can technology help farmers in dry places?” By

Ask them to use at least three words from the lesson and one example sentence in the Present Simple tense.

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BBC Learning English - 6 Minute English / Saving water in the driest place on Earth

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How do farmers in the driest place on Earth manage to grow crops? With this solution!

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Spain: Canary Islands Residents Protest Against Mass Tourism, Call for Limits | Spotlight | N18G

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🏠

Lesson Plan: Spain’s Crackdown on Airbnb & the Housing Crisis

✨ Objectives:

Practice pronunciation through rhythm and stress in context

Learn and apply topic-specific vocabulary

Understand and use relative clauses

Write a structured opinion paragraph

🔤

1. Pronunciation Practice

(10 minutes)

Activity: Word Stress & Rhythm with Context

Step 1: Read these 5 key words aloud one by one:

affordability

proliferation

accommodations

precedence

scarcity

Step 2: You read a sentence out loud. The student listens and marks the stressed syllables (clap or tap to the rhythm). Then the student repeats after you.

Example:

“Housing affordability is becoming a serious issue.”

(You tap out the rhythm: a-fford-a-BI-li-ty)

Step 3: Say the sentence together slowly, then naturally.

Step 4: Ask: “Which part of the word is stressed? Why do you think that helps us sound natural?”

🧠

2. Vocabulary in Context

(15 minutes)

Activity: Match meaning and use vocabulary in sentences

Step 1: Introduce these five words:

crackdown

alleviate

scarcity

investors

precedence

Step 2: Provide student-friendly definitions through simple questions:

What happens when a government has a crackdown? Is it soft or strong?

What does it mean to alleviate a problem like housing prices?

If there’s scarcity of homes, are there too many or not enough?

Who are investors in real estate?

If housing takes precedence over business, which is more important?

Step 3: Ask students to use the words in short sentences related to the housing topic. Offer corrections and pronunciation help as needed.

⚙️

3. Grammar Focus: Relative Clauses

(15 minutes)

Focus: Adding details using “who,” “which,” “that,” and “where”

Step 1: Brief explanation:

Use “who” for people: The tourists who stayed in that area…

Use “which” or “that” for things: The law that removed listings…

Use “where” for places: Cities where housing is limited…

Step 2: Practice together. Complete the following:

1. The people ______ couldn’t find housing joined the protest.

2. The minister, ______ announced the new law, was very firm.

3. Airbnb removed listings ______ didn’t follow the rules.

4. They live in a city ______ rent prices are rising.

Step 3: Ask your student to create two of their own examples.

✍️

4. Writing Task: Expressing an Opinion

(20 minutes)

Prompt:

Do you think governments should limit Airbnb and tourist rentals to protect housing for local residents? Why or why not?

Step 1: Brainstorm ideas together. Ask:

What’s the problem?

Who is affected?

Should the government act?

Step 2: Guide them to write a short paragraph using:

1 clear opinion sentence

2–3 supporting ideas or examples

1 closing sentence

Encourage the use of:

Vocabulary from today

At least one relative clause (e.g., People who live downtown can’t afford rent.)

Step 3: Read the paragraph together and review grammar, structure, and vocabulary.

🏡 Optional Homework:

Write a paragraph about another city that is having a housing problem (like Lisbon, Paris, or New York). Describe what is happening, who is affected, and what the government is doing.

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The New York Times on Instagram: "The Spanish government on Monday ordered Airbnb to remove nearly 66,000 listings from its platform, widening a crackdown on tourist rentals as it seeks to alleviate a housing crisis that has become among the worst in Europe.

Housing affordability has become a critical social and political issue in Spain, where mass demonstrations have been held across the country by people who say the proliferation of real estate investors and the conversion of lodging into tourist accommodations have pushed families from their homes. The scarcity has helped drive up prices much faster than wages, putting affordable housing out of reach for many.

Spain’s consumer affairs minister said the action was part of a broader push by national, regional and local authorities “to ensure that no economic interest takes precedence over the right to housing.”

Tap the link in our bio to read more. Photo by @edu_bayer"

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66K likes, 1,053 comments - nytimes on May 21, 2025: "The Spanish government on Monday ordered Airbnb to remove nearly 66,000 listings from its platform, widening a crackdown on tourist rentals as it seeks to alleviate a housing crisis that has become among the worst in Europe.

Housing affordability has become a critical social and political issue in Spain, where mass demonstrations have been held across the country by people who say the proliferation of real estate investors and the conversion of lodging into tourist accommodations have pushed families from their homes. The scarcity has helped drive up prices much faster than wages, putting affordable housing out of reach for many.

Spain’s consumer affairs minister said the action was part of a broader push by national, regional and local authorities “to ensure that no economic interest takes precedence over the right to housing.”

Tap the link in our bio to read more. Photo by @edu_bayer". 

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🎯 Lesson Plan: Parenting & Social Circles — "Making Dad Friends"

Duration: 45–60 minutes
Skills: Listening, Vocabulary, Speaking, Critical Thinking
Materials: BBC audio clip (Beth & Neil - Making Mum Friends), transcript (if needed), visuals or real-life scenarios

🔹 Objectives

By the end of this lesson, the student will:

Understand and use advanced vocabulary related to social connection and parenting

Reflect on emotional and social shifts that occur during early parenthood

Engage in nuanced conversation about friendship, identity, and support systems

Practice listening comprehension with authentic English

🔸 1. Warm-Up: Friendship After Fatherhood (7–10 min)

Discussion Questions:

How do you imagine your social life will change once you become a father?

Do men talk about parenthood the same way women do?

Is it important for new dads to make “dad friends”? Why or why not?

Have you seen examples of “dad cliques” or fathers supporting each other?

👉 Introduce the concept of "mum friends" and ask:
Why don’t we hear about "dad friends" as often?

🔸 2. Vocabulary Focus (10–12 min)

Introduce and discuss these six key expressions from the listening using personal, relatable prompts:

1. Play date –

“Have you ever heard this term before? Would you organize play dates for your child in the future?”

2. Clique –

“Have you ever felt excluded by a small group of people? What’s your opinion on cliques among adults?”

3. Glam –

“Do you think there’s pressure for new parents to look good or keep up appearances? Is it different for mums and dads?”

4. Fit in –

“Can you remember a time you struggled to fit into a group? Do you think new parents feel this too?”

5. Down to luck –

“Some say making friends is just about being lucky. Do you agree, or do you think effort plays a bigger role?”

6. Click with someone –

“Can you describe someone you clicked with instantly? What helped build that connection?”

