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what makes you understand that most people in the u.s.a are getting divorce?

summary

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Why divorce is skyrocketing among older Americans

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Divorce is falling across America, except among people over 65. A sociologist explains what’s driving the split.

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what makes you understand that most people in the u.s.a are getting divorce?

summary

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Why divorce is skyrocketing among older Americans

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Divorce is falling across America, except among people over 65. A sociologist explains what’s driving the split.

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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.

Q1. Warm-up (5–10 minutes)

Ask the student:

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

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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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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🌍 Advanced English Lesson: Can We Adapt to a Hotter Planet?

Level: Advanced (C1-C2)
Focus: Climate change, El Niño, adaptation, critical thinking, environmental technology, debate

Warm-up Questions

1. Have you noticed hotter summers in your country over the last few years?

2. Do you think governments are prepared for extreme heat?

3. Which is the greater challenge: preventing climate change or adapting to it?

4. Should people change their lifestyles because of rising temperatures?

Reading

Living with a Hotter World: Can We Adapt Fast Enough?

In recent years, the world has experienced record-breaking temperatures. While climate change is the main reason the planet is getting warmer, climate patterns like El Niño can make heatwaves even more intense.

El Niño is a natural climate phenomenon that occurs when the Pacific Ocean becomes unusually warm. This extra heat changes weather patterns around the globe. Some regions experience severe droughts, while others suffer from floods, wildfires, stronger storms, or crop failures.

During recent El Niño events, South America faced devastating floods in some areas and historic droughts in others. Parts of Africa experienced food shortages after rainfall patterns changed dramatically. Australia dealt with extreme bushfire conditions, while Southeast Asia suffered dangerous heatwaves that affected millions of people. Even countries in Europe and North America recorded temperatures never seen before.

Scientists warn that although El Niño comes and goes, future events will become more dangerous because they are now occurring on a much warmer planet. Every additional degree of global warming increases the risks for public health, agriculture, water supplies, and energy systems.

Instead of focusing only on reducing carbon emissions, many countries are also investing in adaptation—finding ways to protect people from extreme heat.

One of the simplest solutions is changing the color of buildings. White roofs and walls reflect much more sunlight than darker surfaces, preventing buildings from absorbing as much heat. This method has been used for centuries in Mediterranean countries but is now gaining global attention.

Researchers have gone even further by developing ultra-white paints that can reflect almost all incoming sunlight. Unlike ordinary paint, these coatings also release heat back into space through a process called radiative cooling. Some experiments suggest they can reduce indoor temperatures by several degrees, lowering the need for air conditioning and reducing electricity consumption.

Cities are also experimenting with "cool roofs," reflective roads, urban forests, rooftop gardens, shaded bus stops, cooling centers, and heat warning systems. Some countries are redesigning entire neighborhoods so that buildings create natural airflow instead of trapping heat between concrete structures.

However, these innovations raise important questions. Wealthier countries often have the financial resources to redesign cities, while developing nations may struggle to afford large-scale adaptation projects. Some experts also argue that adaptation should never replace efforts to reduce greenhouse gas emissions.

As the planet continues to warm, one question becomes increasingly urgent: How much can human innovation protect us—and how much heat is simply too much to adapt to?

Vocabulary

record-breaking temperatures – the highest temperatures ever measured

heatwave – a long period of unusually hot weather

drought – a long period without enough rain

crop failure – when crops cannot grow successfully

adaptation – adjusting to new environmental conditions

radiative cooling – releasing heat into space without using electricity

reflective surface – a surface that bounces sunlight away

urban forest – large numbers of trees planted throughout a city

cool roof – a roof designed to reflect sunlight and reduce heat

greenhouse gas emissions – gases that contribute to global warming

Comprehension Questions

1. Why does El Niño make extreme weather more severe?

2. Why are future El Niño events expected to have greater impacts?

3. How does radiative cooling differ from ordinary reflection?

4. Besides white paint, what other strategies are cities using?

5. Why might adaptation be easier for wealthy countries?

6. Why do some scientists worry about relying too much on adaptation?

Discussion

Climate

Is your country prepared for prolonged heatwaves?

What are the biggest climate threats where you live?

Which populations are most vulnerable to extreme heat?

Cities

Would you support painting all public buildings white?

Should governments require reflective roofs on new buildings?

Could architecture become more important than air conditioning?

Technology

Which innovation seems the most promising?

Could technology solve the climate crisis without reducing emissions?

Are we becoming too dependent on technological solutions?

Ethics

Should richer countries finance adaptation projects in poorer nations?

Is access to cooling becoming a human right?

Who should pay for climate adaptation: governments, companies, or individuals?

Advanced Expressions

bear the brunt of (to suffer the worst effects)

Developing countries often bear the brunt of climate disasters.

a double-edged sword

Air conditioning is a double-edged sword because it protects people but consumes enormous amounts of electricity.

buy time

Reflective technologies may buy us time while emissions are reduced.

future-proof

Cities need to future-proof their infrastructure.

at a tipping point

Some scientists believe we are approaching a climate tipping point.

mitigate the effects

Governments are investing in projects to mitigate the effects of extreme heat.

Debate

Motion:

"Human adaptation will be more important than reducing carbon emissions over the next 50 years."

Student A supports the motion.

Student B opposes it.

Critical Thinking

1. Imagine your city experiences temperatures of 50°C (122°F) every summer by 2050. What changes would you make?

2. If ultra-white paint became inexpensive, should governments make it mandatory?

3. Could entire cities eventually be designed to stay naturally cool?

4. Would you rather invest billions in preventing climate change or adapting to it?

5. Is there a temperature beyond which humans simply cannot adapt?

Final Challenge

Imagine you are the Minister of Climate Resilience in your country.

You have a budget of $10 billion.

Choose only five priorities and explain why:

Cool roofs and reflective paint

Urban forests

Heat shelters

Flood barriers

Desalination plants

Water recycling

Early-warning systems

Fire-resistant infrastructure

New building regulations

Air-conditioning subsidies

Climate education

Renewable energy expansion

Defend your choices and explain which investments would save the most lives over the next 30 years. This task encourages your student to weigh economic, social, and environmental trade-offs while using advanced vocabulary and persuasive language.

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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...).

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You slept fine. But then you checked your smartwatch.

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Katty Kay and Dr Kelly Glazer Baron on how chasing a better sleep score can make you more anxious.

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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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watch the video from 2.12 min

¹ Defeating Terrorism and Restoring Security
During the 1990s, the government of Alberto Fujimori implemented security policies that coincided with the capture of Abimael Guzmán in 1992. Many Peruvians credit the Fujimori administration with helping restore public security after years of violence caused by terrorist organizations such as Sendero Luminoso and the MRTA.

² Economic Stabilization
When Fujimori took office in 1990, Peru was experiencing hyperinflation, economic instability, and widespread poverty. His government introduced economic reforms that reduced inflation and contributed to economic growth, although critics argue that some policies increased inequality and social hardship.

³ Social Assistance Programs
The government expanded food distribution and social assistance programs aimed at low-income families. Supporters argue that these initiatives helped vulnerable communities during a period of economic transition.

⁴ Infrastructure Development
The administration invested in roads, schools, electrification projects, and other public works, especially in rural areas. Advocates claim that these investments strengthened the state’s presence in historically neglected regions.

⁵ Controversies and Criticism
Critics point to corruption scandals, human rights violations, and democratic concerns during Fujimori’s presidency, including the 1992 self-coup, in which Congress was dissolved and government institutions were restructured.

Reading Passage

The Legacy of Fujimori and Today’s Political Debate

The legacy of Alberto Fujimori remains one of the most debated topics in Peruvian politics. Supporters argue that his government helped defeat terrorism, stabilize the economy, and improve infrastructure during a period of national crisis. They believe these achievements transformed Peru and created opportunities for future generations.

Critics, however, emphasize concerns about corruption, human rights abuses, and democratic institutions during his presidency. They argue that economic and security achievements should not overshadow these issues.

Today, these debates continue to influence political discussions. Some voters view Keiko Fujimori as a candidate who could build upon aspects of her father’s economic and security policies. Others believe Peru should pursue a different political path.

Meanwhile, supporters and critics of Sánchez disagree about whether his proposals would improve social conditions or create new challenges for the country. As a result, many voters compare the candidates’ governance plans, leadership teams, and visions for Peru’s future before making a decision.

Discussion Questions

1. To what extent should a candidate be judged by the legacy of a family member?

2. Can economic growth justify controversial political decisions?

3. What qualities make a strong governance plan?

4. Why do some voters prioritize security while others prioritize social policies?

5. How can politicians balance economic development with democratic accountability?

6. Should past achievements outweigh past mistakes when evaluating political leaders?

7. What factors are most important when choosing a president?

Debate Prompt

Some voters believe that Keiko Fujimori is more likely to defeat Sánchez because they consider her governance plan more realistic and because they associate the Fujimori era with economic stability and improved security. Others argue that Peru should move away from that legacy and adopt a different vision for the future.

Which argument do you find more convincing, and why?

This prompt encourages students to use advanced political vocabulary, support their opinions with evidence, and distinguish between facts, interpretations, and personal viewpoints.

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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.

Reading

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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Lesson Objectives

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

Discuss health trends affecting younger generations.

Express concern, uncertainty, and hypotheses.

Debate the role of lifestyle, technology, and modern society in health outcomes.

Use advanced vocabulary related to medicine, prevention, and public health.

Reflect on health decisions as both an individual and a parent.

1. Warm-up Discussion (10 minutes)

Tell the student:

Fifty years ago, cancer was often considered a disease of older adults. Today, doctors are seeing more cases among people in their 20s and 30s.

Discussion Questions

Does this surprise you?

Why do you think younger people are developing serious diseases more often?

Do you think modern life is healthier or less healthy than it was 30 years ago?

As a father, what health concerns do you have for teenagers today?

As a runner, do you believe exercise can offset the negative effects of modern lifestyles?

2. Key Vocabulary

advocate for your health

To actively seek medical advice, ask questions, and insist on being heard.

diagnosis

The identification of a disease.

screening

Medical tests used to detect diseases early.

risk factor

Something that increases the chance of developing a disease.

sedentary lifestyle

A lifestyle with little physical activity.

processed foods

Foods altered during manufacturing and often containing additives.

early-onset cancer

Cancer diagnosed at a younger age than expected.

preventive medicine

Healthcare aimed at preventing diseases before they occur.

life expectancy

The average length of time a person is expected to live.

3. Pre-Viewing Critical Thinking

Ask:

Which factors may contribute to rising cancer rates among young adults?

Rank from most important to least important:

Poor diet

Stress

Environmental pollution

Microplastics

Lack of sleep

Processed foods

Sedentary lifestyles

Genetics

Social media habits

Delayed medical checkups

Then ask:

Which of these factors concern you most regarding your daughter’s generation?

4. Video Viewing

First Viewing

Focus on general understanding.

Questions:

What is the main message of the report?

Which cancers are increasing among young adults?

What explanations do researchers discuss?

What message does Lauren McDermott want young people to hear?

Second Viewing

Focus on details.

Questions:

Why are scientists concerned about these trends?

Why can cancer be more difficult to detect in younger people?

What treatments are being developed?

How important is early detection?

5. Reading & Discussion

The Health Paradox of Modern Life

People today have access to more health information than any generation before them. They can track their sleep, count their steps, monitor their heart rate, and instantly search for medical advice online. Yet many experts argue that modern lifestyles may be creating new health risks.

Young people spend more time indoors, sit for longer periods, sleep less consistently, and consume highly processed foods more frequently than previous generations. At the same time, they face constant digital stimulation, academic pressure, and social comparison through social media.

Some researchers believe these factors may contribute not only to rising rates of anxiety and depression but also to chronic diseases traditionally associated with older adults.

However, others argue that improved screening and greater awareness are simply helping doctors detect diseases that previously went unnoticed.

The question remains: Are young people becoming less healthy, or are we simply getting better at finding health problems earlier?

6. Argumentation Section

Statement 1

Modern lifestyles are making young people physically weaker than previous generations.

Agree or disagree?

Support your opinion with examples.

Statement 2

Schools should teach health and nutrition with the same importance as mathematics and science.

Discuss.

Statement 3

Parents today have a harder job protecting their children's health than parents did thirty years ago.

Why or why not?

7. Personal Reflection

Since he is a runner and a father:

Questions

What habits from your lifestyle would you like your daughter to adopt?

What health habits worry you most among teenagers?

Do you think social media encourages healthy behavior or unhealthy behavior?

What does being "healthy" mean today?

Can someone be physically fit and still be unhealthy?

8. Advanced Speaking Challenge

Scenario

You are invited to speak at a school event called:

"The Future Health of Our Children"

You have 2–3 minutes to answer:

What are the biggest health challenges facing today's teenagers, and what can families do about them?

Encourage him to include:

Physical activity

Mental health

Nutrition

Technology use

Preventive healthcare

Personal responsibility

Useful Advanced Expressions

Expressing uncertainty

It is difficult to say with certainty that...

The evidence seems to suggest that...

There may be several factors involved.

Expressing concern

What worries me most is...

One alarming trend is...

We cannot ignore the fact that...

Expressing balanced opinions

On the one hand...

On the other hand...

While this may be true...

Nevertheless...

Speculating

This could be linked to...

One possible explanation is...

It is plausible that...

Final Reflection

If today's teenagers live surrounded by more technology, more information, and more medical advances than any previous generation, why do so many experts believe their long-term health may be at greater risk?

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Why are more young people getting cancer? - What in the World podcast, BBC World Service

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Internet Access, Censorship & Staying Connected

talk about internet access and censorship

describe challenges people face when governments restrict the internet

discuss solutions people use to stay connected

express opinions about freedom of information and technology

Warm-up discussion (5–10 min)

Ask:

How important is the internet in your daily life?

What do you use the internet for most?

Could you live without internet for a week?

What would be difficult without internet?

Have you ever experienced bad internet or a service blackout?

Vocabulary pre-teach

censorship

control of information by a government or authority

Example:
Some governments use censorship to block websites.

internet shutdown

when access to the internet is stopped or limited

Example:
People could not access the internet during the shutdown.

restriction

a limit or control

Example:
There are restrictions on social media in some countries.

bypass

to go around something

Example:
People use technology to bypass internet blocks.

access information

to get news, facts, or knowledge

Example:
People need internet access to get information.

stay connected

to remain in contact with people

Example:
The internet helps families stay connected.

smuggling

moving something secretly, often illegally

Example:
Some people smuggled devices across the border.

Staying Connected Against the Odds

For many people around the world, the internet is part of daily life. People use it to work, study, talk to family, read the news, and share ideas. But in some countries, internet access can suddenly disappear.

In China, Myanmar, Iran, and Venezuela, governments have blocked or limited access to parts of the internet, especially during political crises. These shutdowns can stop people from reading independent news or communicating freely online.

Despite these restrictions, many people have found creative ways to stay connected.

In Myanmar, hidden internet cafés powered by solar energy have become important places where people can go online. In Iran, underground networks help people get access to satellite internet. In China, many people use technology tools to bypass blocked websites and apps.

These solutions can be risky. People may face legal problems or punishment. But many continue because they believe access to information is important.

For many of them, staying online is not just about convenience. It is about communication, education, business, and freedom.

People continue to find ways to connect because information matters.

Reading comprehension

Ask:

1. Why is the internet important in daily life?

2. Which countries are mentioned in the documentary?

3. Why do governments block the internet?

4. What creative solutions do people use?

5. Why can these solutions be dangerous?

6. Why do people continue trying to stay connected?

Listening while watching task

Tell your student to listen for:

countries mentioned

problems people face

tools people use

risks involved

While watching, they can complete:

Complete the notes:

People use the internet for:

Governments sometimes block:

People bypass restrictions using:

Risks include:

Speaking practice

Opinion questions

Do you think internet access is a basic right? Why?

Should governments ever block the internet?

What would happen if Brazil lost internet access for one day?

How would students be affected?

How would businesses be affected?

How would families be affected?

Useful expressions for discussion

I think that…

In my opinion…

It seems unfair because…

One problem is…

One solution could be…

This affects people because…

I was surprised that…

I believe internet access is important because…

Follow-up grammar practice – Present Perfect + Present Simple review

Complete:

1. Many people __________ creative ways to stay connected. (find)
→ have found

2. Governments sometimes __________ websites. (block)
→ block

3. People __________ the internet every day for work and communication. (use)
→ use

4. Some activists __________ ways around censorship. (create)
→ have created

Final speaking task

Prompt:

“Imagine the internet stops working in your city for one week.”

Talk about:

How would your routine change?

What would be hardest?

How would you communicate?

What would you miss most?

What alternative solutions would people find?

Example:

If the internet stopped working in my city, life would be difficult. I use the internet every day for work and messaging. I would miss talking to people online and checking the news. People might use radio, phone calls, or public Wi-Fi points. Businesses would probably have problems too.

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Four innovative ways people are fighting blocks on the internet - BBC World Service Documentaries

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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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Lesson Objectives

Warm-up Discussion (10 min)

Start broadly before introducing the documentary.

Questions:

Why do some people join nationalist groups?

What makes people trust vigilante organizations?

Should civilians ever “take the law into their own hands”?

Why are migrants often targeted politically?

How does social media influence extremist movements?

Can patriotism become dangerous?

Encourage:

nuanced opinions

examples

hedging language

Lead-in: Key Concepts

Introduce and clarify:

Nationalism

Strong identification with one’s nation, sometimes linked to exclusionary ideas.

Vigilantism

When civilians enforce laws or punish people without legal authority.

Traditional Values

Beliefs connected to conservative cultural or religious norms.

Ideology

A system of political or social beliefs.

Propaganda

Information designed to influence opinions, often emotionally.

Vocabulary Focus (Advanced)

1. Vigilante Group

Meaning:

A group acting like law enforcement without official authority.

Example:

“The documentary investigates a nationalist vigilante organization.”

2. Target

Meaning:

To deliberately focus on a person or group.

Example:

“Migrants were allegedly targeted during raids.”

3. Crack Down On

Meaning:

To take strong action against something.

Example:

“Authorities claimed they were cracking down on illegal migration.”

4. Foreign Influence

Meaning:

Ideas or political influence coming from outside a country.

Example:

“The group believes foreign influence threatens national identity.”

5. Radicalization

Meaning:

The process of adopting extreme beliefs.

Example:

“Online communities sometimes accelerate radicalization.”

6. Take the Law Into Your Own Hands

Meaning:

Act as police or judge without legal authority.

Example:

“Critics argue the organization is taking the law into its own hands.”

Pre-Listening / Pre-Watching Prediction

Ask the student:

Based on the description:

What methods do you think the group uses?

Why might people support them?

Why might others fear them?

What kind of language will the documentary use?

Do you expect the documentary to be neutral or emotional?

Listening / Viewing Task

Student watches selected clips.

While watching, ask the student to identify:

1. Emotional language

Examples:

fear

threat

patriotism

morality

2. Persuasive techniques

Examples:

interviews

dramatic music

victim testimony

statistics

imagery

3. Vocabulary connected to:

identity

religion

migration

violence

power

Post-Viewing Discussion

Comprehension Questions

Who are Russkaya Obshina?

How do they describe themselves?

Who do they target?

Why do supporters defend them?

What accusations are made against the group?

How does the documentary present evidence?

Critical Thinking Section

Media Literacy Discussion

Questions:

Can documentaries ever be completely objective?

How does editing influence perception?

Why are interviews powerful in investigative journalism?

What responsibility do media companies have when covering extremism?

Can exposure increase support for extremist groups?

Advanced Language – Expressing Nuanced Opinions

Teach diplomatic expressions.

Agreeing Carefully

“I can understand why some people might believe that…”

“There may be some truth to the argument that…”

“From their perspective…”

Disagreeing Diplomatically

“I would challenge that idea because…”

“That argument overlooks the fact that…”

“The issue is more complex than it appears.”

Hedging Language

“It seems that…”

“It could be argued that…”

“The documentary appears to suggest…”

Debate Activity

Topic:

“Does social instability increase support for extremist movements?”

Student should:

justify opinions

use examples

use hedging language

avoid oversimplification

Reading Analysis Activity

Short Analytical Text

Investigative documentaries often combine emotional storytelling with factual reporting. In politically sensitive topics, filmmakers may rely heavily on interviews, visual symbolism, and personal testimony to influence audience perception.

Groups such as nationalist movements frequently frame themselves as defenders of culture and stability, while critics may view them as dangerous extremist organizations. The language used to describe these groups can strongly affect public opinion.

As a result, viewers must critically evaluate not only the facts presented, but also the framing, tone, and omissions within the documentary itself.

Reading Questions

1. What techniques do investigative documentaries use?

2. How do nationalist groups usually present themselves?

3. Why is language important in political reporting?

4. What should viewers critically evaluate?

Fluency Challenge

Ask the student:

“How can societies balance freedom of expression with protection against extremism?”

Encourage:

layered arguments

examples

careful language

advanced connectors

Useful connectors:

however

nevertheless

on the other hand

furthermore

despite this

consequently

Error Correction Focus

Pay attention to:

overly direct statements

lack of hedging

pronunciation:

ideology

vigilantism

nationalism

extremist

discourse organization

Encourage:

longer structured answers

evidence-based reasoning

Homework

Option 1 – Opinion Essay

Topic:

“How should modern societies respond to extremist movements?”

Requirements:

250–300 words

use at least:

5 advanced connectors

5 vocabulary items from class

2 hedging expressions

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BBC News - Русская служба

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«Русская община»: новые патриоты или правые радикалы? | Документальный фильм Би-би-си

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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. How many hours a day do you spend online?

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

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

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

5. 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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🏃‍♂️ Lesson Theme: Running, Value & the Future of Sports

🎯 Objectives

By the end of the lesson, your student will:

Reflect critically on their identity as a runner

Evaluate the ethics and value of paid running events

Analyze climate change impacts on sports

Express nuanced opinions using advanced vocabulary

🧠 1. Warm-up: Athlete Identity (Speaking – Personal & Reflective)

Discussion questions:

What kind of runner are you? Competitive, recreational, disciplined, social?

What motivates you more: performance, health, or experience?

Do you think being an athlete is more about mindset or results?

👉 Push him:

“Would you still run if there were no races at all?”

💬 2. Lead-in: Paid Running Events (Debate Starter)

Prompt:

“Many running events charge high registration fees. Some runners feel it’s worth it, others think it’s exploitation.”

Questions:

Have you ever paid for a race? Was it worth it?

What are you actually paying for? (organization, safety, branding, medal, experience…)

Do expensive races exclude people?

👉 Challenge him:

“Is running becoming a business instead of a sport?”

📖 3. Reading (Upper-Advanced Level)

Text: “The Price of the Finish Line”

In recent years, running has evolved from a simple, accessible sport into a global industry. Major races now attract thousands of participants willing to pay substantial entry fees, sometimes reaching hundreds of dollars. For many runners, the cost is justified by the experience: professional organization, medical support, exclusive routes, and the symbolic reward of medals and rankings.

However, critics argue that this commercialization has created barriers. Running, once praised for its minimal requirements, is now increasingly shaped by economic factors. Some believe that organizers capitalize on emotional motivations—achievement, belonging, and identity—to justify high prices.

At the same time, the rise of “free running culture” has emerged. Informal races, community runs, and virtual challenges offer alternatives that prioritize inclusivity over profit. These movements question whether the essence of running lies in competition or in personal growth.

Ultimately, the debate reflects a deeper issue: is the value of sport defined by what we pay for it, or by what it gives us?

📌 Comprehension & Critical Thinking

What are the two main perspectives presented?

What emotional factors influence runners’ decisions?

Do you think “free running culture” is a real solution?

👉 Advanced question:

“Can something lose its authenticity when it becomes monetized?”

🧠 4. Vocabulary Focus (Advanced)

Commercialization

Exclusivity

Grassroots movement

Accessibility

Monetization

Intrinsic vs extrinsic motivation

👉 Practice:

“Is motivation in paid races more intrinsic or extrinsic? Why?”

🎧 5. Listening / Content Discussion (Climate & Sports)

Now connect to the video:

Topic Transition

“If running events raise questions about cost and access, winter sports raise a different question: survival.”

🌍 Key Ideas from the Video

Winter sports depend heavily on reliable snowfall

Climate change causes:

Less snow / unpredictable conditions

Shorter training seasons

Higher injury risk

Economic impact on tourism & local communities

Possible solutions:

Artificial snow (“snow farming”)

Moving events to higher altitudes

Limited future Olympic host cities

💬 Discussion Questions (Advanced)

Do you think some sports might disappear because of climate change?

Is it ethical to “artificially create” conditions for sports?

Should global events like the Olympics adapt or be reduced?

👉 Deep question:

“Is sport a necessity or a luxury in a world facing climate crisis?”

🔗 6. Final Synthesis (High-Level Speaking Task)

Task:

Connect both topics.

Running events = economic barrier

Winter sports = environmental barrier

Question:

“What do these challenges tell us about the future of sports?”

👉 Push him to:

Compare financial vs environmental limitations

Predict future trends

Express a personal stance

✍️ Optional Homework (Writing – Advanced)

Essay prompt:

“Sport is no longer just about performance—it is shaped by money and environmental realities. Discuss.”

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Can the Winter Olympics survive climate change? - The Climate Question, 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?”

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South Africa's water shortages - 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:

Analyze the impact of a four-day workweek

Express nuanced opinions using advanced structures

Compare international trends with Brazil

Build structured arguments and counterarguments

🔥 Warm-up (5–8 min)

Ask:

How productive are you during a typical week?

Do you think long hours = better results?

👉 Push further:

“Is productivity about time or efficiency?”

🧠 Vocabulary Upgrade (10–12 min)

Go beyond definitions—focus on usage in arguments:

Burnout → “Many employees are at risk of burnout due to long hours.”

Productivity gains → improvements in output

Work-life balance → “a better balance leads to higher satisfaction”

Pilot scheme → British English alternative to “pilot program”

Compressed schedule → same hours, fewer days

Labor reform → changes in employment laws

👉 Practice:
Student must connect 2 ideas:

“A four-day week could improve work-life balance, which may reduce burnout.”

🎧 Listening (10–15 min)

From BBC World Service

Focus:

Instead of just understanding, ask the student to interpret:

What surprised you the most?

Do you think these results are realistic long-term?

💬 Advanced Comprehension

What assumptions are companies making when they test a four-day week?

Are the results universally applicable? Why or why not?

What limitations can you identify in these trials?

🧩 Language Focus (Key Upgrade)

1. Hedging (softening opinions)

“It seems that…”

“There is some evidence that…”

“This might suggest that…”

2. Conditionals (real + hypothetical)

“If companies reduce working days, productivity might increase.”

“If Brazil were to adopt this model, it could face challenges.”

3. Contrast & Complexity

“Although productivity increased, some sectors struggled.”

“While this works in theory, in practice it may be difficult.”

🌎 Brazil Deep Dive (15–20 min)

Now push into critical thinking about Brazil:

Ask:

To what extent is Brazil ready for this shift?

Would this increase inequality between sectors?

Could this benefit only white-collar jobs?

👉 Force structure:

“From an economic perspective…”

“Socially speaking…”

“In the long run…”

⚖️ Structured Debate (20 min)

Roles:

Student → Government advisor (pro policy)

Teacher → Business leader (against policy)

Add REAL debate structure:

Student must include:

1. Main argument

2. Example or evidence

3. Counterargument + response

Example model:

“Although some industries may struggle, a four-day workweek could improve overall productivity. For example, trials in other countries show employees are more focused. While critics argue that costs may increase, this could be offset by higher efficiency.”

🧠 Critical Thinking Challenge

Ask:

“Is this policy realistic, or is it idealistic?”

“Who wins and who loses in this model?”

🗣️ Final Speaking Task (Advanced)

Scenario: Brazil in 2027 adopts a four-day workweek

Student must discuss:

Economic impact

Social impact

Personal impact

Risks and unintended consequences

👉 Push for:

At least 3 structured arguments

Use of hedging + conditionals + contrast

✍️ Writing Homework (Upgraded)

Essay (150–200 words):
“Should Brazil adopt a four-day workweek?”

Must include:

Introduction with clear opinion

2 arguments + 1 counterargument

Conclusion

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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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⚖️ 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)

Task (150–200 words):

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

Encourage:

Clear position

At least one counterargument

Use of legal vocabulary

💡 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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🧠 Advanced Class:

Escaping Algorithmic Rage — Rethinking Digital Environments

🎯 Objectives

Critically analyze the psychological and structural design of social media

Articulate complex opinions using advanced discourse markers

Evaluate ethical responsibility in tech design

Explore intentional digital behavior and alternative platforms

🧊 Warm-up: Emotional Audit of Digital Life

Prompt:

👉 If your social media experience had a “psychological profile,” how would you describe it?

Encourage layered answers:

Emotionally draining vs cognitively stimulating

Addictive vs intentional

Passive consumption vs active engagement

Follow-up:

Has this profile changed over time? Why?

🧠 Concept Framing (Mini-Lecture + Interaction)

Introduce this idea:

“Modern social media is no longer neutral—it is architected to capture and retain attention, often by amplifying emotionally charged content such as outrage, fear, or comparison.”

👉 Ask:

What is the difference between user choice and algorithmic manipulation?

At what point does persuasion become exploitation?

📚 Advanced Vocabulary & Discourse Tools

Focus on precision and sophistication:

Amplification → Increasing visibility or intensity

Algorithmic bias → Systematic favoring of certain content

Doomscrolling → Compulsive consumption of negative content

Behavioral design → Designing systems to influence actions

Cognitive overload → Excessive mental stimulation

Digital agency → Control over one’s online behavior

Discourse markers:

To a certain extent…

What’s particularly striking is…

This raises the question of whether…

One could argue that… however…

👉 Practice:

Have the student reformulate simple opinions into more nuanced ones.

🎧 Context Discussion (Episode-Based)

Say:

“In the interview, Bill Ready suggests that platforms like Pinterest can be intentionally designed to foster creativity and emotional well-being, rather than outrage.”

👉 Critical questions:

Is “positive algorithm design” realistic or idealistic?

Can a platform remain profitable without exploiting attention?

Is Pinterest truly different, or just differently addictive?

💬 Deep Discussion: Structural Critique

Part 1: The Attention Economy

👉 Ask:

How does outrage function as a form of currency online?

Why is negative content often more “engaging”?

Push further:

Is engagement an ethical metric?

Should platforms redefine success?

Part 2: Responsibility & Ethics

👉 Debate:

Statement:

“Social media companies should be held accountable for users’ mental health.”

Student must:

Agree partially

Disagree partially

Justify both sides

Part 3: Illusion of Control

👉 Ask:

Do users really control their feeds, or is this an illusion?

What does “digital autonomy” actually mean today?

🔄 Analytical Task: Comparing Platforms

Ask the student to compare:

Instagram → performance, comparison, validation

Pinterest → inspiration, planning, creativity

👉 Questions:

How do their design philosophies differ?

Which one aligns more with long-term well-being?

🧭 “Ways Out” — Strategic Thinking

Shift from personal to systemic:

👉 Ask:

Is the solution individual (self-control) or structural (platform redesign)?

Can users realistically resist highly engineered systems?

🎭 Role Play: Ethical Tech Debate

Scenario:

You are:

Student → Tech company advisor

Teacher → CEO focused on profit

👉 Task:

Convince the CEO to redesign the platform for well-being

Include:

Trade-offs

Risks

Long-term vs short-term gains

✍️ Critical Reflection

👉 Final question:

“Is it possible to design a social media platform that is both ethically responsible and commercially successful, or are these goals fundamentally incompatible?”

Encourage:

Structured argument

Examples

Counterarguments

🏁 Optional Homework (Advanced)

Write a short reflection (150–200 words):

👉 “To what extent are we complicit in the negative effects of social media?”

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Social media runs on rage, Pinterest says it doesn’t have to

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Katty Kay asks Pinterest’s CEO if social media can move beyond outrage and what it would take to fix our feeds.

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🧠 Advanced Lesson Plan:

Who Can Afford an Offline Childhood?

Level: C1–C2

Time: 75–90 minutes

Focus: Critical analysis, nuanced argumentation, discourse control, academic-style annotation

Theme: Digital inequality, parenting, social stratification, ethics

🎯 Objectives

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

Deconstruct arguments and identify implicit bias and assumptions

Use high-level, domain-specific vocabulary fluently

Produce structured, evidence-based arguments

Annotate discourse using footnotes, commentary, and critique

Engage in multi-layered reasoning (legal, ethical, socioeconomic)

🔹 1. Intellectual Hook (10 min)

Start with a tension-filled premise:

“The idea of a ‘healthy childhood’ is increasingly shaped by privilege rather than science.”

Ask:

Is this an exaggeration or a fair claim?

Who defines what a “healthy childhood” is?

Push deeper:

Is this a moral argument, a policy issue, or a class issue?

Who benefits from this narrative?

🔹 2. Advanced Vocabulary & Conceptual Framing

Instead of isolated words, present semantic clusters:

📌 A. Inequality & Structure

Socioeconomic stratification

Resource allocation

Structural constraints

Disparity / asymmetry

Access vs agency

Prompt:

“Is screen-time control a matter of agency or structural limitation?”