🧠 Encourage him to relate vocabulary to future parenting situations.

🔸 3. Listening Task (Beth & Neil – BBC) (15–20 min)

Task 1: Prediction (Before Listening)
Where do you think the phrase "play date" comes from? (USA, NZ, or UK?)

Task 2: First Listen – General Understanding
Do Beth and Neil think making “mum friends” is easy? Why or why not?

Task 3: Second Listen – Vocabulary in Use
Listen for: play date, clique, glam, fit in, down to luck, click with
What examples do they give for each?

✅ Answer: The phrase “play date” comes from the USA.

🔸 4. Speaking Practice – Provocative Discussion (15 min)

Encourage deep, personal reflection:

What are your expectations of fatherhood — emotionally and socially?

Do you think dads feel lonely sometimes? Why don’t they talk about it?

Will you seek out social support or try to connect with other dads?

If your partner builds a “mum friends” circle, should you do the same?

What kind of dad do you want to be, socially and emotionally?

🎯 Challenge: Use at least 4 new vocabulary terms during the discussion.

🔸 5. Wrap-Up & Homework (5–10 min)

Reflection:

Which word today best describes how you feel about future fatherhood?

What surprised you in the listening?

Optional Homework ✍️
Write a short paragraph or journal entry (6–8 sentences):
“How I imagine my social life and friendships will change after becoming a father.”
Use at least 3 expressions from today’s lesson.

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BBC Learning English - 6 Minute English / Making ‘mum friends’

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Is making new ‘mum friends’ the positive experience it’s often described as?

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Protein Craze or Clever Marketing?

🥞🍿💪

Level

: AdvanceD

Duration

: 60 minutes

Skills

: Reading 📖 | Speaking 🗣️ | Vocabulary 🧠 | Critical Thinking 🤔

Materials

: Article excerpt 📄 | Vocabulary handout 📘 | Discussion prompts 💬

1. Warm-Up – Trend Spotting

(10 min) 🔍

Activity: Discuss recent health or fitness trends.

Ask:

What health trends are popular on social media? 📱

it´s popular because people are looking for better shape and be fit but sometime is it justa gimmick marketing.

Have you ever tried “high-protein” products? 🍫

i have tried but i think i am not used to buying those products.

Do you follow celebrity health advice? ⭐

i don´t follow that kind of influencers i prefer to follow pranks on instagram.

Encourage phrases like:

“In my opinion…” “It seems like…” “I’ve noticed that…” 💬

2. Vocabulary Focus – Protein Power Words

(15 min) 📚💥

Target Vocabulary:

High-protein 💪

Staples (food staples) 🍞

Unveiled 🎉

Marketing gimmick 🎭

Fuel your day ⛽

Protein-rich 🥣

Worth the extra cost 💸

Activity:

Match words to definitions + create your own sentence ✍️

Example:

Unveiled – revealed or introduced something publicly.

“The company unveiled a new protein drink last month.”

3. Reading Comprehension

(10 min) 📖

Task: Read the excerpt or summarized version.

Questions:

What products are mentioned? 🍕🥞🍿

Which celebrities are involved? ⭐

What issue is the article questioning? ❓

4. Discussion – Is It Worth It?

(20 min) 🗣️🤔

Discussion Prompts (pairs or groups):

Are protein-packed versions of snacks necessary? 🍫✅❌

Do you think it’s smart marketing or manipulation? 🎯🧠

Should celebrities influence health choices? 👩‍⚕️⭐

Is this a helpful or harmful trend? ❤️⚠️

Encourage connectors:

“Although,” “Despite,” “On the other hand,” “It could be argued that…” 🔗

5. Optional Extension – Write It Out

✍️📰

Homework:

Write a mini-article (150–200 words):

“Is the Protein Craze Helping or Harming Us?”

Use at least 5 new vocabulary words from the lesson! ✅✅✅✅✅

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Khloe Kardashian popcorn: Are protein snacks useful and worth it?

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A rising number of food products contain claims about being a source of protein or being rich in it.

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Lesson Plan: The Fitness Revolution — a modern obsession?

Level: Advanced

Focus: Speaking, Vocabulary, Critical Thinking

Optional Grammar: Modals for advice & obligation, Conditionals

Length: 60–75 min

1. Warm-Up 🧠🗣️

Discuss:

Do you think working out has become a trend nowadays? Why?

How often do you work out? What’s your motivation?

Is working out more about health or appearance today?

2. Key Vocabulary 💬

Introduce and discuss the following terms:

Wellness culture : it´s the sensation of feeling well.

Gym rat: people who spend lot of time at the gym.

Clean eating: healthy food.

Cheat day; the day you skip the gym or you break your diet.

Fad diets; everything related to easy preparation for diets

Body image pressure : people feeling pressure to look like in good shape.

Overtraining: people exagerating in trainings

Supplements; it´s what you use to compliment your diet

Discipline vs obsession;discipline when you do the right thing ans obessession is when you focus on something terribly and forget the rest.

Sustainable habits; it´s the good habits.

➡️ Ask the student to create sentences or give examples with each word.

3. Short Reading Activity 📖

Title: “Chasing the Perfect Body: When Health Turns Harmful”

Text:

In today’s fitness-focused world, more people than ever are hitting the gym, eating clean, and sharing their progress online. While the shift toward healthier lifestyles is a positive change, experts warn of a darker side. Some individuals fall into obsessive patterns — extreme diets, constant workouts, and anxiety over their appearance. The pressure to look “perfect” on social media can lead to burnout, disordered eating, and even depression.

Health professionals emphasize the importance of balance. A sustainable fitness journey should support both physical and mental well-being, not harm them.

Comprehension Questions:

1. What are the positive aspects of the fitness trend mentioned?

2. What are some negative effects people may experience?

3. Do you agree that social media plays a big role in this? Why or why not?

4. What advice would you give to someone who is starting their fitness journey?

4. Speaking Practice – Pros & Cons ⚖️

Part A – The Good Side:

What are the benefits of regular exercise?

How has the idea of health changed in recent years?

Do you think people are more educated about wellness?

Part B – The Bad Side:

What are the risks of taking fitness too far?

Can gym culture be toxic?

How can we protect ourselves from unhealthy expectations?

5. Grammar in Context ✍️

(Optional)

Use of modals & conditionals:

People should listen to their bodies.

You mustn’t skip meals to lose weight.

If someone trains too hard, they might get injured.

If I had followed that extreme diet, I would have felt terrible.