📌 B. Parenting & Social Pressure

Intensive parenting

Moralization of parenting choices

Norm-setting / social norms

Implicit judgment

Performative parenting

📌 C. Technology & Society

Digital dependency

Mediated childhood

Technological determinism

Attention economy

Behavioral conditioning

🎯 Precision Task:

Ask your student to:

Reformulate: “Some parents don’t have time to control screen time”

Expected upgrade:

“Certain parents operate under structural time constraints that limit their capacity to regulate digital exposure.”

🔹 3. While-Viewing Task (Analytical Annotation)

Frame the task like this:

“You are not just understanding the video—you are interrogating it.”

🧾 Multi-Layer Annotation System

Ask the student to structure notes in three layers:

🟢 1. CLAIMS (What is being said?)

Main thesis

Supporting arguments

🔵 2. UNDERLYING ASSUMPTIONS (What is taken for granted?)

Example:
“Less screen time is inherently better”

🔴 3. CRITICAL FOOTNOTES (Challenge the discourse)

They must add numbered footnotes that do one of the following:

Question validity

Add missing perspectives

Highlight bias

Introduce counterexamples

✍️ Example:

“Parents are trying to reduce screen exposure¹”

Footnotes:

1. This presupposes that reduced exposure is universally beneficial, which may overlook educational or adaptive uses of technology.

🎯 Required Footnote Types (at least 3):

1. Critical challenge

2. Socioeconomic lens

3. Practical contradiction

🔹 4. Post-Viewing: High-Level Discussion

Now move into layered argumentation:

⚖️ Core Question:

Is the concept of an “offline childhood” inherently exclusionary?

🔥 Advanced Prompts:

Does this discourse pathologize working-class parenting?

Is “screen restriction” a form of cultural capital?

Are we witnessing a shift from digital access inequality to digital restriction inequality?

Should this be addressed through public policy or private choice?

🧠 Force Complexity:

Require:

At least 2 perspectives per answer

Use of concession structures

Example:

“While it is tempting to argue that…, this perspective fails to account for…”

🔹 5. Discourse Analysis Task (Highlight + Function)

Instead of just highlighting vocabulary, go deeper:

✨ Task:

Identify and categorize 5 key expressions from the video:

Expression

Function

â€œconstant exposureâ€

framing risk

â€œeffort to insulateâ€

intentional control

â€œharder for some parentsâ€

inequality marker

🔹 6. Final Task (Advanced Production)

⸻

🎤 Option A: Structured Oral Argument (3–4 min)

Prompt:

“The discourse around screen time is less about children and more about class.”

Must include:

• 1 clear thesis

• 2 arguments

• 1 counterargument

• 1 synthesis

⸻

✍️ Option B: Analytical Paragraph (180–220 words)

Requirements:

• Formal tone

• At least 2 footnotes

• Use of hedging language (e.g., arguably, to some extent, it could be said)

⸻

🧾 Model Structure:

• Thesis

• Expansion

• Counterpoint

• Conclusion

⸻

✍️ Example (excerpt):

The growing emphasis on limiting children’s screen time arguably reflects broader socioeconomic dynamics rather than purely developmental concerns¹. While some families are able to curate highly controlled environments, others rely on digital tools as a functional necessity²…

Footnotes:

1. Particularly among highly educated, urban populations

2. For childcare, education, or time management

⸻

💡 Teacher Strategy (What elevates this lesson)

This advanced version:

• Treats the student as an analyst, not a learner

• Introduces academic and legal-style reasoning

• Encourages critique, not just comprehension

• Builds discursive authority (very important for C1–C2)

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Katty Kay with Róisín Lanigan discuss why some parents are pulling their kids off technology.

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🔹 1. Strong Opening (Hook him immediately)

Start with a statement instead of a question:

“There’s a growing idea that platforms like OnlyFans are not just about adult content anymore—but about simulated relationships. Do you think that changes the ethical or legal implications?”

Then follow with:

“From a legal perspective, do you see any risks in this kind of interaction?”

🔹 2. Define the Concept Together

Help him articulate the topic:

“What do you think is meant by the ‘direct message era’ of adult content?”

“How is this different from traditional 🤬?”

👉 Push him to notice:

Personalization

Emotional involvement

Illusion of intimacy

🔹 3. Bring in Loneliness (Core Theme)

Transition naturally:

“Why do you think loneliness might drive people toward platforms like this?”

“Do you think these interactions reduce loneliness—or actually deepen it?”

Follow-up:

“Could this create emotional dependency?”

🔹 4. Legal Angle (This is where he’ll shine)

Now you elevate the discussion:

“Do you think there should be legal boundaries around this kind of interaction?”

“At what point could this become manipulation or exploitation?”

More advanced:

“If a user believes they have a ‘real relationship’ with a content creator, could there be legal consequences?”

“Do you think informed consent applies differently in these cases?”

🔹 5. Ethical Debate

Push beyond law:

“Is it ethical to monetize emotional attention and intimacy?”

“Do you think this is closer to entertainment, or to a form of emotional labor?”

Challenge him:

“Who holds more responsibility—the platform, the creator, or the user?”

🔹 6. Gender & Power Dynamics

Make it more complex:

“Do you think men are more vulnerable to this kind of platform? Why?”

“How do power dynamics play out between creator and subscriber?”

🔹 7. Future-Oriented Question (Strong Closing)

End with a forward-thinking angle:

“Do you think this ‘direct message intimacy’ will grow with AI and technology?”

“Should governments intervene, or is this purely a personal choice issue?”

🔹 Key Vocabulary to Feed Him (if needed)

Emotional dependency

Parasocial relationship

Exploitation vs. empowerment

Consent & manipulation

Digital intimacy

Regulation / liability

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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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🔎 Topic

War, extremism, and human resilience in Somalia

1. 🧠 Warm-up Discussion (Critical Thinking)

Ask your student:

What comes to mind when you hear about Islamic State?

Why do people join extremist groups?

Can war ever be justified?

What role do you think foreign countries should play in conflicts like this?

2. 📖 Reading Task (Adapted Version)

Here’s a simplified but still advanced-friendly version (so they don’t need a subscription):

Frontline in Somalia: A Fight Against Extremism

In the mountains of eastern Somalia, a woman named Muna Ali Dahir prepares for battle. She is a mother of eight and an officer in the Puntland Defence Forces. Every day before going to the front line, she calls her children to tell them she is safe.

For over a year, she has been fighting militants connected to the Islamic State group. These fighters are hiding in remote valleys and caves. Some of them are foreigners who traveled to Somalia to join the group.

According to military leaders, this branch of the Islamic State has become one of the most important in Africa. In villages recently freed from the militants, people describe fear, violence, and the loss of loved ones.

The conflict is not only local. The United States Africa Command has called Africa an important battlefield against extremist groups. The US has carried out airstrikes against militants in the region.

As the Puntland forces prepare for a major attack, many wonder: Has Somalia become a key place in the global fight against extremism?

3. 📚 Vocabulary (Advanced)

Key Words & Expressions

Front line – the area where fighting happens
Example: Soldiers were sent to the front line.

Militant – someone involved in armed conflict
Example: Militants occupied the village.

Entrenched – firmly established, difficult to remove
Example: The group is deeply entrenched in the region.

Airstrike – an attack by aircraft
Example: The military launched an airstrike.

Rebuild – to construct again after destruction
Example: The community is rebuilding after the war.

Scars (figurative) – emotional or psychological damage
Example: The war left deep scars on the population.

Offensive (military) – a planned attack
Example: The army is preparing a major offensive.

4. 🗣️ Discussion Questions (Deep & Analytical)

How does the story of Muna challenge traditional ideas about gender roles in war?

Is it ethical for countries like the US to intervene in conflicts abroad?

Why do you think extremist groups attract foreign fighters?

What are the long-term effects of living under militant control?

Can military action alone solve problems like extremism?

5. 🎭 Debate Activity

Motion:

“Foreign military intervention does more harm than good.”

Divide into:

👍 Agree

👎 Disagree

Push your student to:

Use examples

Challenge assumptions

Speak for 2–3 minutes without interruption

6. ✍️ Writing Task

Option A:

Write a short essay:

“Has Somalia become a key front in global conflict?”

Option B:

Write a diary entry from the perspective of:

Muna (the soldier), OR

A civilian living in a liberated village

7. 🎯 Bonus (High-Level Reflection)

Ask:

What is more powerful in this story: the political situation or the human story?

Why do media outlets like BBC Africa Eye focus on personal narratives in war?

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Shadow War: Islamic State Group in Africa - BBC Africa Eye Documentary

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🧠 Critical thinking

Recent reports confirm that Cuba is facing a severe energy and economic crisis in 2026.

Cuba depended on Venezuela for around 30% of its oil

After the removal of Venezuela’s president, oil shipments stopped almost completely

The US has enforced an oil blockade, worsening shortages

👉 As a result:

Massive blackouts (sometimes 15–24 hours)

Lack of fuel, food, and medicine

Public services (transport, hospitals) severely affected

👉 Social impact:

Protests have spread across the country

Some started peacefully but became more aggressive

Arrests have been reported

👉 Structural issues:

Aging energy infrastructure

Heavy dependence on imports

Long-term economic restrictions

📰 2. Cuba’s Energy Crisis and Rising Protests

Cuba is currently experiencing one of the most serious crises in its recent history. The country has been facing long blackouts, shortages of basic goods, and growing social unrest.

For many years, Cuba depended heavily on oil from Venezuela. In fact, about one-third of its fuel supply came from this ally. However, after political changes in Venezuela earlier this year, oil shipments to Cuba stopped almost completely.

At the same time, the United States has increased pressure on Cuba by restricting oil supplies. As a result, the country has not received enough fuel to produce electricity.

This situation has caused daily blackouts lasting up to 15 or even 20 hours in some areas. Public transportation has been reduced, hospitals are struggling, and food distribution has become more difficult.

In response, protests have broken out across the country. Many people are demanding better living conditions and access to basic services. While some demonstrations have been peaceful, others have turned more violent, with reports of buildings being damaged and clashes with authorities.

The Cuban government says the crisis is mainly caused by external pressure and economic sanctions. However, some experts argue that internal problems, such as outdated infrastructure and economic policies, have also contributed to the situation.

As the crisis continues, Cuba is trying to find solutions, including talks with the United States and efforts to develop alternative energy sources.

📚 3. VOCABULARY IN CONTEXT

🔹 ransack

Meaning: destroy or search violently

Protesters ransacked government buildings during the demonstrations.

The office was completely ransacked after the protest turned violent.

🔹 grapple with

Meaning: struggle to deal with a problem

Cuba is grappling with a severe energy crisis.

The government is grappling with how to respond to public anger.

🔹 exile

Meaning: someone forced to live outside their country

Many Cuban exiles are watching the situation closely.

The government invited exiles to invest in the country.

👉 Extension vocabulary:

blackout → period without electricity

shortage → not enough of something

sanctions → economic punishment from another country

unrest → public anger and protest

🗣️ 4. DISCUSSION QUESTIONS

🔥 Opinion & critical thinking

Why do you think Cuba depends so much on other countries for oil?

Do you think the US blockade is justified or harmful? Why?

Who is more responsible for the crisis: external pressure or internal policies?

🌍 Broader perspective

How do energy crises affect everyday life?

Can protests really change a country’s situation?

What would you do if you lived with daily blackouts?

💬 Language focus

Ask your student to use:

“I think the main reason is…”

“Another factor is…”

“In my opinion, this could lead to…”

“The government should…”

✏️ Optional speaking task

👉 “Explain the crisis in 1 minute”

(Student must include at least 3 words: blackout, shortage, grapple with)

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BBC Learning English - Learning English from the News / Cuba protests: millions without power

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Protests in Cuba as millions experience blackouts

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How Conflict in Iran Could Affect Prices Around the World

Recent military tensions involving Iran, Israel, and the United States have raised concerns about global economic stability. While the conflict is geographically concentrated in the Middle East, experts warn that its consequences could affect people around the world through higher fuel and food prices.

One of the main reasons is the region’s importance for global energy supply. The Middle East produces a large portion of the world’s oil and natural gas. If military strikes damage infrastructure or disrupt production, global energy supplies may decrease. When supply falls but demand remains the same, prices usually rise. ￼

Another key factor is maritime trade. Much of the world’s oil passes through a narrow waterway called the Strait of Hormuz, located between Iran and Oman. This route is considered the most important oil transit point in the world, with about 20% of global oil consumption passing through it. ￼ If conflict threatens ships or causes the route to close, global energy markets could experience significant disruptions.

Shipping disruptions can also increase the cost of transporting goods. When shipping routes become dangerous, companies must pay higher insurance costs or use longer routes. These changes increase transportation expenses, which can eventually raise the price of many products, including food. ￼

Energy prices also influence agriculture. Modern farming relies heavily on fuel for tractors, fertilizers, and transportation. If oil prices increase, the cost of producing and delivering food rises as well. For this reason, geopolitical conflicts in energy-producing regions can indirectly contribute to global inflation.

Financial markets often react quickly to geopolitical uncertainty. Oil prices tend to rise when investors fear supply disruptions, and stock markets may become more volatile. In extreme cases, prolonged conflicts can slow economic growth or increase inflation worldwide. ￼

Despite these risks, some analysts argue that the global economy is more resilient today than in the past. Many countries now have strategic oil reserves and alternative energy sources. However, because the global economy is highly interconnected, conflicts in strategic regions can still have widespread consequences.

For ordinary people, the biggest impact may be simple but significant: higher costs for fuel, food, and transportation.

⸻

Vocabulary from the Article

energy supply – the amount of oil, gas, or electricity available

maritime trade – goods transported by sea

transit route – a path used to transport goods

disruption – interruption of a normal process

inflation – a general rise in prices

⸻

Quick Discussion Questions

1. Why is the Strait of Hormuz so important for the global economy?

2. How can an oil conflict influence food prices?

3. Do you think globalization makes conflicts more dangerous economically?

4. Should countries reduce their dependence on oil from unstable regions

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Discussion Class – Global Impact of War

Level: Higher Intermediate (B2)

Topic: How war in Iran could affect global prices

Skills: Critical thinking, agreement/disagreement, argumentation

1. Warm-up – Current World Situation (8 minutes)

Start with general questions to activate knowledge.

Ask:

Do you follow international news?

What conflicts are happening in the world right now?

Do wars in one region affect other countries?

Then ask the key question:

Do you think a war in the Middle East can affect food or fuel prices in your country? Why?

Encourage longer answers.

2. Vocabulary Preparation (10 minutes)

Introduce key vocabulary before watching the video.

retaliatory strikes

military attacks made as a response to another attack

Example:

Iran launched retaliatory strikes after being attacked.

shipping routes

paths used by ships to transport goods

Example:

Oil travels through important shipping routes in the Middle East.

disrupt

to interrupt something so it cannot continue normally

Example:

War can disrupt global trade.

fuel prices

the cost of petrol, diesel, gas

living costs

the money people need for daily life (food, transport, rent)

Ask comprehension questions:

What happens if shipping routes are disrupted?

Why is oil important for the global economy?

3. Video Watching (10 minutes)

Students watch the video:

“How war in Iran may affect food and fuel prices.”

Ask them to listen for:

Why shipping routes are important

Why oil production matters

Why food prices could increase

4. Comprehension Check (5 minutes)

Ask:

1. Why are shipping routes important in this conflict?

2. How could oil prices affect other industries?

3. Why might food prices rise?

Encourage complete explanations, not one-word answers.

5. Agreement / Disagreement Language (10 minutes)

Teach useful phrases.

Agreeing

I completely agree.

That’s a good point.

I think that’s true because…

Disagreeing

I’m not sure I agree with that.

I see your point, but…

I think the situation is more complex.

Partially agreeing

I agree to some extent, but…

Practice quickly:

Teacher statement:

“Wars in distant regions don’t affect our daily lives.”

Student responds with agreement or disagreement.

6. Critical Discussion (15 minutes)

Main debate questions:

Global economy

1. Do you think modern wars affect the global economy more than wars in the past?

2. Should countries depend less on Middle Eastern oil?

Political perspective

3. Some people say economic sanctions and military strikes make conflicts worse.
Do you agree?

4. Is it possible for global powers to avoid being involved in conflicts like this?

Social impact

5. Is it fair that ordinary people around the world pay higher prices because of wars?

6. Do governments use wars as political tools sometimes?

Encourage argument + example.

7. Final Reflection (5 minutes)

Ask the student:

What could happen if this conflict continues?

Do you think the world is becoming more unstable or more cooperative?

Final question:

What is the biggest global risk today: war, economic crisis, or climate change? Why?

Optional Homework

Ask the student to prepare a short opinion (5–6 sentences):

“How do geopolitical conflicts affect ordinary people around the world?

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Watch: How war in Iran may affect food and fuel prices

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The BBC’s Nick Marsh examines how unrest in the Middle East will impact living costs around the world.