6. Agree or Disagree Game ✅❌

Present the statements below and ask the student to explain their opinion:

“The gym has become a status symbol.”

“Fad diets are dangerous and unnecessary.”

“Everyone should follow a strict workout routine.”

“Social media motivates more than it harms.”

7. Final Reflection ✨

Would you say the fitness revolution is more positive or negative?

What’s your personal approach to health and fitness?

How can someone strike the right balance between motivation and pressure?

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What’s the most transformative thing that you can do for your brain today? Exercise! says neuroscientist Wendy Suzuki. Get inspired to go to the gym as Suzuki discusses the science of how working out boosts your mood and memory -- and protects your brain against neurodegenerative diseases like Alzheimer’s.

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🧩 Lesson Title: “Is Social Health the Missing Piece?”

🎯 Objectives:

Develop listening and comprehension skills

Expand vocabulary related to well-being and human connection

Express opinions on lifestyle and health priorities

Reflect on patient care and community health

🗓️ Lesson Outline (90 Minutes)

1. 🚪 Warm-Up (10-15 mins)

Discussion Prompts:

What do you usually think of when you hear the word “health”?

What do doctors recommend to maintain physical and mental health?

Do you think relationships affect your health?

🧠 Introduce the term social health
📌 Vocabulary brainstorm: connection, loneliness, support system, community, isolation

2. 🎧 Listening: TED Talk Extract (15 mins)

Source: Kasley Killam – "Why social health is as vital as physical and mental health"
TED Link: https://www.ted.com/talks/kasley_killam_why_social_health_is_as_vital_as_physical_and_mental_health

🎯 Tasks While Listening:

Identify 3 key facts about Maya’s situation

Write 2 health habits she practiced

What was “missing” in her well-being?

🗣️ Post-listening quick questions:

Why do you think all those healthy habits weren’t enough?

Have you ever seen a patient improve physically but remain unwell emotionally or socially?

3. 🔍 Language Focus (15-20 mins)

📘 Useful Vocabulary & Phrases:

“doubled down on”

“up to a point”

“undermines our efforts”

“sense of community”

“support network”

“human connection”

🧩 Practice Activities:

Match phrases to definitions

Use 3 of the new phrases in original sentences about your life or work

Mini-dialogue: Doctor explains to a patient how social isolation affects healing

4. 🏥 Case Study & Roleplay (30 mins)

Scenario:
Your patient, recently relocated for work, is eating well, exercising, and taking medication — but still feels tired, anxious, and emotionally flat. Bloodwork is fine. You suspect social disconnection is the issue.

🧠 Tasks:

1. Roleplay: Doctor-patient conversation. Offer advice, ask open questions.

2. Use empathy-focused language:

“It’s totally valid to feel that way...”

“Tell me about your social life since the move.”

“I wonder if loneliness could be affecting your energy.”

📌 Optional Extension:

Switch roles. Have your student be the doctor giving a recommendation plan that includes social health advice.

5. ✍️ Reflection & Wrap-Up (10 mins)

Discussion Questions:

Should doctors ask patients about their relationships and social life more often?

In what ways can hospitals or clinics help support social health?

Can social health be “prescribed” like exercise or therapy?

📝 Homework (Optional):
Write a short paragraph or audio journal entry:
“Three ways I believe social health impacts physical health” (100–150 words)

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Why social health is key to happiness and longevity

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You know it’s important to take care of your physical and mental health. But what about your social health? Social scientist Kasley Killam shows how feeling a sense of belonging and connection has concrete benefits to your overall health — and explains why it may be the missing key to living a longer and happier life.

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Advanced Lesson Plan: Universal Basic Income (UBI) – Solution or Risk?

Skill focus: Speaking, Writing, Vocabulary

Level: Advanced

Topic type: Controversial / Global issue

1️⃣ Warm-up – Let’s Talk!

Start with some thought-provoking questions to activate prior knowledge and spark curiosity:

Have you heard of Universal Basic Income (UBI)? What is it?

Do you think people should receive money from the government with no conditions?

How would your life change if you received a monthly income from the state?

Encourage elaboration and examples from real life or recent news about minimun wage ( basic income)

People can´t afford the groceries with the basic needs if they get a basic income, they probably will look for side jobs to afford better condtions.

all the government can develop strategies for the people not to need more incomes from the state.

2️⃣ Vocabulary Boost – Learn & Use!

Introduce and discuss the following key vocabulary related to UBI. Ask the student to categorize them into “pro” and “con” arguments or to use them in example sentences.

Means-tested – Financial support based on a person’s income or situation.

Welfare state – A system where the government provides many services to ensure citizens’ well-being.

Safety net – Government programs that protect people from extreme poverty or sudden hardship.

Pilot program – A small-scale experiment to test a new idea or policy.

Fiscal policy – Government management of taxes and public spending.

Dependency culture – A situation in which people rely too heavily on government help.

Economic inequality – The unequal distribution of income and wealth.

Automation – Technology or machines replacing human jobs.

Livable income – The minimum amount of money needed to meet basic needs.

Universal access – Available to all people, without restrictions or qualifications.

3️⃣ (Optional) Input – Watch or Read

If you’d like to include a listening or reading activity, consider:

A short video on Finland’s UBI experiment

A TED Talk by Andrew Yang on automation and UBI

An article comparing UBI to existing welfare systems

(Ask if you’d like a specific video or article link!)

4️⃣ Speaking – Debate & Discuss

Debate Prompt:

Should governments implement Universal Basic Income for all citizens?

Assign sides or let the student choose one:

For UBI: It reduces poverty, supports people in uncertain economies, and prepares for job loss due to automation.

Against UBI: It’s expensive, may reduce motivation to work, and could create a culture of dependency.

Useful debate phrases:

“One of the key advantages is…”

“However, a major drawback is…”

“Although some people believe…, I would argue that…”

“From an economic perspective…”

There is a big debate about Basic Income given to the government for citizens, about the benefits and losses of this system. One of the key advantages is that the system provides food for people who don't have money to buy the basic needs. Avoid being homeless on the street and reduce the criminal. And mainly give support until people find a new job.

However, a major drawback is that it creates an environment of dependency. Some people believe that if they have the government's support, they would argue that they dont need a job.

It talks from an economic perspective, the system is not sustainable, because it is necessary a large number of people need to pay taxes to keep the system working.

5️⃣ Writing Task – Time to Reflect

Prompt:

Is Universal Basic Income a practical solution for today’s economic challenges, or is it too risky? Support your opinion with examples.