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📄 Article for Discussion:

United Nations releases 2026 report on the global economy

The United Nations’ World Economic Situation and Prospects 2026 (WESP 2026) report provides a comprehensive overview of global economic conditions and trends, with key themes that are extremely relevant to a discussion among advanced learners — especially in law or policy:

Slower Global Growth: The report highlights that the world economy faces a prolonged period of slower growth compared to pre-pandemic years. Despite some resilience, the pace of expansion is insufficient to deliver broad improvements in living standards or reduce inequalities.

Limited Fiscal Space and Multilateral Cooperation: Many governments have less fiscal capacity to stimulate their economies, and cooperation — particularly in areas like trade, debt relief, and climate finance — is weakening at a time when coordinated action is most needed.

Uneven Regional Performance: Different regions show varying degrees of recovery. Advanced economies and emerging markets are recuperating unevenly, and developing countries continue to face structural barriers to long-term growth, such as debt burdens, productivity challenges, and climate-related costs.

Future Challenges and Opportunities: Issues such as digital transformation, climate adaptation, demographic shifts, and integration within global value chains are identified as key determinants of future economic pathways. These align with broader academic and policy debates about the future of capitalism and global economic structures.

🧠 Key Discussion

📌 1. The Fragile Recovery and Structural Change

Why is global growth slower than before, despite macroeconomic stabilization?

How might structural factors like inequality and debt shape future policy choices?

What legal and institutional reforms are emerging economies pushing within international forums?

📌 2. Capitalism: Shifts and Models

You can link economic trends with these broader debates:

Stakeholder capitalism vs. shareholder capitalism — the idea that companies may focus more on societal outcomes rather than solely profits.

Post-capitalist futures — discussions around how digital transformation and new forms of value might reshape economic structures.

Global multipolarity and economic power balances — the transition of economic weight toward Asia and emerging markets.

📌 3. Climate, Inequality, and Economic Justice

Themes of sustainability and justice are increasingly central:

Calls from global policymakers to rethink growth models that overly depend on consumption and inequality.

Reports arguing the traditional GDP-driven economic model fails to address ecological limits.

📌 4. Geopolitics and Economic Order

The changing dynamics between major powers — particularly the US and China — will be important to discuss:

How geopolitical competition influences economic integration, trade, and legal frameworks for international investment.

Whether existing institutions (WTO, IMF, multilateral trade agreements) are adapting or fragmenting.

📘 Suggested Questions to Guide the Discussion

1. What does slower global growth mean for legal and economic policy frameworks?

2. How do different models of capitalism (stakeholder vs. shareholder, digital capitalism) respond to today’s global challenges?

3. What legal tools exist or could be developed to address inequality and ecological sustainability within global economic governance?

4. How might shifts in global economic power affect international law, trade agreements, and dispute resolution?

5. What role should international organizations play in shaping economic futures — and what legal reforms might be necessary?

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🌍 The World at a Turning Point: Economy, Power and Uncertainty (2026)

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🌍 The World at a Turning Point: Economy, Power and Uncertainty (2026)

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🌍 The World at a Turning Point: Economy, Power and Uncertainty (2026)

The world in 2026 feels structurally different from the world before 2020. The pandemic did not create new problems — it accelerated existing ones. Today, governments, corporations, and institutions are navigating a period of economic slowdown, geopolitical fragmentation, technological disruption, and social tension.

Slower Growth, Higher Pressure

After decades of globalization-driven expansion, global economic growth has slowed. Inflation shocks, rising interest rates, supply chain restructuring, and mounting public debt have limited governments’ ability to stimulate their economies. Many countries now face a difficult balancing act: controlling inflation while avoiding recession.

At the same time, inequality — both within and between countries — remains a central issue. While financial markets have shown resilience, many middle- and lower-income populations experience stagnating wages and reduced purchasing power. This creates political pressure and fuels social dissatisfaction.

The Transformation of Capitalism

Capitalism itself is under debate. The traditional shareholder-centered model — focused primarily on profit maximization — is increasingly questioned. Concepts such as stakeholder capitalism, ESG regulation, and sustainable investment have entered mainstream discourse. Corporations are expected not only to generate returns but also to demonstrate social and environmental responsibility.

However, critics argue that these changes are more rhetorical than structural. The core system of global capital flows, financial speculation, and corporate concentration remains largely intact. The question is not whether capitalism is ending, but whether it is evolving — and who controls that evolution.

Multipolarity and Geopolitical Tension

The international order is shifting from a predominantly Western-led system toward a more multipolar configuration. The United States, China, the European Union, and emerging powers compete economically and strategically. Trade relations are increasingly shaped by national security concerns rather than pure efficiency.

This realignment affects global supply chains, energy markets, and international law. Sanctions, regional trade blocs, and strategic alliances are redefining economic cooperation. The era of “hyper-globalization” appears to be giving way to selective interdependence.

Technology and Labor

Artificial intelligence and automation are transforming labor markets at an unprecedented speed. While productivity gains are expected, there is widespread uncertainty about job displacement, regulation, and digital sovereignty. The legal frameworks governing data, intellectual property, and AI ethics are still developing, creating tension between innovation and control.

For professionals — including lawyers — this means adapting to a world where economic and regulatory systems are continuously renegotiated.

Climate and Structural Change

Climate change is no longer a distant environmental issue; it is an economic variable. Energy transitions, green industrial policies, and carbon regulations are reshaping investment flows. Countries that adapt quickly may gain competitive advantages, while others risk structural decline.

The challenge is that long-term sustainability goals often conflict with short-term political cycles.

What Can We Expect?

The defining characteristic of this moment is uncertainty. We are not witnessing the collapse of the global system, but its transformation. Growth will likely remain moderate. Geopolitical tensions may persist. Economic models will continue to evolve under social and environmental pressure.

The key question is not whether change is coming — it is how institutions, markets, and legal systems will respond.

The next decade will not be about stability. It will be about adaptation.

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🎭 Advanced Discussion Class (C1/C2)

Race, Carnival & Structural Inequality in Salvador

🌍 Context: Carnival in Salvador

Carnival in Salvador is one of the largest street festivals in the world. Rooted in Afro-Brazilian culture, music, and resistance, it represents identity, heritage, and celebration.

At the same time, Carnival is also a highly commercialized event. Exclusive camarotes (VIP viewing areas), corporate sponsorships, and expensive access packages create visible social divisions within the same celebration.

In recent years, reports of racial profiling, discriminatory treatment at entrances, and even fatal incidents during the festivities have intensified public debate.

📖 Reading for Discussion (Advanced Level)

Carnival, Race and Contradictions

Carnival in Salvador is often celebrated as a symbol of Afro-Brazilian pride. The music, rhythms, and cultural expressions that define the event originate largely from Black communities. However, the economic structure surrounding Carnival frequently reflects deep racial and social inequalities.

Exclusive camarotes — which can cost thousands of reais — are often associated with predominantly white and upper-middle-class audiences, while the majority of the population participating in the street festivities is Black and working class. Critics argue that this reflects a broader pattern of structural racism in Brazilian society.

There have also been allegations of racial profiling at entrances to certain events. Some attendees reported being denied access, subjected to excessive security checks, or treated with suspicion. Although event organizers often deny discriminatory intent, activists argue that racism in Brazil frequently operates in subtle, systemic ways rather than through explicit policies.

Additionally, episodes of violence and fatal incidents during Carnival raise questions about public safety, policing, and whose lives are prioritized in moments of crisis. Media coverage and institutional responses sometimes reveal disparities in how victims are portrayed and how accountability is pursued.

The paradox remains striking: How can a celebration rooted in Black culture reproduce racial exclusion?

🎯 Learning Objectives

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

Analyze structural racism in cultural events

Use advanced vocabulary related to race, inequality, and public policy

Construct complex arguments with nuance

Propose future-oriented solutions

📚 Advanced Vocabulary Focus

✨ Structural racism – systemic inequality embedded in institutions

✨ Racial profiling – targeting individuals based on race

✨ Socioeconomic disparity – inequality in income and opportunity

✨ Tokenism – symbolic inclusion without real power

✨ Accountability – responsibility for actions

✨ Institutional bias – discrimination within systems

✨ Exclusionary practices – actions that prevent participation

✨ Commodification of culture – turning culture into a product

🧠 Critical Discussion Questions

🔍 Part 1: Diagnosis

How does Carnival reflect Brazil’s racial dynamics?

Is segregation at Carnival economic, racial, or both?

Can commercial success coexist with social equality?

⚖️ Part 2: Responsibility

Should camarotes implement diversity or inclusion policies?

What role should the government play?

Is private security part of the problem?

📰 Part 3: Media & Fatal Incidents

How does media coverage differ depending on the victim?

Are fatal incidents treated as isolated events or systemic failures?

Who is held accountable — and who is protected?

🔮 Future-Oriented Debate

Shaping the Future of Carnival in Brazil

Ask the student to imagine they are:

🎤 A public policy advisor

🎭 A cultural activist

🏢 A camarote organizer

⚖️ A human rights lawyer

Debate Prompt:

“Carnival in Salvador must be restructured to address racial inequality.”

They must:

Present a proposal

Anticipate counterarguments

Defend their position

🧩 Advanced Task: Reform Proposal

Student designs a 3-point reform plan including:

1️⃣ Access & inclusion measures

2️⃣ Safety and policing reform

3️⃣ Cultural representation policies

They must justify feasibility and potential resistance.

🏠 Writing Extension (Optional)

Essay prompt (300–400 words):

“Carnival in Salvador is both a celebration of Black culture and a mirror of Brazil’s racial inequality. Discuss.”

Include:

Historical context

Structural analysis

Practical solutions

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🌍 ADVANCED CRITICAL CLASS

🔥 From Sankara to Today: Women’s Emancipation, Power, and Violence

🎯 CLASS PURPOSE

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

• Understand Thomas Sankara’s vision of women’s emancipation ✊

• Analyze why violence against women persists despite social and legal progress ⚖️

• Connect patriarchy, power, and structural violence 🧠

• Express complex moral and political arguments fluently 🗣️

• Develop critical thinking with empathy and depth ❤️‍🩹

🧩 1) OPENING – BREAKING COMFORT (10 minutes)

Start with a pause. Then ask:

❓ “If women’s rights have advanced so much, why is violence against women still so widespread today?”

Let the student speak freely. Don’t interrupt.

Follow-up questions:

• Is violence a failure of emancipation — or a reaction to it?

• Who feels threatened when women gain autonomy?

• Can progress create resistance?

🧠 Key concept:

BACKLASH → resistance that appears when power structures are challenged.

🔥 2) SANKARA’S KEY MOMENT – EMANCIPATION AS REVOLUTION (15 minutes)

Introduce Sankara’s position:

🗨️ “There is no true social revolution without the liberation of women.”

Explain clearly:

Sankara did not see women as victims or beneficiaries.

He saw women as political actors and agents of change.

Concrete actions during his leadership:

• Women in political and military roles 👩🏾‍✈️

• Forced marriage publicly condemned 🚫

• Female genital mutilation outlawed ⚠️

• Domestic oppression openly criticized by the state 🏛️

Critical reflection:

• Why did Sankara understand that patriarchy supports exploitation?

• Why did his ideas threaten not only colonial power, but local male authority?

• Why is women’s emancipation often labeled “too radical”?

⚠️ 3) WOMEN’S EMANCIPATION ≠ SAFETY (20 minutes)

Introduce the paradox:

📌 As women become more visible, independent, and autonomous, violence often increases.

Discuss:

• Emancipation challenges traditional authority

• It disrupts economic, cultural, and symbolic power

• Violence becomes a tool of control, punishment, and intimidation

🧠 Advanced vocabulary to practice:

• structural violence

• gendered power relations

• normalized aggression

• symbolic domination

• social control

💬 Reflection question:

Why does society often protect traditions more than people?

⏳ 4) THEN AND NOW – WHAT BROKE THE PROMISE? (15 minutes)

Guide reflection verbally:

Sankara’s vision emphasized:

• collective responsibility 🤝

• political education 📚

• structural transformation 🏗️

• accountability, especially for men 👨🏽‍⚖️

Today, we often see:

• blame placed on women

• temporary outrage instead of long-term solutions

• laws without enforcement

• silence, minimization, or normalization of violence

❓ Critical question:

Did we adopt the language of emancipation but abandon its political depth?

🧨 5) VIOLENCE AS A SYSTEM, NOT AN ACCIDENT (15 minutes)

Push deeper.

Ask:

• Who benefits from women living in fear?

• Why is gender violence often minimized or justified?

• Why are independent or outspoken women frequently targeted?

Introduce this idea slowly:

🧠 Violence is not always a breakdown of order.

Very often, it is how a certain order is maintained.

Let the student react.

👥 6) MEN, POWER & RESPONSIBILITY (10 minutes)

Frame carefully:

This is not “men vs women.”

This is power vs equality.

Questions:

• Why are men rarely taught to question power?

• What would Sankara demand from men today?

• Can women be free if men are never held accountable?

🗨️ Sankara connection:

“We must dare to invent the future.”

That future required men to change, not only laws.

🗣️ 7) HIGH-LEVEL SPEAKING TASK (15 minutes)

Choose ONE:

🔹 Violence against women today proves emancipation is incomplete, not excessive.

🔹 What responsibilities do states, communities, and individuals have beyond laws?

🔹 If Sankara were alive today, what would he say about gender violence — and to whom?

Requirements:

• One counterargument ⚖️

• One real-world example 🌍

• One clear moral position 🧭

🌱 8) CLOSING – FROM ANGER TO RESPONSIBILITY (5 minutes)

End calmly, not pessimistically.

🗨️ “Rights can be declared quickly. Equality is built slowly.”

Final question:

❓ What kind of courage is needed today: revolutionary courage or everyday courage?

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🌍 ADVANCED CLASS

Thomas Sankara, African Leadership & Movements for Independence

Level: Advanced

Focus: History, politics, leadership, ideology, global south

Skills: Reading, critical discussion, argumentation, interviews & public speaking

Audience: Advanced learner / leader profile

🎯 Class Objectives

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

explain who Thomas Sankara was and why he matters today

discuss African leadership beyond stereotypes

analyze independence movements (political, economic, cultural)

connect African experiences to Latin America and Brazil

express nuanced opinions using advanced political vocabulary

🔹 Warm-up: Framing the Conversation (10 minutes)

💬 Opening questions:

1. When you hear “African leaders,” what names usually come to mind — and why?

2. What does real independence mean today: political, economic, or cultural?

3. Do you think former colonies are ever truly free?

👉 Teacher tip:

This activates critical awareness and exposes implicit narratives shaped by Western media.

🔹 Reading Text (Advanced – Student-facing)

Thomas Sankara: Leadership, Dignity, and African Independence

Thomas Sankara was the president of Burkina Faso from 1983 to 1987 and is often described as “Africa’s Che Guevara.” However, this comparison can be misleading. Sankara was not merely a revolutionary icon — he was a radical reformer who sought to redefine what independence meant for African nations.

After taking power, Sankara renamed the country from Upper Volta to Burkina Faso, meaning “Land of Upright People.” His government focused on self-reliance, rejecting foreign aid that he believed created dependency rather than development. He argued that aid often reinforced neo-colonial power structures instead of empowering local populations.

Sankara promoted policies centered on food sovereignty, environmental protection, and women’s emancipation. He appointed women to high government positions, outlawed forced marriages, and publicly challenged patriarchal norms. For Sankara, the liberation of Africa was impossible without the liberation of women.

Internationally, Sankara criticized institutions such as the IMF and World Bank, arguing that debt was a modern form of colonialism. He famously stated that African leaders who paid colonial debts were betraying their people. This stance made him popular among grassroots movements but deeply unpopular with global powers and local elites.

Sankara was assassinated in 1987. Although his time in power was short, his ideas continue to inspire pan-African, anti-imperialist, and independence movements across Africa and the Global South. Today, his legacy raises an uncomfortable question: What kind of leadership is truly possible in a global system dominated by unequal power relations?

🔹 Key Vocabulary & Concepts (Advanced)

Pan-Africanism – political and cultural unity among African peoples

Neo-colonialism – indirect control through economics, politics, or culture

Self-reliance – economic and political independence

Food sovereignty – local control over food systems

Debt as control – financial mechanisms replacing military domination

Grassroots movements – bottom-up political organization

Global South – regions historically marginalized by colonialism

🧠 Practice:

“Sankara viewed debt as a neo-colonial tool rather than a neutral economic system.”