Instructions:

Write 200–250 words

Use at least 5 vocabulary terms from the lesson

Include a clear introduction, body paragraphs, and conclusion

Use linking expressions (e.g. however, in contrast, therefore, furthermore)

6️⃣ Grammar Focus – Precision in Argument

Use this opportunity to reinforce grammar structures useful in advanced discussions:

Conditionals:
If everyone received UBI, the job market might change dramatically.

Modals for speculation:
UBI could help reduce inequality, but it might also encourage less productivity.

Passive voice:
UBI has been tested in various countries with mixed results.

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Did Finland's basic income experiment work? - BBC News

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🎓 Lesson Plan: Comparing Education Systems

Level: Lower Intermediate

Duration: 60 minutes

Topic: Education systems and international rankings

Main Skills: Listening, Vocabulary, Grammar (Comparatives), Speaking

🎯 Learning Objectives

By the end of the lesson, students will be able to:

Use comparatives to compare education systems

Understand and use key vocabulary from the episode

Discuss the fairness and value of comparing education systems

Express opinions using simple structured sentences

🗣️ Warm-up (10 minutes)

Activity: Quick Discussion

Ask: What do you think makes a good school?

Follow-up: How was your experience at school?

Introduce the topic: “Today, we’ll talk about education systems around the world.”

🧠 Vocabulary Task (10 minutes)

Target Vocabulary:

contentious, outpace, rival, knowledge economy, regardless, segregate

Task: Matching & Fill in the blanks

Provide meanings and gap-fill examples.

Examples:

1. Smaller countries sometimes __________ larger ones in education rankings.

2. The idea of comparing education systems can be __________.

📚 Grammar Focus: Comparatives (10 minutes)

Target Structure:

smaller than, better than, more effective than, less segregated than

Mini Presentation:

Explain comparative rules: (adj + -er) / more + adj

Use examples from the episode:

Estonia is more successful than many larger countries.

Singapore is better at reading than the UK.

Practice Activity:

Student compares countries (e.g., Ireland vs. USA) using comparatives.

🎧 Listening Practice (15 minutes)

Activity: Guided Listening with the Episode

Play short segments, then pause to ask:

What does “contentious” mean?

Why are smaller countries often more successful?

What makes Estonia’s system different?

Comprehension Questions:

1. What does the Pisa test measure?

2. What’s a knowledge economy?

3. Why don’t Estonian schools segregate students?

🗨️ Speaking Practice (10 minutes)

Activity: Discussion Using Prompts

Use prompts like:

Do you think it’s fair to compare education systems?

What would you change about education in your country?

Which country do you think has the best education system?

Encourage use of comparatives and key vocabulary.

✅ Wrap-up (5 minutes)

Quick Vocabulary + Grammar Quiz: True/False

A knowledge economy needs highly skilled workers.

If countries are segregated, they work together. (

Smaller countries often outperform bigger ones in education.

✍️ Homework (Optional)

Writing Task:

Write a short paragraph (5–6 sentences): Compare your country’s education system with another using at least 3 comparatives and 2 new vocabulary words from today’s lesson.

I am sure Brazil is not one of the best education systems in the world, and Brazil is not a rival for countries that have a knowledge economy and prepare highly qualified manpower.

First, in Brazil, if you need a good education, you need to pay for it; good education is not available to all people, different than countries where everyone has the same access to education. In Brazil, the number of positions in the college is too small, the education system can not absorb all the people who leave high school, which means that many young people won't have a good job because they did not have access a education.

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BBC Learning English - 6 Minute English / Which country has the best schools?

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🌟 Lesson Plan: “How Can AI Help Police Solve Crime?”

🎯 Objective

Students will be able to:

1. Understand and use six key vocabulary items in context.

2. Listen for gist and detail in a short podcast excerpt.

3. Discuss the uses and implications of AI in policing.

🕑 Total Time: 60 minutes

1. 👋 Warm‑up (5 min)

Prompt on board: “What crime‑solving shows or movies do you like? Why?”

2. 🔍 Vocabulary Discovery (12 min)

a) Context Sentences

Target Vocabulary:

where (someone) is coming from

background

what can (something) do for me?

renaissance

out of favour

real‑time

1. “It’s helpful to know __________—why someone thinks the way they do.”

2. “Her __________ is in digital forensics—she’s an expert.”

3. “When you ask, ‘What can AI do for me?’ you want to know its benefits.”

4. “There’s been a __________ in interest in old‑school detective novels.”

5. “Some techniques have fallen __________ because they’re outdated.”

6. “Surveillance cameras now show events in __________ to officers.”

3. 🎧 Pre‑Listening & Prediction (5 min)

Write quiz question on board:

“In 2020, Radio Times readers chose their favourite TV detective. Who won?
a) Sherlock Holmes b) Hercule Poirot c) Miss Marple”

Students vote and give brief reasons.

4. 📻 Listening for Gist (8 min)

Play the introduction where Neil & Beth pose the AI/policing topic and quiz question.

Task: What are they going to talk about?

5. 📋 Listening for Detail (10 min)

Play the segment where they explain one or two AI tools used by police.

Task: In pairs, note:

1. One example of AI technology they mention.

2. How it helps officers in __________ (fill in with “real‑time,” “background checks,” etc.).

Share answers with class.

6. 💬 Vocabulary Recycling (5 min)

On mini‑whiteboards or paper, students write one question or statement using each vocabulary item, e.g.:

“Where is the AI system coming from?”

“My background is in cybersecurity.”

7. 🗣️ Guided Discussion (12 min)

Discussion Prompts

In small groups, students discuss:

1. “What can AI do for me?” – List three ways AI could help the police in your city.

2. “Where is the community coming from?” – How might public opinion influence AI use in policing?

3. “Is there a renaissance in detective work?” – Do you think new AI tools make detective stories more or less interesting?

4. “Which methods are out of favour?” – What old‑fashioned policing techniques might we abandon?

5. “Do you worry about real‑time surveillance?” – Discuss privacy vs. safety.

8. ✍️ Wrap‑up & Homework (3 min)

Class reflection: One student shares an idea they found most surprising.

Homework:

1. Write a short paragraph (50‑60 words) answering:

“How can AI do something for you in everyday life?”
Use at least three of today’s vocabulary items.

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BBC Learning English - 6 Minute English / Can AI solve crime?

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Could artificial intelligence be used to solve a murder?