🔹 Comprehension & Critical Thinking

A) Understanding the Text

1. Why did Sankara reject foreign aid?

2. How did women’s rights fit into his political vision?

3. Why did Sankara’s ideas create international opposition?

B) Interpretation

4. Why might Sankara’s leadership be seen as threatening to global systems of power?

5. Do you think his model of leadership was sustainable? Why or why not?

🔹 Discussion: Independence Movements Today (20–30 minutes)

💬 Guiding questions:

1. In what ways are African nations still dependent today?

2. How do modern independence movements differ from 20th-century revolutions?

3. Are today’s struggles more economic than military?

🌎 Comparative Lens (Very important)

Ask the student to connect:

Africa ↔ Latin America

Burkina Faso ↔ Brazil

Sankara ↔ leaders like Lula, Chávez, or social movements

👉 Teacher insight:

This helps the student frame arguments globally, not emotionally.

🔹 Leadership & Ethics (Advanced Speaking Task)

🎤 Prompt:

“Thomas Sankara believed that leaders must live like the people they govern. Is this realistic in today’s political systems?”

Encourage:

thesis statement

2–3 structured arguments

ethical reflection

🔹 Interview / Public Speech Simulation

Possible questions:

1. Why does Thomas Sankara remain relevant today?

2. Can true independence exist within global capitalism?

3. What lessons can African leadership offer Latin America?

4. Is resistance still possible without violence?

🎯 Focus:

clarity

ideological balance

controlled passion (important for leaders)

🔹 Optional Writing Task

✍️ Advanced

Write a short essay (180–220 words):

“Thomas Sankara represents a type of leadership that is rare today. Discuss

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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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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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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?

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?

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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🌐 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 ______ by traditional political campaigns.

2. Influencers can ______ when they promote political candidates.

3. When celebrities ______ politics, audiences react in different ways.

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

5. Journalists sometimes ______ 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)

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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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Digital Detox: Reclaiming Time from the Scroll

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Digital Detox: Reclaiming Time from the Scroll

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In a world where every spare minute is filled with scrolling, posting, and checking notifications, taking a social media detox has become almost a radical act. The idea is simple: disconnect from social platforms for a period of time—whether it’s a weekend, a month, or indefinitely—in order to reconnect with yourself, your surroundings, and real human contact.

At first, the detox can feel uncomfortable. Many people experience a kind of digital withdrawal: reaching for the phone unconsciously, wondering what they’re “missing,” or feeling strangely invisible when they’re not posting stories or updates. This sense of anxiety often reveals how deeply social media has become tied to our sense of identity and belonging.

However, as the days go by, something changes. Without constant comparison or the endless stream of content, many people report feeling lighter, calmer, and more focused. They rediscover simple pleasures: reading a book, taking a walk without documenting it, or having a conversation without checking messages mid-sentence. What they lose in likes, they gain in peace of mind.

Critics argue that total disconnection is unrealistic in a digital world where social media plays a major role in communication, business, and activism. Instead, they suggest a digital diet: setting limits, turning off notifications, or using social media more intentionally. The key isn’t total avoidance—it’s awareness.

A social media detox, then, is less about abandoning technology and more about redefining our relationship with it. When we step back, we see more clearly how much time and emotional energy we give to screens—and how much of that could be reclaimed for ourselves.

⸻

Comprehension & Discussion

1. Vocabulary check:

Find the meaning of these words in context:

• radical act

• withdrawal

• comparison

• intentional

• reclaim

2. Understanding the text:

• What is a social media detox, according to the article?

• How do people feel during the first days of a detox?

• What are the benefits mentioned?

• What alternative do critics propose to a total detox?

3. Discussion questions:

• Have you or someone you know ever taken a break from social media? What happened?

• Do you think total disconnection is possible in today’s world?

• Is social media more harmful or beneficial to your mental health?

• What would your ideal digital balance look like?

4. Language focus (optional):

Discuss the use of contrast connectors (e.g., however, instead, at first… but later…).

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🌐 Class:

FOMO vs. JOMO – The Art of Missing Out

Level: Upper Intermediate (B2–C1)

Time: 60–75 minutes

Focus: Social media, wellbeing, and balance

1. Warm-up (10 min)

Start with a relaxed conversation about the topic. You can ask:

What comes to your mind when you hear “FOMO”?

Do you sometimes feel pressure to attend events or post things on social media?

Have you ever intentionally disconnected from your phone or social media?

What do you do when you want to relax and recharge?

Encourage natural conversation and personal reflection — this helps set the tone before reading.

2. Reading comprehension (15–20 min)

Use the text you provided as the reading passage.

Tell your student to read it carefully and underline or note:

What describes FOMO (Fear of Missing Out)

What describes JOMO (Joy of Missing Out)

Any advice or strategies mentioned by experts

After reading, discuss together:

What is the main difference between FOMO and JOMO?

What examples does the author give to explain JOMO?

Which ideas seem realistic or helpful to you personally?

Which ideas seem hard to follow in real life?

This reading is dense enough for an upper-intermediate student, so you can also do paragraph-by-paragraph comprehension checks.

3. Discussion (20–25 min)

Move into a deeper conversation to help the student express and justify opinions.

Suggested questions:

Why do you think social media creates anxiety for so many people?

What does “highlight reel” mean, and why is it dangerous to compare ourselves to others online?

Do you think people today are afraid of being alone? Why or why not?

If you unplugged completely for one week, what would you gain and what would you lose?

Can someone experience both FOMO and JOMO at the same time?

Optional debate:

“Digital detoxes are overrated — what we really need is to use social media more consciously.”

Let the student take a side and defend it.

4. Vocabulary focus (10 min)

Go through some key expressions from the text and talk about their meanings and usage in context:

“an avalanche of updates”

“highlight reel”

“smokescreen”

“veneer of perfection”

“digital detox”

“carving out time”

“to rear its ugly head”

Ask the student to explain each in their own words or create an example sentence for each one.

5. Grammar focus (10 min)

Focus on modals for advice and obligation, which fit naturally with this topic.

Explain and give examples in context:

We use “should”, “ought to”, and “need to” for strong advice or obligation.
Example: You should take a digital detox once a week.

We use “could” or “might want to” for softer or more polite suggestions.
Example: You could turn off notifications after 9 p.m.

We use “don’t have to” or “don’t need to” when something is not necessary.
Example: You don’t have to reply to every message immediately.

Then ask the student to rephrase a few ideas from the text using these forms, for example:

“It’s important to rest from social media.”
→ You should rest from social media.

“It’s not necessary to post everything you do.”
→ You don’t need to post everything you do.

6. Production task (10–15 min)

Choose one of these creative tasks for the end of class:

Option 1: Personal reflection

Ask the student to write or talk about this prompt:

“What would my life look like with more JOMO?”

Option 2: Mini advice article

Have them write a short piece titled “Five ways to overcome FOMO.”

Encourage them to include vocabulary from the reading and use modals naturally.

7. Homework or follow-up

Assign a short TED Talk or video to watch later, such as “How to Make Friends with Your Phone (TEDx)”.

Ask the student to note one idea they agree with and one they disagree with, to discuss in the next class.

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BBC Learning English - The Reading Room / The joy of missing out

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Practise your reading skills and learn the difference between ‘FOMO’ and ‘JOMO’

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🌍 Lesson: The Fastest Glacier Retreat Ever Recorded

1. Warm-up Discussion

Ask students:

What comes to your mind when you hear “climate change”?

Do you think it’s happening faster than before?

What might happen if the ice in Antarctica melts too quickly?

Encourage short pair or group discussions to activate vocabulary and opinions.

2. Reading: Short Article

In late 2022, scientists noticed something shocking in Antarctica. A glacier called Hektoria shrank by nearly 50% in just two months — the fastest glacier retreat ever recorded in modern history.

Usually, glaciers move slowly and retreat only a few hundred metres each year. But between November and December 2022, Hektoria retreated about 8 kilometres.

Scientists say this is extremely alarming, because glaciers like Hektoria sit on the seabed. When they melt quickly, they can release huge amounts of water into the ocean, causing sea levels to rise faster.

Researchers are now trying to understand what exactly caused such a dramatic change — turning this environmental story into a kind of scientific whodunnit.

If other glaciers begin to melt this quickly, experts warn, it could spell trouble for coastal cities around the world.

3. Vocabulary Focus

alarming – something that causes fear or worry.

Example: The rapid melting of ice in the Arctic is alarming scientists.

retreat (verb) – to move back or shrink.

Example: The glacier has retreated several kilometres in recent years.

spell trouble – to cause problems or danger.

Example: The rise in global temperatures could spell trouble for farmers.

whodunnit – a story about a mystery, usually about solving a crime.

Example: The sudden glacier retreat became a scientific whodunnit.

sea level rise – the increase in the height of the ocean.

Example: Rising sea levels threaten many coastal cities.

seabed – the bottom of the sea.

Example: Some glaciers rest on the seabed instead of floating.

4. Comprehension Check

Ask students to answer or discuss:

1. What made the Hektoria glacier different from others?

2. How fast did it retreat?

3. Why are scientists worried?

4. What does the expression “spell trouble” mean here?

5. Why is this event compared to a “whodunnit”?

5. Speaking Activity

Discuss in pairs or small groups:

Do you think governments are doing enough to fight climate change?

What small changes can individuals make to help?

How do you think life would change if sea levels rose by one meter?

Encourage students to use the new vocabulary naturally in their answers.

6. Writing Extension

Write a short paragraph (80–100 words):

Imagine you are a journalist visiting Antarctica. Describe what you see, how scientists react, and why this event matters for the future of our planet.

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(Photo via Getty Images)

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The story

In late 2022, an Antarctic glacier, named Hektoria, shrunk by nearly 50% in just two months.

According to a new study, this was the fastest a glacier has retreated that scientists have recorded in modern history. Retreated means it melted and got smaller.

Hektoria is a type of glacier which rests on the seabed and doesn't float. Glaciers like this generally retreat only a few hundred metres a year. But between November and December 2022, Hektoria retreated by 8 km, according to the study.

Scientists are concerned because if more glaciers like this shrink as quickly, there could be a much faster rise in sea-level.

News headlines

Antarctic glacier's alarming retreat is the fastest ever seen
New Scientist

Antarctic glacier saw the fastest retreat in modern history; it could spell trouble for sea levels, report finds
CNN

Antarctic glacier's rapid retreat sparks scientific ' whodunnit'
BBC News
Key words and phrases
alarming
cause fear or worry

The nurse called for help when the patient had an alarming drop in blood pressure.

spell trouble
cause trouble

A new supermarket could spell trouble for smaller local shops.

whodunnit
a story about a mystery or a crime

When money went missing from the business accounts, it turned into a whodunnit.

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 / Fastest glacier melt in modern history

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An Antarctic glacier shrunk by 50% in just two months - this is the fastest retreat recorded in modern history.

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Absolutely — here’s the same conversation-based class without charts, formatted naturally for teaching or guiding dialogue.

🕵️‍♂️ Class:

The Louvre Heist – Talking about Crimes and Robberies

Level: Upper Intermediate

Time: around 60 minutes

Focus: conversation, vocabulary, fluency, and speculation

1. Warm-up – Talking about Crimes (10 min)

Start with a natural chat:

Have you ever heard about a famous robbery or art theft?

Do you think museum security is strong enough today?

If you could steal one famous work of art and never get caught, which one would you choose?

Encourage the student to use expressions like:

“I’ve read about…”, “There was a case in…”, “If I were the thief, I would…”

2. Reading and Comprehension (10 min)

Read together:

Thieves broke into the Louvre museum in Paris on Sunday morning and stole eight extremely valuable pieces of jewellery. The robbers used power tools to break into the museum, which is the famous home of the Mona Lisa. They escaped on scooters, taking items including tiaras and necklaces that once belonged to French royalty or imperial rulers. The entire break-in lasted about seven minutes.

Ask:

How long did the burglary take?

What makes these jewels priceless?

What do you find most surprising about this story?

3. Vocabulary Expansion (15 min)

Introduce and practice natural crime expressions in conversation.

break into – to enter a place illegally

→ They broke into the museum early in the morning.

get away with – to escape punishment

→ They got away with millions in jewels.

be caught red-handed – to be caught while committing the crime

→ One thief was caught red-handed by the police.

inside job – when someone from within helps commit the crime

→ Some people think it was an inside job.

on the run – escaping from the police

→ The thieves are still on the run.

pull off a heist – to successfully carry out a robbery

→ They managed to pull off a huge heist in daylight.

make off with – to escape carrying stolen goods

→ The robbers made off with priceless jewels.

Then prompt the student to complete or extend ideas:

If it was an inside job, …

They broke into the museum because…

The thieves made off with…

4. Role-play: The Investigation (15 min)

Set the scene.

You are the detective, the student is the museum curator or a witness.

Ask:

What did you notice that morning?

Did anyone act suspiciously before the theft?

Was the alarm system working?

Do you think it was an inside job?

Encourage speculation using modal verbs:

“It might have been planned for months.”

“They must have known the layout of the museum.”

“Maybe they used fake IDs to enter.”

5. Discussion – Art, Crime, and Value (10 min)

Open up a conversation:

Why do people risk so much to steal art or jewellery?

What makes something priceless?

Should museums display replicas and protect the originals in vaults?

Would you buy stolen art if nobody could ever find out?

Encourage advanced conversation phrases:

“Personally, I believe…”

“That’s a good point, but…”

“I couldn’t agree more.”

“To be honest, I think…”

6. Optional Homework / Writing Practice

Ask the student to write a short newspaper article (about 120–150 words) with a catchy headline, such as:

“The Seven-Minute Heist: How Thieves Outsmarted the Louvre.”

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BBC Learning English - Learning English from the News / Historic jewels stolen from Louvre

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Historic jewels, worth millions of euros have been stolen from the Louvre museum in Paris

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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: Internet Blackout in Afghanistan

Level: Advanced (C1)

Time: 60–75 minutes

Focus: Reading comprehension, critical thinking, vocabulary in context, structured writing

1. 🧠

Warm-Up Discussion (5–10 min)

Objective: Activate background knowledge and set the context.

Questions to discuss orally:

What role does the internet play in your daily life?

How would your life change if internet and phone services were suddenly cut off?

Do governments have the right to restrict internet access? Why or why not?

What do you know about restrictions on education in Afghanistan?

Encourage the student to justify their opinions and use advanced connectors (e.g. on the one hand, nevertheless, from my perspective…).

2. 📖

Reading Activity (10–15 min)

Text: (Read aloud or silently)

Internet and many telephone services have been cut in Afghanistan, on the orders of the country’s Taliban government.

After women and girls over 12 were barred from schools, universities and many types of jobs, many of them used the internet to study online, or to sell products abroad. This shutdown has stopped them from being able to do this.

Human rights organisations are concerned about the impact that this could have on girls’ education in the country.

News Headlines:

‘Total internet blackout’ in Afghanistan sparks panic after Taliban vowed to stamp out immoral activities — CNN

Taliban cut internet for whole country as Afghanistan ‘dragged into abyss’ — The Independent

Afghan women lose their ‘last hope’ as Taliban shuts down internet — BBC News

3. ✍️

Vocabulary in Context (10 min)

Key words & phrases:

stamp out – take strong action to stop something

ex; the traffic and violence needs to stamp out now, another accident happened with another athlete being hit by a car and didn´t get help.

abyss – a very negative situation that is difficult to escape from

ex; sometimes situations can make you dragged into an abyss and some thoughts,too.

last hope – the last opportunity for success

ex: the bahia team has a last hope to win the championship.

Tasks:

Match each headline with one of the key phrases and explain why that phrase fits.

Create your own original sentences using each phrase, related to technology, politics, or human rights.

✅ Encourage nuance and sophisticated phrasing.

4. 💬

Critical Thinking Discussion (15 min)

Prompts for deeper debate:

What might be the long-term consequences of cutting internet access for women and society in Afghanistan?

Could cutting internet access ever be justified in any country? Under what circumstances?

How might the international community respond effectively to this situation?

What role does digital education play in empowering marginalized groups?

👉 Push the student to support their ideas with arguments, examples, and consequences.

5. ✍️

Writing Task (20 min)

Task:

Write a well-structured opinion essay (250–300 words) on the following topic:

“Cutting access to the internet can be a powerful tool of control. Discuss how this affects individuals, societies, and the international community, using the Afghanistan case as a starting point.”

Introduce the topic clearly

Develop 2–3 strong arguments with examples

Use at least 3 of the key vocabulary items from the lesson

Conclude with your personal perspective and possible solutions

Focus:

Advanced connectors and cohesive devices

Complex sentence structures

Precise, topic-specific vocabulary

6. 📝

Optional Extension (Homework or next class)

Research another real-world example where governments restricted internet access (e.g., Iran, Myanmar, Egypt during the Arab Spring).

Prepare a short oral presentation comparing it to the Afghan case.