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📚 Lesson Plan: Made in America vs. Globalization

🎯 Level: Upper-Intermediate to Advanced
⏰ Duration: 60–75 minutes
🧠 Skills: Speaking, Listening, Vocabulary, Critical Thinking
🔍 Focus: Economic identity, reshoring, and global trade trends

🗣️ 1. Warm-up Discussion (10–15 min)

💬 Prompt questions:

What comes to your mind when you hear “🇺🇸 Made in America”?

Do you usually check where a product is made before buying it?

Why might some people prefer to buy locally made products?

What are some pros and cons of global trade?

🧾 2. Key Vocabulary (8–10 min)

1. 📦 Outsourcing – Sending jobs or production to another country to reduce costs.

2. 🔗 Supply chain – The full process of making and delivering a product to consumers.

3. 💰 Tariffs – Taxes on imported goods to protect local businesses.

4. 🏭 Reshoring – Bringing manufacturing and jobs back to the home country.

5. 📉 Trade deficit – When a country imports more than it exports.

6. 🛡️ Protectionism – Economic policies that limit imports to support local industries.

7. 🌍 Global supply chain – An international system of production and delivery.

📝 Optional activity: Ask the student to create example sentences using 2–3 of these words.

🎧 3. Listening or Reading Activity (15–20 min)

▶️ Option A: Video
📺 Title: Is “Made in America” making a comeback?
🌐 Source: PBS NewsHour
🔗 Watch here (~6 min)

📌 Discussion Questions:

Why are some companies bringing manufacturing back?

What obstacles do they face?

What do consumers think about it?

📄 Option B: Article
Prefer a text? I can provide a simplified article summary on reshoring or trade changes.

💬 4. Discussion & Critical Thinking (15–20 min)

❓ Questions to explore:

Is it better for a country to produce its own goods?

How has globalization impacted your country?

Should people support local industries, even if it costs more?

Can globalization and domestic manufacturing work together?

⚖️ Summary:

The video talks about the impact of the trade war that Trump imposed on the world when he decided to impose tariffs of a lot of countries in the world.

The news shows us that a farm that produces honey has its costs increase because it needs supplies from other countries like Taiwan and Portugal. As well, the sales to the federal government were canceled due to the Federal government believes that this honey is a luxury.

But in the interview in the street, many people support the protectionism for the Trump government.

Statement: “Tariffs are necessary to protect a country’s economy.” do you agree?

🎭 5. Speaking Practice – Roleplay (10–15 min)

🧑‍💼 Role: Student = CEO of a company thinking about reshoring.
📰 You = Journalist asking about the decision.

🎤 Questions to guide the roleplay:

Why did your company outsource in the first place?

Why are you considering reshoring now?

How will this affect your customers and costs?

What support do you expect from the government?

✅ 6. Wrap-up & Homework (5 min)

🔁 Wrap-up question:
Do you believe “Made in America” can become a strong trend again?

📝 Optional Homework:
Write a short opinion paragraph (150 words):
“Is globalization still a good thing in today’s world?”

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AI-Generated Chinese Video Goes Viral, Mocks U.S. Tariffs

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'I never thought I was going to lose this much money': Trump voter amid tariffs

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1. Warm-up Discussion (10 minutes)

Begin with questions to activate prior knowledge and stimulate critical thinking:

What are tariffs, and what purposes do they serve in international trade?

Can you think of historical instances where tariffs significantly impacted a country’s economy?

What might be some immediate and long-term effects of imposing tariffs on imported goods?

2. Reading Activity (15 minutes)

Selected Article for Analysis:

Is a Recession Looming? What to Expect from Trump’s Tariffs

Published by TIME on April 9, 2025.

Key Points from the Article:

Implementation of widespread tariffs has raised concerns about a potential U.S. recession.

Tariffs may lead to increased consumer prices due to higher import costs.

Potential stifling of economic growth and increased instability.

Possible limited job creation in manufacturing due to automation.

Vocabulary to Highlight:

Tariff: A tax imposed on imported goods and services.

Recession: A significant decline in economic activity across the economy.

Inflation: The rate at which the general level of prices for goods and services is rising.

Automation: The use of largely automatic equipment in a system of operation.

Activity: Have the student read the article, identify these terms, and discuss their meanings in context.

3. Comprehension and Critical Thinking Questions (15 minutes)

After reading, engage the student with the following questions:

1. What are the main arguments presented in the article regarding the impact of tariffs on the U.S. economy?

2. How might increased tariffs influence consumer behavior and spending?

3. The article mentions potential job creation in manufacturing due to tariffs. Why might this be limited, according to the text?

4. Discuss the balance between protecting domestic industries and the potential negative effects on consumers.

4. Writing Assignment: Argumentative Essay (30 minutes)

Prompt:

Evaluate the effectiveness of imposing tariffs as a strategy to strengthen the domestic economy. Consider both the potential benefits and drawbacks, and support your argument with evidence from the article and additional sources if available.

Essay Structure:

1. Introduction

Introduce the concept of tariffs and their intended purpose.

Present a clear thesis statement outlining your position on their effectiveness.

2. Body Paragraphs

Paragraph 1: Discuss potential benefits of tariffs, such as protecting domestic industries and potential job creation.

Paragraph 2: Examine the drawbacks, including increased consumer prices and potential for economic recession.

Paragraph 3: Analyze the overall impact on the average American citizen, considering both economic and social factors.

3. Conclusion

Summarize the key points made.

Restate your thesis in light of the discussion.

Offer a final thought or recommendation regarding the use of tariffs in economic policy.

Note: Encourage the use of evidence from the reading and, if possible, integration of additional reputable sources to support arguments.

5. Peer Review and Discussion (Optional, 15 minutes)

If in a group setting, have students exchange essays for peer review, focusing on:

Clarity and coherence of arguments.

Use of evidence and examples.

Grammar and vocabulary usage.

Conclude with a class discussion on the various perspectives presented in the essays.

6. Homework/Extension Activity

Assign students to research a recent instance where another country implemented tariffs and analyze the economic outcomes. They should prepare a brief report comparing and contrasting that situation with the U.S. scenario discussed in class.

This lesson plan aims to develop advanced writing skills through critical analysis of current economic policies, fostering a deeper understanding of the complexities involved in international trade and domestic economic strategies

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Is a Recession Looming? What to Expect from Trump’s Tariffs

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Turmoil following Trump’s tariffs are sending experts and consumers into a frenzy about a potential recession.

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Vocabulary List

Looming
Definition: Something bad that seems likely to happen soon.
Example: A recession is looming, and people are getting worried.

Frenzy
Definition: A state of great excitement, fear, or confusion.
Example: The news caused a frenzy among consumers and experts.

Turmoil
Definition: A state of confusion or disorder.
Example: Political turmoil often affects the economy.

Adjacents (as in government-adjacent sectors)
Definition: Related or close to something, especially in type or connection.
Example: Government-adjacent sectors include companies that work with or depend on government money.

Brusque
Definition: Quick, direct, and often seen as rude or unfriendly.
Example: The policy was applied in a brusque and confusing way.

Calculated
Definition: Planned or thought through in a specific way.
Example: The move seemed calculated but was still confusing to many.

Unfair trade competition
Definition: When companies or countries trade in a way that is seen as dishonest or harmful to others.
Example: Some say China creates unfair trade competition by lowering prices too much.

Stability
Definition: Being steady or not changing quickly.
Example: Tariffs might hurt the stability of the market.

Everyday people
Definition: Regular people who are not part of the government or big companies.
Example: Everyday people are feeling unsure about the economy.

Car parts
Definition: The pieces that make up a car, like engines or wheels.
Example: Tariffs on car parts can raise the price of vehicles.

Automobiles
Definition: Cars and other vehicles.
Example: The U.S. added tariffs on imported automobiles.

Dot-com recession
Definition: An economic slowdown that happened around the year 2000, when many internet companies failed.
Example: The dot-com recession hurt many tech companies.

Great Recession
Definition: A major global economic crisis from 2007 to 2009.
Example: The Great Recession caused millions to lose jobs.

Economic downturn
Definition: A period when the economy grows more slowly or shrinks.
Example: COVID-19 caused a big economic downturn worldwide.

Declines (noun)
Definition: Drops or decreases in numbers or strength.
Example: The economy saw sharp declines in 2008.

Lasts (verb)
Definition: To continue for a certain amount of time.
Example: A recession usually lasts for months, but a depression lasts longer.

Decade
Definition: A period of ten years.
Example: The Great Depression lasted for almost a decade.

Avoid
Definition: To stop something from happening.
Example: The government is trying to avoid a recession.

Measures (noun)
Definition: Actions or steps taken to fix or change something.
Example: New economic measures were introduced to support growth.

Shutting down (immigration)
Definition: Stopping or closing completely.
Example: The country is shutting down immigration as part of its new policy.

Index
Definition: A number that shows changes in the economy or other areas.
Example: The consumer confidence index dropped by 7 points.

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1. Warm-up (10 min)

Discussion Questions:

Do you think that after the tariff everything will be more expensive? Why or why not?

Have you ever eaten at an expensive restaurant? Was it worth the price?

Prediction:

Show the question: How much does a meal cost at the most expensive restaurant in the world? (€650, €1650, or €2650)Ask students to guess before listening.

2. Listening Activity (15 min)

First Listening (General Understanding):

Play the audio.

Ask: What is the main idea of the conversation?

Check if their price guesses were correct.

Second Listening (Detailed Understanding):

Play the audio again.

Students take notes on arguments for and against healthy eating being expensive.

Comprehension Questions:

1. What do Pippa and Georgie think about the cost of healthy food?

2. What are some reasons why people believe eating healthily is expensive?

3. What solutions or alternatives do they suggest?

3. Vocabulary Practice (15 min)

Matching Activity: Match words with definitions.

Word/Phrase Definition

bags of (something) a lot of (something)

ultimately

finally, after a series of events

tackle

try to deal with (a problem)

a classic

well-known and of good quality

a pain (to do something)

annoying or difficult (to do something)

heavy-handed (with an ingredient)

use too much (of an ingredient)

Sentence Completion:
Students complete sentences using the vocabulary:

1. Cooking healthy meals every day can be _a pain to do___. (a pain)

2. If you want to eat well on a budget, you need to _tackle___ the problem by planning your meals. (tackle)

3. My grandmother’s soup recipe is _a classic___—everyone loves it! (a classic)

4. He was too _heavy handed___ with the salt, and the dish was inedible. (heavy-handed)

4. Speaking Activity (15 min)

Debate:

Divide students into two groups:

Healthy eating is expensive.

Healthy eating can be affordable.

Each group prepares arguments using the vocabulary.

Debate using phrases like:

I believe that...

Ultimately, the real issue is...

A classic example is...

5. Writing Task (10 min)

Students write a short paragraph answering: Is eating healthily always expensive?
They must use at least three new vocabulary words.

6. Wrap-up (5 min)

What did you learn today?

Has your opinion about healthy eating changed?

Which new words can you use in daily conversation?

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BBC Learning English - 6 Minute English / Healthy meals on a budget

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Understanding Travel Boycotts to the US

Objective: To enhance reading comprehension, discuss the socio-political factors influencing travel decisions, and develop related vocabulary.

1. Warm-Up Discussion:

The Impact of Tariffs and the Post-Trump Environment

Begin with a discussion to activate prior knowledge and set the context for the article.

Discussion Questions:

• How do tariffs imposed by a country affect international relations and global trade?

• In what ways can tariffs influence the perception of a country by foreigners?

• Considering the political climate after President Trump’s tenure, how might international travelers’ views towards the US have changed?

• Can political decisions lead individuals to boycott travel to certain countries? Why or why not?

Background Information:

Recent aggressive tariff policies by the US have led to global economic uncertainties. For instance, the Trump administration’s tariff implementations have caused fluctuations in global markets and strained relations with various countries.

2. Vocabulary Development

Introduce and discuss the following vocabulary words that will appear in the article:

• Boycott: To refuse to buy, use, or participate in something as a form of protest.

• Tariff: A tax imposed by a government on imported or exported goods.

• Perception: The way in which something is regarded, understood, or interpreted.

• Hostile: Unfriendly; antagonistic.

• Sanctuary: A place of refuge or safety.

• Deterrent: Something that discourages or is intended to discourage someone from doing something.

• Diplomatic: Concerning the profession, activity, or skill of managing international relations.

• Repercussions: Unintended consequences occurring after an event or action, especially unwelcome ones.

3. Reading Comprehension

Have the student read the article “The people boycotting travel to the US”. After reading, discuss the following questions:

Comprehension Questions:

1. What are the primary reasons mentioned in the article for individuals choosing to boycott travel to the US?

2. How have US immigration policies influenced travelers’ decisions?

3. What specific examples does the article provide of countries or groups affected by US policies?

4. How do the individuals interviewed in the article express their feelings about traveling to the US?

5. What alternatives are travelers considering instead of visiting the US, according to the article?

4. Writing Assignment

Essay Prompt:

Reflect on the reasons discussed in the article for boycotting travel to the US. Do you believe that political and economic policies should influence personal travel decisions?