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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…

I need a daily dose of…

Experts debunked the idea that…

4. Comprehension Questions (5–7 min)

1. What claim did Trump make about Tylenol and autism?

2. How did medical experts react?

3. Why can Trump’s comments be dangerous for pregnant women?

4. What other controversial health suggestion did he make in the past?

5. According to the text, what should guide public health decisions?

5. Discussion (15 min)

Small debate / conversation prompts:

Should politicians be punished if they spread false medical information?

Why do you think some people believe politicians more than doctors?

How can society protect people from misinformation about health?

Can you think of other cases when misinformation about medicine caused harm?

Who do you think should be responsible for correcting false claims in the media?

6. Wrap-Up (5 min)

Review vocabulary (push back, dose, debunk).

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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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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🔹 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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📘 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 – 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?
(Answer: A new kind of travel called bookish travel is becoming popular, combining reading and cultural experiences.)

b) Detailed Task (second read)

Comprehension questions:

1. How was reading usually connected with holidays in the past?

2. What makes “bookish travel” different from just reading a book on holiday?

3. What example does the text give about Florence?

4. According to Paul Wright, why is location important when reading a story?

5. Why are reading retreats not only for “serious” readers?

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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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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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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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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🌍 Upper-Intermediate Spoken Discourse Lesson

Topic: The Shortcut to Closer Bonds – Asking Meaningful Questions

1. Warm-up (5–7 min)

Ask openers:

“When do you feel really connected to someone?”

“What makes a conversation meaningful for you?”

“Do you think small talk is necessary before a deeper conversation?”

Purpose: activate background knowledge and prepare for the theme of closeness in conversations.

2. Pre-Reading Vocabulary (7–10 min)

Introduce a few key words before reading. Write them on the board and ask if the student has heard them:

self-disclosure

vulnerability

small talk

bonding

profound

Give short definitions + your own quick examples. Ask the student to try creating one example for each.

3. Reading Activity (12–15 min)

Student reads the expanded text (≈580 words).

Stop halfway (after the section about the fast-friends procedure) to check comprehension:

“Why did the participants feel closer after only 45 minutes?”

“What is the difference between small talk and meaningful questions?”

After finishing, ask:

“What did you find most surprising in this text?”

“Do you think this method could work in your life? Why or why not?”

4. Vocabulary in Context (10 min)

Now revisit the glossary after the reading. Work with the student to:

1. Re-read the definitions and examples.

2. Ask them to come up with one personal example of each.

e.g., “What’s an example of small talk you usually make in your daily life?”

“Can you share a time you showed vulnerability?”

5. Guided Reflection & Discussion (15–20 min)

Move into deeper, meaningful discourse. Use these prompts:

“Why do you think self-disclosure can make us feel closer to others?”

“Have you ever experienced bonding through a difficult situation? What happened?”

“Do you think it’s easier to show vulnerability with friends, family, or strangers? Why?”

“Can meaningful conversations reduce prejudice or stereotypes in society? How?”

“Where is the line between being open and oversharing, in your opinion?”

Encourage them to expand, compare, and connect with personal/professional experiences.

6. Speaking Task – Fast-Friends Practice (15 min)

Give the student 3–4 original fast-friends questions from the article. They answer and reflect.

Examples:

1. “What would constitute a perfect day for you?”

2. “Do you have a secret hunch about how you will die?”

3. “When was the last time you felt deeply connected to someone? Why?”

4. “If your house caught fire and you could save one item, what would it be?”

Optional follow-up: ask the student to choose one question to ask YOU and compare answers.

7. Wrap-up / Homework (5 min)

In class: “What’s one thing you learned today about building closer relationships?”

Homework: Write a short reflection (6–8 sentences):
👉 “How can I use meaningful questions in my personal or professional life to create stronger bonds?”

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The shortcut to close bonds? Asking meaningful questions

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The right questions can help us connect with strangers – and create closer bonds between parents and children.

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📖 Reading: The Shortcut to Closer Bonds

Can asking the right questions bring people closer together?

Psychologists have been exploring this question for decades. A recent study from the University of Amsterdam tested the idea with families. Instead of casual small talk about movies or ice cream, parents asked their children more meaningful questions, such as: “What is the strangest thing you have ever experienced?” or “When was the last time you felt alone?” After only nine minutes of conversation, the children reported feeling more loved and supported. Small talk was pleasant, but it didn’t have the same effect.

This research builds on what is known as the “fast-friends procedure”, a method first created in the 1990s. In the original experiments, pairs of strangers were asked two different sets of questions. Some received light, surface-level questions, such as: “Where did you go to high school?” or “What was the last concert you saw?” Others were asked deeper and more personal questions, including: “What would constitute a perfect day for you?”, “Do you have a secret hunch about how you will die?”, or “If your house caught fire, what one item would you save, and why?”

The results were striking. After just 45 minutes of sharing answers to the profound questions, participants reported feeling nearly as close as with their long-term friends. Some even continued their friendship weeks later. The conclusion was clear: self-disclosure – sharing personal thoughts, fears, or vulnerabilities – is a powerful shortcut to building intimacy.

Why does self-disclosure have such an impact? Part of the explanation is biological. Neuroscientists have discovered that meaningful conversations activate the brain’s natural opioid system – the same system that produces feelings of euphoria and comfort. Just as laughter, play, or physical affection can strengthen bonds, revealing our inner world can trigger a chemical response that makes us feel safe and connected.

The effects go beyond family and friendship. Studies show that when people from different social groups engage in meaningful dialogue, they often report reduced prejudice and greater empathy. For example, when straight and gay participants answered the “fast-friends” questions together, the straight participants reported less bias afterwards. Similar results appeared in online learning environments, where students who engaged in deeper conversations felt more connected and were more likely to continue their courses.

Of course, self-disclosure should be used thoughtfully. Sharing too much too soon, or with someone who isn’t ready to listen, can feel uncomfortable. But many of us underestimate how interested others might be in our inner lives. Research from the University of Chicago found that people usually believe their conversation partners will be bored or uncomfortable if they reveal personal details. In reality, most people respond positively and appreciate the honesty.

The lesson seems clear: while small talk can break the ice, being a little braver and asking more meaningful questions may help us form stronger, deeper, and more lasting bonds. Whether with family, friends, colleagues, or even strangers, we often have more to gain by opening up than by staying on the surface.

📝 Vocabulary from the Reading

Self-disclosure → when you share personal or private information with someone.
Example: “Telling your colleague about your fears before a surgery is self-disclosure.”

Small talk → light, casual conversation about everyday topics.
Example: “Talking about the weather in an elevator is small talk.”

Fast-friends procedure → a scientific method where people ask each other meaningful questions to quickly create a sense of closeness.
Example: “Researchers used the fast-friends procedure with students to see if it reduced loneliness.”

Vulnerability → showing emotions, fears, or weaknesses openly.
Example: “Admitting you are afraid of failure shows vulnerability.”

Bonding → the process of creating or strengthening emotional connections.
Example: “Playing sports together helps with team bonding.”

Profound → very deep and meaningful in thought or feeling.
Example: “Losing someone you love makes you ask profound questions about life.”

Closeness → a strong feeling of emotional connection or intimacy with someone.
Example: “After their talk, she felt a new closeness with her son.”

Empathy → the ability to understand and share someone else’s feelings.
Example: “Listening carefully to a patient’s worries shows empathy.”

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The shortcut to close bonds? Asking meaningful questions

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The right questions can help us connect with strangers – and create closer bonds between parents and children.

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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…

If Miguel had stayed in Spain, he wouldn’t be facing this dilemma.

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?

Are international students a privilege or a necessity for these institutions?

Can governments legitimately use immigration law to push political agendas?

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?”

Final question: “Does this controversy change your view of studying abroad at elite universities? Why or why not?”

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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🧠 Class Plan –

Nothing Will Ever Be the Same Again

1. Warm-up discussion (10 min)

Write the phrase on the board: “Nothing will ever be the same again.”

Ask:

When do people usually say this?

Can you think of moments in your life when this sentence applied?

Do you think it’s usually positive or negative? Why?

2. Vocabulary focus (15 min)

Key advanced phrases/words related to change:

irreversible (cannot go back)

groundbreaking (innovative, changing everything)

a turning point (a decisive moment)

life-altering (changes your life completely)

disruptive (causing radical change, often in technology)

paradigm shift (a complete change in perspective)

👉 Practice: students put each word in a sentence related to technology, society, or personal life.

3. Listening/Reading input (10–15 min)

Short text (you can adapt from Miguel Nicolelis’ ideas):

Neuroscientist Miguel Nicolelis believes that brain-machine interfaces will completely transform how we live. His research has already allowed paralyzed patients to control robotic limbs with their thoughts. For him, science shows us that nothing will ever be the same again: the line between humans and machines is becoming increasingly blurred.

👉 Comprehension questions:

What is Nicolelis’ contribution to science?

In what way could his research change human life?

Do you agree that humans and machines will merge?

4. Grammar focus – Modals for the future & speculation (15 min)

Target: may / might / could / will / won’t

Example:

Brain-machine interfaces might allow us to communicate without words.

This technology could change medicine forever.

Some people say the future will never be the same again.

👉 Practice: Students create 3–4 speculative sentences about the future of technology, society, or their own lives.

5. Debate / Speaking task (20 min)

Motion: “Nothing will ever be the same again because of technology.”

Split into two sides: Agree vs Disagree.

Give them 3 minutes to prepare arguments using the vocabulary and grammar.

Debate.

6. Writing task (Homework or in class)

Essay prompt:

“Describe an event, innovation, or personal experience after which nothing was ever the same again.”

(200–250 words, using vocabulary and modals for speculation about consequences

How the bad event in our lives can become in a turning point in our lives, it is an expression that, every day I trying to answer after the Emerson's accidente.

My friend is 29 years old and he was running so well to do the Salvador Marathon, his due was interrupted after an accident, where the driver was drank and without conditions to drive.

In the accident, Emerson lost a leg, and now, he is trying to think in chose other way into the adapted sport, but he is starting a new level of his life and others possibilities.

For everyone around him, all day chating about what is the big lesson after this event. To me, I start to keep my life dues and I trying to deal whith uninstability of the humanity moment and keeping going.

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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 Title:

Global Challenges in the Americas: Democracy, AI, and Multilateralism

Level: Advanced (C1)

Skills: Speaking • Vocabulary • Critical Thinking • Research Skills

Length: 60–75 minutes

1️⃣ Warm-up (5–7 min)

🎯 Aim: Activate ideas and set the tone.

Ask:

🗳️ “When you hear the phrase democratic crisis, what do you think of?”

distortion - weakness - political impacts - manipulations - tradinf - globalization - capitalism - dictatorship - war - two sides of the coin - censorship -prohibition - popular - free speech.

🤖 “Do you believe artificial intelligence should be regulated? Why or why not?”

transformation of ethics - changing procedures- behavior - data impact- unlimited - create boundaries - protective - there is no filter -unconciousness - uncertainty.

🌐 “What role should international cooperation play in solving global problems?”

enviromental meeting is essential

the government that rely on environmental issues do not really care about it.

they care about consumption and power of capitalism to survive and hold power.

global meeting makes the the process go slower, however some actions are functioning but not revealed.

ignorance makes people of certain countries get poorer.

scientific facts are not really worthy like aluminium instead of glass and other footprints.

2️⃣ Vocabulary Focus (10 min)

🎯 Aim: Introduce key terms in context.

Polarization 🪞 – when society is divided into two opposing groups with very different opinions.

Checks and balances ⚖️ – a system in which different parts of government limit each other’s power.

Misinformation 📉 – false or inaccurate information, not always shared with bad intentions.

Ethical concerns 🧭 – moral issues that need to be considered.

Accountability 📝 – responsibility for actions and decisions, especially to the public.

Multilateralism 🤝 – cooperation between three or more countries to solve problems.

Regional integration 🌍 – countries in the same area working together for mutual benefit.

Prospects 🔮 – the chances or possibilities for the future.

💬 Activity:

Student creates one sentence for each term using Latin America or global issues as examples.

3️⃣ Speaking Task – “Conference Debrief” (15–20 min)

🎯 Aim: Use target vocabulary and report information.

Role-play idea:

You = curious colleague who didn’t attend.

Student = participant sharing what they learned.

Guide them to talk about:

🗳️ Democratic crisis in the Americas.

🤖 Regulation of AI.

🌐 Multilateralism and regional integration.

💡 Memorable quotes or examples from speakers.

🙋 Their personal opinion on each topic.

4️⃣ Discussion Prompts (15 min)

🎯 Aim: Encourage critical thinking and fluent speaking.

“Is democracy in Latin America more at risk now than before? Why or why not?”

“Who should make AI laws — national governments, international organizations, or the companies themselves?”

“Can Latin America realistically unite to face global challenges, or will national interests always win?”

“How do economic problems influence democracy and AI regulation?”

5️⃣ Language Upgrade (5–7 min)

🎯 Aim: Boost academic and formal discussion skills.

Useful phrases:

✏️ “One of the key takeaways was…”

✏️ “This raises the question of whether…”

✏️ “There’s a growing concern that…”

✏️ “From my perspective…”

✏️ “It’s worth noting that…”

💬 Quick practice: Student reformulates their points from the role-play using these expressions.

6️⃣ Research Extension & Homework (5–7 min)

🎯 Aim: Broaden understanding through external resources.

📚 Suggested readings:

1. UNESCO Recommendation on AI Ethics – Global AI governance principles.

2. Full AI Governance in Latin America Report – Regional challenges and solutions.

3. Brookings – Smart AI Regulation Strategies – Balancing rights and innovation.

4. ResearchGate – The Ethics of AI in Latin America – Academic perspective.

5. International IDEA – AI in Electoral Processes – AI and democracy.

6. Carnegie – Reimagining Regional Governance – Regional cooperation.

7. World Economic Forum – Latin America’s Economic Outlook – Integration and growth.

📝 Homework task:

Choose one of the resources, read it, and:

Write a 200–250 word critical review linking it to one of the conference themes.

Prepare to present key points orally in our next class.

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🎓 Advanced English Lesson

Topic

:

The American System is Being Destroyed

Based on The Guardian article:

Read it here

🎯

Lesson Objectives

Expand vocabulary related to political systems, education, and ideology

Read and analyze a complex opinion piece

Practice expressing agreement/disagreement and making comparisons

Discuss the role of intellectuals in politically unstable environments

🔥 Warm-Up (10 min)

Ask students:

What comes to mind when you hear “scientific asylum”?

Have you ever considered moving abroad for work or political reasons?

In what ways can a political system support or threaten intellectual freedom?

🧠 Key Vocabulary (Pre-teaching before reading)

1. Fascism – A far-right, authoritarian system of government that suppresses opposition and often involves dictatorial power.

2. Asylum – Protection given to someone who has left their country due to danger, especially political persecution.

3. Brain drain – The emigration of educated or skilled professionals from one country to another.

4. Academic freedom – The right of scholars to teach, publish, and research without political or institutional interference.

5. Authoritarianism – A form of government characterized by strong central power and limited political freedoms.

6. Suppress – To forcibly end or prevent the expression of something, often dissent or opposition.

7. Exodus – A large-scale departure of people, especially from a place or institution.

8. Dissent – The expression of opinions that are different from those officially or commonly held.

Encourage students to write one sentence using each word in a political or educational context.

📖 Reading the Article (20–25 min)

You can:

Read it together in class (shared screen or printed copies)

Or assign it as pre-reading and review key passages in class

While reading, ask students to:

Highlight words or phrases that reveal the author’s tone (e.g. “gut punch,” “collapse,” “survival strategy”)

Underline the reasons given by professors for leaving the U.S.

Note contrasts between academic life in the U.S. and France

💬 Discussion (25–30 min)

Use the following prompts to guide conversation:

1. What are the professors’ main reasons for leaving the U.S.? Do you find them valid?

2. One professor described it as a “gut punch” to leave their home country. What emotions are involved in this decision?

3. Do you think the U.S. is facing a serious threat to academic freedom, or is this response exaggerated?

4. The article calls France a place of “scientific asylum.” Can you think of other historical or modern examples of countries becoming havens for thinkers?

5. What are the consequences for a country that loses its scientists, educators, and researchers?

6. If you were in their shoes, would you stay and fight or leave to protect your work and freedom?

Encourage students to use advanced structures:

“There seems to be a growing trend toward…”

“Although I see their point, I think…”

“This situation mirrors what happened in…”

“I can’t help but wonder if…”

✍️ Optional Writing Task (Homework or in-class)

Prompt:

In 250–300 words, respond to the article with your own opinion. Do you agree with the idea that intellectuals should seek refuge in other countries when their freedoms are threatened?

Encourage the use of formal language, linking words (however, furthermore, in contrast), and rhetorical questions.

🧠 Optional Extension Activities

Research Task: Find another country or historical period where academics fled political persecution. Share with the class.