Write a 300-word essay expressing your opinion, supporting your arguments with examples from the article and your own experiences or observations.

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As the list of nations issuing travel warnings to the US grows, some visitors are opting to spurn it entirely. Here's what that could mean for the US and its citizens.
The cold shoulder has been particularly noticeable from the US's northern neighbour, Canada, which sends more than 20 million visitors to the country per year - more than any other nation. In response to Trump's proposed tariffs and repeated threats to annex the nation, former prime minister Justin Trudeau recently urged his fellow Canadians: "Now is the time to choose Canada," adding, "it might mean changing your summer vacation plans to stay here in Canada."

The appeal seems to have caught on, as many infuriated Canadians are now boycotting US holidays. In February, border crossings were down by more than 20%, according to Statistics Canada. The US Travel Association estimates that even a 10% reduction in Canadian visitors could result in $2.1bn in lost spending and 14,000 job losses.

While some Canadians are snubbing the US because of policy changes, others say they simply don't feel as safe as they once did.

"My partner and I decided not to go ahead with our planned vacations to the US this year," said Canadian travel journalist Kate Dingwall. "I worry about the border and getting stuck somehow, especially with how prickly Trump is to Canada. There's just a sense of uneasiness around visiting America at the moment."

Keith Serry, a writer and comedian based in Montreal, Quebec, cancelled five April appearances in New York City (including four shows at the upcoming New York City Fringe festival) due to the tense political situation.

"This decision will, of course, rob me of the opportunity to share my art with many of you in New York I've grown to know and love," he wrote on his Facebook page. "That said, the honest truth is that I just don't feel safe travelling to the States right now. In addition, I feel a powerful disinclination to spending my money in any way that might aid the economy of a hostile state."

In recent months, some Canadians have faced tougher border security than ever before - even those with clean records and valid documents. One woman made international headlines as she was detained by ICE for two weeks in reportedly bleak conditions after her visa was revoked.

"We're a country that prides itself, imperfectly but intentionally, on values like inclusion, equity and human rights. When those values feel out of step with what's happening across the border, it becomes harder to justify participation," said Amar Charles Marouf, a Canadian citizen who works as a curator at the World Economic Forum. "The political climate raises broader questions. What kind of treatment are we normalising? What assumptions are being made about who is welcome and who isn't?"

It's not that Canadians aren't traveling internationally; many are simply swapping their traditional destinations. Marouf says Mexico, South America and Europe all feel more welcoming at the moment. "California will be there when this is all over, but I just feel like there's less risk going to Portugal instead," added Dingwall.

Some international properties have seen a bump in traffic, directly attributable to Canadians now spurning the US. "In the last several weeks, we've received 10-plus leads from Canadians seeking to relocate events from the United States this summer," said Diarmaid O'Sullivan, director of sales & marketing at Hamilton Princess Hotel & Beach Club Bermuda. "This is a mix of leisure travellers, including those planning weddings, and companies relocating business events. This represents an approximately 20% increase in forecasted revenue from the Canadian market."

Interestingly, all of this is happening just as the US had been experiencing record growth in the travel and tourism sector. Marta Solingo, professor at UNLV and director of Tourism Research at the UNLV Office of economic development, points to The World Travel & Tourism Council (WTTC)'s 2024 Economic Impact Trends Report, which showed the US as the world's top travel and tourism market. Not only did the industry achieve an unprecedented economic impact of $2.36tn in the US, but the US Bureau of Labor Statistics projections indicate that the US economy will add more than 800,000 jobs in the leisure and hospitality sector.

"Such numbers help us understand the importance of the sector in the US, showing that a decrease in tourism from top-origin countries could significantly damage the US economy," said Solingo. "The consequences of these issues can impact both large US-based corporations, such as hotel chains, and small businesses alike."

The change in travel patterns is already having a tangible effect on the US economy. Tourism Economics recently updated its inbound US travel forecast from a predicted 8.8% growth, to a 5.1% decline, attributing the change to "strained" travel sentiment, "sweeping tariffs" and "exchange rate shifts" making travel to the US more expensive.

"The combination of travel bans and a reduction of US travel could have a material impact on tourism and economic development," said Jeff Le, former deputy cabinet secretary for the State of California and the state's federal coordinator during the first Trump Administration.

In California alone, international visitors provided more than $24bn in local economies in 2023, reports Le. "Losing this would likely hurt both people and local government funds," he said. "It is harder to measure reputational loss, but I cannot imagine active boycotts help."

While the broad impact of boycotting travel to the US could have substantial national and governmental effects, some advocacy organisations also warn that the loss of tourism dollars is most likely to be felt by individuals.

"It's US workers and small businesses who get affected by US travel boycotts," said Thomas F Goodwin, leader of the Exhibitions and Conferences Alliance. Goodwin notes that more than 99% of the US business and professional events industry is made up of small businesses, and more than 80% of all exhibitors are US and international small businesses. "When international business travellers forgo coming to the US, everyone from exposition booth builders and general service contractors to venue caterers and individual skilled labourers suffer - not politicians or the government. Boycotts have a knock-on effect on hotels, taxis, restaurants, local entertainers, high street commerce and more."

There is also a cost that is harder to quantify: the global influence of American culture.

"Visitor numbers declining in the US sends a signal that the US is losing its soft power - the influence it once held through openness, cultural leadership and global goodwill," said Neri Karra Sillaman, entrepreneurship expert at the University of Oxford and author of the forthcoming book Pioneers: 8 Principles of Business Longevity from Immigrant Entrepreneurs. "If this trend continues, it may force tourism boards or even local governments to create counter narratives to win back trust. I am not sure if it will be effective, however, since at the end of the day, it is the policies of the government that give the ultimate direction and influence perception."

Sillaman notes that travel boycotts also have a long-term cost to culture, the economy and overall innovation. "When academics, scientists, artists, designers and entrepreneurs start to choose other countries instead of US, the US is going to lose more than just visitors," she said. "In the long term, it's going to lose its competitiveness, goodwill and it will turn into a closed society that stifles growth and innovation."

This human impact of boycotts also shows up in a myriad of ways, noted Missouri lawyer John Beck. "I've worked with hundreds of non-citizens over the last 15 years and seen firsthand how policies between governments can result in individuals - regular travellers, students, families - getting caught in the middle," he said. "It's rarely about the politics. It's about missed weddings, lost business deals or being unable to visit a dying parent."

Beck says he has worked with at least 80 clients who have either delayed or cancelled US travel due to real or perceived hostility over the past few years. This causes complications with split families, international companies who can't move talent quickly and lost business due to the lack of ease of movement. Even though the geopolitical stakes are high, there is a human aspect on both sides of the border.

"Most Americans have little to do with the policies that frustrate global travellers," he said. "They just want safety, fairness and dignity. That's what we need to protect."

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'A hostile state': The call to boycott US travel

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As the list of nations issuing travel warnings to the US grows, some visitors are opting to spurn it entirely. Here's what that could mean for the US and its citizens.

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Class 6 Writing About Generations and Their Impact on the World

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Class 6 Writing About Generations and Their Impact on the World

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1. Warm-up Discussion (10-15 min)

Goal: Activate prior knowledge, introduce the topic, and review key vocabulary.

Questions to discuss:

• What are some of the biggest differences between generations?

• How has technology shaped different generations?

• What are some challenges younger generations face today?

• What groups or movements have emerged in the last decade? (e.g., incels, activists, influencers, digital nomads)

Vocabulary Review (Optional):

• Incels (involuntary celibates)

• Boomers, Millennials, Gen Z

• Cancel culture, toxic masculinity, woke culture

• Echo chambers, online radicalization, social justice movements

2. Writing Task (30-40 min)

Goal: Develop a well-structured opinion piece using the vocabulary in context.

Prompt:

“Different generations have shaped the world in many ways, from cultural revolutions to technological advancements. However, some challenges arise between generations, leading to social divisions. Write an essay discussing how generational differences impact society today. Include examples of online movements, cultural conflicts, and social changes.”

Structure Guide:

1. Introduction (5-7 sentences)

• Define generations and their importance.

• Mention key generational differences.

• Introduce a thesis statement

(e.g., “Generational conflicts shape society by influencing social movements, online behavior, and cultural norms.”).

The difference between generations is definite for when people were born, boomers are the oldest people, those born until 1964, the X generation are people born until 1980, Millennials until 96, and the Z generation after 96. Of course, the behavior was influenced by the event at the time, mainly the access level for information, which built a diverse world and in many cases, we can tell that there is a conflict of generation.

2. Body Paragraph 1: Social and Cultural Impact

• Example: Cancel culture and its role in generational conflicts.

• Example: Millennials and Gen Z pushing for inclusivity, while older generations resist change.

Many times it is very difficult for people of different generations to speak the same language, because diferente gen the world differently. Boomers and the X generation have a focus on security, have a stable job, and have a family; for this gen, stability is a key to happiness. Millennials are different, dont put a lot of focus on stability, like new challenges, are open to changing cities many times, until the country. This generation that was the first to have access to the internet, that changed the world completely, but for this generation, the behavior was not built with the internet, so how the parents raised them makes the big difference in the lifestaly, different from the Z generation that borning with access the internet, so this gen received many influence of several source, many source that parents can not to control, it is make the gen more affect teoriry or influence that spread in the world manly in the internet.

3. Body Paragraph 2: Online Movements and Radicalization

• Example: Incels and echo chambers leading to extreme viewpoints.

• Example: Social media algorithms reinforcing generational divides.

4. Body Paragraph 3: Technology and

Work Culture

• Example: Remote work culture vs. traditional corporate jobs.

• Example: AI and automation shaping career opportunities differently for generations.

5. Conclusion (5-7 sentences)

• Summarize key points.

• Offer a solution or a personal reflection (e.g., “Understanding generational differences can help bridge gaps rather than deepen conflicts.”).

3. Revision & Feedback (10-15 min)

Self-Editing Checklist:

✔ Did I clearly introduce my main idea?

✔ Did I use specific examples to support my points?

✔ Did I use transition words (however, for example, in contrast)?

✔ Did I include at least 3 target vocabulary words?

Teacher Feedback Focus:

• Grammar & sentence structure

• Use of vocabulary in context

• Clarity & coherence

4. Homework (Optional)

• Revision Task: Ask the student to edit their essay based on your feedback.

• Further Research: Find a news article about generational conflicts and summarize it in 150 words.

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1. Warm-up (10–15 minutes)

Discussion Questions:

• “Have you ever heard of online communities that are built around frustration or shared struggles?”

In my time i had Orkut as a community to talk about likes and fan topics and nice stuff.

• “What are some reasons people seek online communities instead of real-life connections?”

when you are online you are not ashamed and people in face to face they are shy to share their feelings.

• “Do you think online communities are more positive or negative for people’s mental health?”

mental health is a thing to cosider to have a healthy life.

2. Vocabulary & Key Concepts (15 minutes)

Introduce and define key terms:

• Incel (involuntary celibate)

• Blackpill vs. Redpill (ideological divisions in incel communities)

• Echo chamber (reinforcement of beliefs within a closed group)

• Misogyny (hatred or prejudice against women)

• Radicalization (process of adopting extreme views)

• Toxic masculinity (harmful societal expectations of male behavior)

Use real or fictionalized quotes from incel forums (modified for appropriateness) and have students infer the meaning of words in context.

3. Reading & Analysis (20 minutes)

Provide a short article or excerpt on the rise of incel culture, its connection to social isolation, and its darker consequences.

Guided Questions:

• What are the main arguments presented?

The video brings to us the new group of people that call themself incel who is in the involuntary celibate.

• Do you see incels as victims, aggressors, or both?

It is a difficult question because people became incels in the slow process and there is a thin line between victims and criminals. But in the being, the incels are victims of a society that puts a lot of pressure to attend to some standards, but if the incel doesn't have control over their behavior and transform this feeling into hate the incel can be a danger to society and do terrible things.

• How do societal norms and dating expectations play a role in this phenomenon?

4. Debate & Discussion (30 minutes)

Debate topic: Should online platforms ban incel communities?

• Team A (Pro-ban): Online spaces must regulate hate speech and extremism.

• Team B (Anti-ban): Banning leads to deeper radicalization and suppression of free speech.

Encourage students to use argumentation structures and persuasive language.

5. Conclusion & Reflection (10 minutes)

• How do incel communities reflect broader societal issues?

• What solutions could help people who feel isolated or excluded?

• How should we address radicalization without reinforcing negative behaviors?

Optional Homework:

• Write an opinion essay: Is loneliness a modern epidemic?

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Inside the hateful and lonely world of incel men | Uncovering Incels (Part 1) | Short Documentary