Compare & Contrast: How does the U.S. compare to your country in terms of academic freedom today?

Debate: “It is more courageous to stay and resist than to leave.” – Prepare arguments for both sides.

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‘The American system is being destroyed’: academics on leaving US for ‘scientific asylum’ in France

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Almost 300 researchers have applied for positions at Aix-Marseille University after Trump unleashed his attack on academia

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🌍

Class Title: “A Call for Ceasefire” – Gaza, Diplomacy, and Media

🎯

Lesson Objectives

By the end of this lesson, the student will:

Understand and use key vocabulary from the news

Engage in thoughtful conversation about war, media, and diplomacy

Use modals for criticism and suggestion (e.g. should have, must, could have)

Practice expressing nuanced opinions

1. 🧠

Warm-up Discussion (10 mins)

Ask your student:

What do you know about the war in Gaza?

Why do countries issue joint statements about other nations’ conflicts?

Do you think statements like this actually influence anything?

Encourage natural conversation before introducing the news piece.

2. 🗞️

Context Reading (10 mins)

Read aloud and discuss this adapted news summary:

A joint statement from 28 nations has demanded an end to the war in Gaza and the release of Israeli hostages.

The statement says the suffering of civilians has reached “new depths,” meaning the humanitarian situation is worse than ever.

More than 100 aid organizations have reported that starvation is spreading across Gaza.

According to Gaza’s health authorities, over 59,000 people have died since Israel launched its offensive in response to the Hamas-led attacks on 7 October 2023.

Israel rejected the joint statement, saying it is “disconnected from reality.”

Comprehension Questions:

What did the 28 countries demand?

What is the humanitarian situation like in Gaza now?

What is Israel’s response to the criticism?

Do you think international pressure can end a war?

3. 💡

Vocabulary in Context (10 mins)

Teach the following expressions by explaining meaning and giving examples.

1. Call for
To strongly ask for something to happen.
Example: Protesters are calling for the president to resign.

2. Drip feed
To give something slowly or in small amounts, especially information or aid.
Example: Journalists said the government was drip feeding updates after the explosion.

3. Point fingers
To blame someone or something, especially in a conflict or problem.
Example: The company pointed fingers at its supplier when the product failed.

Practice: Ask the student to make their own example using each phrase.

4. 🗣️

Discussion & Speaking Task (15–20 mins)

Prompt open-ended discussion with these questions:

What are the dangers of giving humanitarian aid “in small amounts” during a war?

Should countries like the UK or Brazil criticize other countries’ wars?

What do you think Israel meant by saying the statement was “disconnected from reality”?

Can joint international pressure actually stop conflicts like this one?

Encourage your student to use expressions from the vocabulary section in their answers.

5. 🔍

Grammar Focus – Modals for Criticism and Suggestion (10–15 mins)

Introduce the grammar point:

Use “should have + past participle” to criticize something that didn’t happen.
Example: The UN should have acted earlier to stop the violence.

Use “could have + past participle” to suggest something that was possible but didn’t happen.
Example: The aid could have arrived sooner.

Use “must” for strong opinions or obligations.
Example: Countries must do more to protect civilians.

Transform these sentences together:

1. The UN waited too long. → The UN should have responded sooner.

2. Aid is not arriving quickly. → Israel must allow more aid in.

3. Other countries stayed silent. → They could have spoken up.

Ask your student to create their own statements using should have, could have, and must based on the news content.

6. ✍️

Optional Homework

Ask your student to write a short opinion paragraph (100–150 words):

Topic:

What should the international community do in response to the war in Gaza?

Encourage them to use:

Vocabulary from the class

Modals like should have, must, and could have

Opinion connectors like however, in my opinion, on the other hand

7. ✅

Wrap-up (5 mins)

Ask:

What new words did you learn today?

Do you think public statements really affect what happens during war?

Can you summarize the main message of the class in one sentence?

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BBC Learning English - Learning English from the News / War in Gaza ‘must end now’, 28 countries say

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Aid agencies say mass starvation is spreading across Gaza.

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🧠

Class Plan: ChatGPT and the Future of AI in Our Lives

👩‍🎓 Level: Advanced

⏱️ Duration: 60–75 minutes

🎯 Skills: Speaking, Listening, Vocabulary, Critical Thinking, Academic Writing

🔑

Lesson Objectives

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

Discuss the current and future implications of ChatGPT and AI tools.

Express nuanced opinions using academic vocabulary.

Analyze the role of AI in society through guided discussion.

Write a short essay-style response on the topic.

🔥 Warm-up (10 min)

Prompt:

“Do you use AI tools like ChatGPT? How do you feel about its growing presence in daily life?”

Follow-up questions:

How do you think AI is changing the way we learn or work?

Do you feel excited or worried about AI replacing certain human tasks?

🎬 Video-based Discussion (15–20 min)

📽️ Watch the Instagram Reel

(https://www.instagram.com/reel/DMlnxoPPzOe/?igsh=dnplb3Q0aHIxNW9w)

Pre-viewing question:

What do you expect people say when asked about ChatGPT’s role in the future?

After watching:

Discuss:

1. What were the general opinions shared in the reel?

2. Did any speaker say something that surprised or resonated with you?

3. Do you think ChatGPT is just a tool or something more?

4. How do you see yourself using AI five years from now?

🧠 Vocabulary Focus (10 min)

Introduce and review these key words and expressions:

Augmented intelligence

Automation

Cognitive labor

Human-AI collaboration

Technological dependency

Displacement of jobs

Ethical boundaries

Productivity gains

💡 Task: Match the word to the correct sentence or create your own sentence using each.

🗣️ Speaking Task: AI in Everyday Life (10–15 min)

Mini Debate:

“AI like ChatGPT will improve our lives more than it will harm them.”

Assign the student a side (or let them choose), and encourage them to give 2–3 arguments with examples. Then switch sides.

Use follow-up prompts:

What could go wrong with widespread AI usage?

Should there be legal limits on AI development?

What role should AI play in education and decision-making?

✍️ Writing Task (Homework or in class – 25 min)

Writing Prompt:

Do you think AI like ChatGPT should be fully integrated into education, the workplace, and even personal life? Why or why not?

Support your view with examples and consider at least one counterargument.

Guidelines:

Write an introduction with a clear thesis.

Develop 1–2 body paragraphs with supporting arguments.

Include one paragraph considering the opposing view.

Conclude by reinforcing your position.

🧾 Target length: 250–300 words

📘 Optional Extension

If the student enjoys the topic, you could later explore:

The concept of AI sentience or AI consciousness

AI in healthcare or the legal system

The future of creativity with AI (art, music, writing)

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BBC News | Brasil on Instagram: "ChatGPT: o que você não vê ⚠️📲🌍

Se você já conversou com o ChatGPT ou outra ferramenta semelhante, pode ter achado, em um primeiro momento, que se trata de uma tecnologia quase mágica.

Como é possível que uma máquina entenda perguntas feitas por humanos, interprete seu conteúdo e responda com informações estruturadas em questão de segundos — e ainda evoluindo constantemente na qualidade das conversas?

A resposta é o desgastante trabalho humano de treinamento dessa ferramenta, afirma Karen Hao, autora do livro Empire of AI (Império da IA, em tradução livre). E isso inclui, ela diz, um duro impacto sobre a saúde mental de trabalhadores terceirizados em países pobres.

É o que conta neste vídeo o repórter Luiz Fernando Toledo. Confira.

#BBCNewsBrasil #chatgpt #inteligenciaartificial #IA #openAI #samaltman #karenhao"

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44K likes, 1,009 comments - bbcbrasil on July 26, 2025: "ChatGPT: o que você não vê ⚠️📲🌍

Se você já conversou com o ChatGPT ou outra ferramenta semelhante, pode ter achado, em um primeiro momento, que se trata de uma tecnologia quase mágica.

Como é possível que uma máquina entenda perguntas feitas por humanos, interprete seu conteúdo e responda com informações estruturadas em questão de segundos — e ainda evoluindo constantemente na qualidade das conversas?

A resposta é o desgastante trabalho humano de treinamento dessa ferramenta, afirma Karen Hao, autora do livro Empire of AI (Império da IA, em tradução livre). E isso inclui, ela diz, um duro impacto sobre a saúde mental de trabalhadores terceirizados em países pobres.

É o que conta neste vídeo o repórter Luiz Fernando Toledo. Confira.

#BBCNewsBrasil #chatgpt #inteligenciaartificial #IA #openAI #samaltman #karenhao". 

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View this post on Instagram

A post shared by BBC News | Brasil (@bbcbrasil)

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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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🌟 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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🤖 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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🎯

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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🌐 Advanced ESL Lesson – US-Brazil Trade Tensions & Tariffs

Based on the BBC article: Trump launches trade investigation into Brazil

🎯 Objective

Students will develop vocabulary to understand and discuss global trade issues and tariffs. They will explore the real-world implications of political decisions on international commerce and practice expressing informed opinions.

🧠 1. Vocabulary Pre-Teaching

Present these key terms orally or on a board. Go over each one by:

Giving a brief definition in your own words

Asking the student to paraphrase it

Creating example sentences together

Key Vocabulary:

Tariff

Trade surplus

Non-tariff barriers

Digital trade

Preferential tariffs

Intellectual property

Censorship

Retaliation

Innovation-driven sectors

Witch hunt

Activity:
Ask the student to choose 3 terms and explain them in the context of the article. Then prompt them to create one real-world sentence using each.

📖 2. Guided Reading and Comprehension

Read the article together or assign it as preparation. After reading, prompt comprehension and inference with the following questions:

What accusations is the U.S. making against Brazil?

Why does the U.S. claim Brazil is harming American businesses?

What actions has Trump taken in response to these practices?

What is Brazil’s reaction to the threat of tariffs?

How are political conflicts, like Bolsonaro’s prosecution, being connected to trade?

What role does digital censorship play in the trade conversation?

Encourage the student to underline powerful verbs (e.g. accused, launched, retaliate) and discuss their connotation.

💬 3. Discussion

Guide a natural, opinion-based discussion using these prompts. Encourage the student to use vocabulary from the lesson.

Vocabulary in Use
Ask:

How would you explain what a “tariff” is to someone unfamiliar with global trade?

What’s the difference between a fair and unfair trade practice?

Discussion Questions

Do you agree with using trade policies as political tools?

Can tariffs ever help local industries? What are the downsides?

Should countries interfere in one another’s digital policies or freedom of speech?

What could be the long-term effect of this tension on U.S.-Brazil relations?

Critical Thinking Prompt
Imagine you are a Brazilian business owner. How do these new tariffs affect your strategy for the next 6 months?

🎭 4. Role-Play – Trade Negotiation

Assign one of the following roles to the student (or divide them if in a group):

U.S. Trade Official

Brazilian Government Spokesperson

CEO of a Tech Startup

Coffee Exporter

Consumer Rights Advocate

Task:
Conduct a mock press conference or panel. Each speaker should:

Describe how they are affected by the trade decisions

State whether they support or oppose the tariffs

Suggest one action their government or company should take

✍️ 5. Writing Task – Personal Opinion

Assign as homework or final in-class task:

Prompt:
“Should countries use tariffs to influence each other’s internal politics, such as censorship or corruption investigations? Why or why not?”

In theori, countries have soberane to decide their projects and what, how and who will do it. When other countrie interfere and other, the relaction is broken. Actually, when the countrie aplly no-tariff barriers is the same action if to aplly high tariffs, because there will be effects in both.

Retaliation is the específic word in diz case, to overcome will be a challenger for Brics.

.Tariff

Trade surplus

Non-tariff barriers

Digital trade

Preferential tariffs

Intellectual property

Censorship

Retaliation

Innovation-driven sectors

Witch hunt

✅ Optional Extension Ideas

If time allows or as follow-up work:

Watch a short video on WTO rules or trade wars.

Research another example of trade conflict (e.g. U.S.–China) and compare.

Prepare a mini-presentation: "How Brazil can protect its economy during a trade conflict."

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Trump launches probe into Brazil’s ‘unfair’ trade practices

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Last week, the US president urged Brazilian authorities to end their prosecution of the country’s former President Jair Bolsonaro.

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BBC Learning English - The English We Speak / Twist someone’s arm

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What does it mean to ‘twist someone’s arm’?

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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 Title:

“Infected Blood Scandal: Lessons from the Past”

Level: Upper-Intermediate (B2–C1)

Time: 60–75 minutes

Focus: Vocabulary, reading comprehension, critical discussion, structured speaking and writing

🔹 1. Warm-Up (10 min)

Start with a few open questions to activate prior knowledge and emotion:

Have you ever heard of the infected blood scandal?

What does “medical trust” mean to you?

How do governments show responsibility after a mistake?

Encourage full-sentence answers like:

“Yes, I read about a case in France.”

“I think trust means patients believe doctors will help them, not hurt them.”

🔹 2. Vocabulary & Language Focus (10–15 min)

Introduce key terms through context and examples.

Words to explore:

Contaminated – something unsafe or infected

Inquiry – official investigation

Cover-up – hiding important or damaging information

Negligence – failure to take proper care

Compensation – money paid for harm

Betrayal – breaking someone’s trust

Instead of listing, introduce them in spoken example sentences:

“Many patients were given contaminated blood without knowing the risks.”

“The public inquiry showed how much was hidden.”

“Families felt this was a betrayal.”

Ask the student to:

Paraphrase the meaning in their own words

Build a sentence using one or more words

Ask questions if unsure about usage

🔹 3. Reading Activity (15–20 min)

Use this article:

👉 BBC: What is the infected blood scandal and how much compensation will victims get?

Reading Steps:

1. Read the first few paragraphs together.

2. Pause and ask:

Who are the victims?

What caused the infections?

How long did it take for the government to respond?

What are the families asking for?

Follow-up:

Ask the student to summarize the key facts using their own words:

“Thousands of people got HIV and hepatitis C from blood transfusions in the 1970s and 80s. The government was slow to act and is now offering money.”

🔹 4. Guided Discussion (10–15 min)

Now shift to opinions and emotions.

Ask:

How do you think the victims and families feel?

Do you think money is enough after losing someone?

What does justice look like in this case?

Encourage the student to express themselves using advanced structures:

“Although the government offered compensation, the emotional damage is still there.”

“If my family member had been affected, I would feel furious and betrayed.”

Use guiding questions like:

“Would you trust the health system after this?”

“What can countries learn from this mistake?”

🔹 5. Speaking Task – Role Play (10 min)

Scenario:

The student is a family member speaking at the public inquiry.

Prompt them:

Describe your loved one and what happened

Talk about how this affected your life

Say what justice would mean for you

Encourage them to include:

Target vocabulary

Emotional expressions

Structured opinions: “I believe…”, “In my view…”, “This situation shows…”

Optional extension: swap roles—be the investigator asking questions like:

“When did you discover the truth?”

“What support have you received?”

🔹 6. Writing Task (Homework or Final 10 min)

Option A:

Write a 150–200 word reflection:

“What did I learn from the infected blood scandal, and how does it relate to trust in health care today?”

Option B:

Write a short public statement of apology from the health department, using respectful and formal tone.

Encourage use of:

5 vocabulary words from the lesson

1–2 complex sentences using “although,” “because,” or “if”

🔹 7. Wrap-Up (5 min)

Finish by asking:

What part of this story impacted you most?

Do you believe public apologies and money can heal this kind of harm?

Invite final thoughts and briefly review:

Vocabulary used

Emotional tone

Key facts from the reading

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The infection of up to 30,000 people with contaminated blood has been called the biggest treatment disaster in NHS history. Thousands have died.

A public inquiry has been taking evidence since 2019 from people affected by the scandal.

Who was affected?

People with haemophilia and other bleeding disorders were given blood infected with HIV and hepatitis viruses, during the 1970s and 1980s.

It was the result of a new treatment intended to make their lives better. A clotting agent called Factor VIII was introduced to help their blood clot.

Before this, patients faced lengthy stays in hospital to have transfusions, even for minor injuries.

People who had blood transfusions after an operation, or childbirth, are also thought to have been exposed.

About 5,000 people are believed to have been infected - but some estimates put the number at 30,000. Nearly 3,000 people have died.

How did it happen?

The UK was struggling to keep up with demand for the Factor VIII blood clotting treatment, so supplies began to be imported from the US.

But much of the human blood plasma used to make it came from donors such as prison inmates and drug-users, who sold their blood.

These groups were at higher risk of blood-borne viruses.

However, at the time, HIV had not been diagnosed and understanding about hepatitis was still developing.

The risk of contamination was raised further because Factor VIII was made by pooling plasma from up to 40,000 donors and concentrating it.

How long did this last?

By the mid-1980s, once it was clear HIV was blood-borne, the products started to be heat-treated, to kill the viruses.

But questions remain about how much was known before this time.

Despite these precautions, some of the contaminated blood products remained in circulation and continued to be used.

Screening of all blood products began in 1991.

And by the late 1990s, synthetic treatments for haemophilia became available, removing the infection risk.

The UK-wide inquiry was launched after years of campaigning by victims, who claim the risks were never explained and the scandal was covered up. It is being led by former judge Sir Brian Langstaff.

One of the first to take the stand in 2019 was Derek Martindale, who has haemophilia. He was 23 when he was diagnosed with HIV and given a year to live, in 1985. He survived but his brother - who was also infected with HIV - did not.

The inquiry has also heard from victims' relatives including Liz Hooper, who lost two husbands, both of whom had been given infected blood.

Politicians giving evidence include Matt Hancock, who did so while still health secretary. He said the government would pay compensation if that is what the inquiry recommended.

Lord Clarke, told the inquiry that he had not been responsible for blood products during his time as health minister, and later health secretary, in the 1980s.

Ministers from Wales, Scotland and Northern Ireland have already given evidence.

Financial compensation for the families of victims has been an ongoing question, with UK nations offering different levels.

In March, Cabinet Office minister Penny Mordaunt announced compensation for victims' families in England would be increased, to bring it in line with other parts of the UK.

There have been thousands of cases of people being given infected blood in the US.

But other countries also imported blood products during the 1970s and 1980s.

In Europe, cases in France, Ireland, Portugal and Italy have been identified. Japan, Canada, Iran and Iraq have also been caught up in the scandal.

In the US, companies that supplied infected products have paid out millions of dollars in out-of-court settlements.

In other countries, politicians and drug companies have been convicted of negligence.

None of that has happened in the UK - although victims have been given limited financial support.

At the opening of the inquiry, it was announced that criminal trials could follow.

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The infection of up to 30,000 people with contaminated blood has been called the biggest treatment disaster in NHS history. Thousands have died. A public inquiry has been taking evidence since 2019 from people affected by the scandal. Who was affected?

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BBC Learning English - The English We Speak / Dial down

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Don’t dial down your efforts to learn English!

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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?”

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?

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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1. Warm-Up & Context

Watch (or briefly describe) the BBC Reel on van‑lifers → introduce the concept of van‑life.

Prompt discussion: “What would you do if you could live anywhere—with just a few wheels and a bed?”

Key term: Van‑life = living full‑time in a vehicle (aka vandwelling)  .

2. Vocabulary & Expressions

Offer students useful idioms and advanced expressions:

YOLO (“You Only Live Once”) – celebrates impulsive freedom, risk‑taking.

Off the beaten track – living outside standard routines and norms.

Hit the open road – traveling freely, exploring.

Minimalist / minimalist lifestyle – living simply with essential belongings.

Living on a shoestring – surviving on very limited funds.

Wanderlust – deep desire to travel and experience new places.

Bohemian / nomadic lifestyle – unconventional, free‑spirited lifestyles.

Breaking the shackles – freeing oneself from societal expectations.

3. Should You Try Van‑life? Pros & Cons

✅

Pros

1. Freedom & mobility – see new landscapes daily (“hit the open road”)  .

2. Low cost of living – no rent/mortgage; only fuel and maintenance ().

3. Closer to nature – work/life settings in forests, mountains, beaches.

4. Minimalism – focus on essentials, reduced clutter.

5. Community camaraderie – hack‑sharing communities, #vanlife culture  .

6. Personal growth – self‑reliance, problem‑solving, adaptability.

❌

Cons

1. No permanent home – instability; often seen as homelessness ().

2. Legal & logistical hurdles – parking restrictions, safety issues, “the knock” from authorities ().

3. Basic comfort lacking – limited shower/laundry, cramped living.

4. Isolation – may feel lonely or disconnected.

5. Unpredictable living conditions – weather, breakdowns, lack of amenities.

6. Regulation pressures – “over‑regulation” in urban areas ().

4. Speaking Exercise: Debate & Dialogue

🔄

Mini-Debate

Divide students:

Team A for van‑life (“living the dream,” YOLO, adventure‑rich)

Team B against van‑life (stressful, unstable, lacks basics)

Debate Statements:

1. “YOLO – you should drop everything and go live on the road.”

2. “A stable home beats chasing sunsets any day.”

3. “Van‑life is the ultimate escape from the 9‑to‑5 grind.”

4. “Minimalist freedom isn’t worth giving up comfort and security.”

Each side presents arguments and counters. Encourage using prepared expressions.

🎭

Role‑Play

Students pair up:

One is a seasoned van‑lifer blogging about freedom.

The other is a skeptical landlord or parent worrying about security.

Use expressions like:

“It feels like breaking the shackles!”

“We’re living on a shoestring, but totally happy.”

“Sure, it’s quirky, but isn’t that the whole point?”

5. Reflection & Writing

Ask students to write a short paragraph (3–5 sentences) on:

“If you could YOLO and live a nomadic lifestyle for one year, would you? Why or why not?”

Encourage use of advanced vocabulary: wanderlust, minimalist, off the beaten track, break the shackles.

6. Extension Discussion

Compare western #vanlife influencer lifestyle (stylized, ideal) vs full‑time van‑dwellers dealing with real challenges—echoing “living the dream or surviving a nightmare”  .

Link to societal pressures: housing crisis, inflation, changing values around home ownership ().

E.g., “Is van‑life a privilege—or a necessity for those priced out of housing?”

7. Homework (Optional)

Research a van‑life influencer (e.g., Bob Wells: CheapRVliving)  .

Prepare a short oral report: Who are they? What challenges and advice do they share?

✅ Summary Table

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In 1950, the first VW camper van rolled off of the production line in Germany. Seventy five years on, the Travel Show sets out on an epic journey to discover why this van is so iconic, and still has fans all over the world. In this episode, travel reporter Rob Bell discovers 'van lifers' who have sold their homes and now spend their lives on the road.

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The Travel Show meets 'van lifers' who sold their homes and now spend their lives on the road.

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🕊️ Critical Thinking Class: The Israel-Iran Conflict

🎯 Lesson Objectives

Practice expressing complex ideas and opinions about global conflict

Develop and use vocabulary related to war, diplomacy, and international relations

Propose thoughtful solutions to an ongoing conflict

Reflect on the role of media and international organizations

1️⃣ Warm-Up Conversation (5–7 minutes)

Begin by asking:

Have you been following the news about the situation between Israel and Iran?

What do you think causes two nations to reach the point of military conflict?

In general, do you think wars can be avoided in today’s world? Why or why not?

2️⃣ Vocabulary Introduction (10 minutes)

Introduce and discuss key vocabulary that will help with the upcoming discussion. Instead of presenting them in a chart, introduce them conversationally.

Say something like:

“Let’s go over some terms that often appear in discussions about international conflict. I’ll say the word and give an example—then you try one.”

Here are the words you’ll use:

Escalation – an increase in intensity, such as a conflict becoming more violent

Retaliation – an act of revenge after being attacked

Proxy war – when larger powers support others in conflict instead of fighting directly

Ceasefire – a temporary stop to fighting, usually negotiated

Diplomatic ties – the formal relationships between governments

Sanctions – penalties, often economic, imposed by one country on another

Civilian casualties – non-combatants who are harmed or killed during a conflict

Humanitarian crisis – a situation causing suffering, such as lack of food, safety, or healthcare

3️⃣ Video Resource & Discussion (15 minutes)

Watch a short video (3–5 minutes) from a reliable source like Al Jazeera, BBC, or France 24 that objectively explains the recent Israel-Iran conflict. If you’d like, I can search for a fresh, neutral news video now.

After watching, ask:

What were the key points presented?

Do you think the news source was neutral or biased?

What are the consequences of this conflict for civilians?

Ask the student to summarize the video in their own words, helping them rephrase and use vocabulary where possible.

4️⃣ Problem-Solving Scenario (15–20 minutes)

Now challenge your student with this task:

“Imagine you work for the United Nations, and your job is to create a three-step peace plan for Israel and Iran. Your plan should help reduce violence, protect innocent people, and promote cooperation.”

Let the student brainstorm out loud. Ask questions like:

How can we use diplomacy in this situation?

What role should other countries or international organizations play?

Can technology or communication tools help in peacebuilding?

Encourage the use of linking words like first of all, furthermore, however, on the other hand, finally.

5️⃣ Speaking Challenge (10 minutes)

Offer the student a few thought-provoking prompts. Ask them to choose one and argue their opinion:

“Violence is sometimes necessary to achieve peace.”

“Foreign countries should avoid interfering in conflicts that are not their own.”

“Media coverage can either calm or inflame international tension.”

Guide the student to:

Clearly state their opinion

Justify their point with examples

Use vocabulary from earlier

✍️ Optional Homework

Writing task:

“What do you believe are the biggest challenges to achieving peace between Israel and Iran? What could global leaders do to make a difference?”

Ask for 150–200 words. Encourage the student to use vocabulary from class and organize their thoughts with connectors.

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Israeli strikes have made war inevitable

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🌐 Class Title:

The Price of Privacy – What Else Is at Stake?

Time: 30 minutes

Focus: Speaking, critical thinking, vocabulary review & extension

Level: Intermediate to Advanced

🎯 Objectives:

Recycle vocabulary from the previous class on privacy

Connect the topic to related current issues

Express and support opinions

Practice speculation and comparison

🔗 Suggested Related Themes (Choose 1–2 to explore deeply):

You can briefly introduce them and let the student choose which to dive into.

1. Social Media and Mental Health

How does oversharing affect our mental well-being?

Do people have a “right to be forgotten” online?

3. Data and Artificial Intelligence

How does AI use our data?

Would you trade privacy for convenience (e.g., smart assistants, personalized ads)?

5. Government Surveillance vs. Security

Should governments be able to track citizens for public safety?

Is surveillance a necessary sacrifice for security?

7. Children and Privacy

Should parents post pictures of their children online?

Should kids have digital privacy rights?

🗣️ Warm-up (5 min)

Prompt:

“Since our last class, have you thought differently about your online habits or data privacy?”

Follow-up: “Can you think of a recent moment when you gave up privacy without realizing it?”

🔍 Vocabulary Review (5 min) – Optional

Have the student recall or explain:

surveillance

digital footprint

data mining

consent

cookies

algorithm

👉 You could also introduce:

deepfake

facial recognition

data breach

targeted advertising

invasive tech

💬 Discussion Prompts (20 min)

Pick 1 or 2 topics and go deeper. Example structure:

🔹 Topic: AI & Privacy

1. Do you use any AI tools that might collect your data?

2. Would you feel comfortable if an AI tracked your emotional state to help you work better?

3. Would you prefer ads based on your browsing history, or random ones?

🔹 Topic: Children and Privacy

1. Should there be age restrictions for social media use?

2. Is it ethical for influencers to monetize content that includes their kids?

✍️ Optional Follow-up Task / Homework

Short writing: “Write a short paragraph giving your opinion: Should privacy be a luxury in the digital age?

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AI can now stalk you with just a single vacation photo

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Artificial intelligence could weaponize the data we’ve been sharing for decades.

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🎬

The Color Purple

– Discussion Guide (for an Advanced English Class)

✨ Class Goals

Engage in a critical discussion about race, gender, power, and identity.

Analyze key scenes and messages in The Color Purple (1985 film or 2023 musical film).

Connect the movie’s historical context with contemporary issues in Black communities.

🧩 Key Themes to Explore

1.

Multiple Oppressions: Racism, Sexism & Poverty

How do these forces shape Celie’s life?

In what ways are Black women uniquely impacted in the story?

What are some examples of intersectionality in the film?

2.

Sisterhood & Empowerment

How do female characters like Shug Avery and Sofia empower each other?

How does the relationship between women shift power dynamics?

3.

Black Masculinity and Redemption

How are male characters like Mister and Harpo portrayed?

What do you think about Mister’s transformation? Is it believable or problematic?

4.

Voice, Identity & Self-Worth

What is the role of letter-writing in Celie’s journey?

When does Celie truly begin to “find her voice”? What leads to that moment?

5.

Faith, Spirituality, and Liberation

How is God or spirituality depicted throughout the film?

What changes in Celie’s view of religion and faith?

🎯 Key Scenes for Close Discussion

1. Celie and Nettie’s Separation

How does this scene highlight power, vulnerability, and injustice?

What does this separation symbolize for Black families?

3. Shug Avery’s Arrival

What impact does Shug have on Celie’s sense of self?

Discuss the complexity of Shug’s role — both liberating and flawed.

5. The Confrontation at the Dinner Table

How does Celie claim power in this scene?

What’s the emotional and symbolic weight of this confrontation?

7. The Reunion with Nettie

What emotions does this reunion evoke?

What does it say about hope and resilience?

🔥 Broader Discussion Questions

What messages in The Color Purple still resonate with Black communities today?

What lessons can we draw about resilience, community, and justice?

In your opinion, how does the film handle the portrayal of Black men and masculinity?

What do you think Alice Walker and the filmmakers want us to take away from Celie’s journey?

💜

The Color Purple

– Short Summary

The Color Purple is a deeply moving story of pain, resilience, and transformation. Set in the early 1900s American South, it follows Celie, a young Black woman who is separated from her sister Nettie and forced into an abusive marriage. Silenced and mistreated for most of her life, Celie’s spirit is nearly broken — until she meets Shug Avery, a bold, free-spirited singer who helps her rediscover her worth.

Through heartbreak, loss, and betrayal, Celie slowly finds her voice. She learns to stand up for herself, to love without shame, and to claim her identity as a full, powerful human being. The story also centers the strength of Black sisterhood — particularly in Celie’s deep bond with Nettie, and her friendship with the fierce and outspoken Sofia, who fights back against oppression.

Ultimately, The Color Purple is a story of liberation — not just from external cruelty, but from internalized shame and silence. It celebrates the power of love, connection, and self-discovery in the face of immense adversity. The film leaves a lasting message: that every person, no matter how voiceless they seem, deserves to be heard and seen.

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The Color Purple (1985) | Sisters Separated | Warner Bros. Entertainment

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🔐

Lesson Plan: The Price of Privacy

Level: Upper-Intermediate (strong)

Time: 60–75 minutes

🎯

Objectives

:

Use advanced vocabulary related to technology, privacy, surveillance, and ethics

Practice opinion-sharing, defending ideas, and agreeing/disagreeing

Develop fluency and critical thinking through structured discussion

🧠

Warm-up

(10 min)

💬 Questions:

“What apps do you use daily that track your activity or location?”

“Would you give up some privacy for comfort or speed?”

“Do you read the terms and conditions before accepting them?”

🗣️

Key Vocabulary

(7–10 min)

Introduce and discuss the following terms with definitions/examples:

Data mining

Surveillance capitalism

Facial recognition

Consent

Algorithm bias

Digital footprint

Data breach

Opt-in vs opt-out

Targeted advertising

💡 Mini-task: Match the word to its definition or create a sentence with each term.

📺

Main Input: Video

(10 min)

🎥 Suggested Video:

“Your Data is Showing” – The New York Times (2022)

📍 Watch on YouTube (6:56 min)

💬 Post-Viewing Questions:

What surprised you in the video?

How easy is it to track someone’s digital life?

Do you feel comfortable with how companies use your data?

📖

Alternative/Additional Reading

(optional)

📰 Article:

“The Trade-Off Between Privacy and Convenience” – Harvard Business Review

📍 Read here

💬 Suggested questions:

What examples of trade-offs are mentioned?

Do you agree with the idea that most people “say they care about privacy” but don’t act accordingly?

How does this apply to your own habits?

🔍

Discussion Questions

(15–20 min)

Use these to guide a rich conversation:

1. Should privacy be a basic right in the digital age?

2. Would you prefer a highly personalized but data-driven world or a private but less convenient one?

3. Should governments limit how much data companies collect?

4. Is it ethical for smart devices to listen in, even if it helps us?

5. How do you feel about surveillance in public spaces for safety?

📘

Language Focus – Opinion & Agreement Structures

(10 min)

Teach/review expressions:

“As far as I’m concerned…”

“The way I see it…”

“One could argue that…”

“That’s a valid point, but…”

“I totally see your point, although…”

“Let me play devil’s advocate for a moment…”

📝 Mini-task: Student reformulates their opinions using these phrases.

🏁

Wrap-Up / Homework Suggestion

Speaking Prompt:

🎤 Prepare a 2-minute opinion talk: “Is there a fair balance between privacy and convenience in today’s world?”

Writing Prompt:

📝 Write a short argumentative paragraph (150 words):

“Governments should strictly regulate how tech companies collect and use our personal data. Do you agree?”

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Shoshana Zuboff on surveillance capitalism | VPRO Documentary

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🇪🇸🏘️

Class: The Airbnb Crackdown & Housing Crisis in Spain

🎯 Objectives:

Discuss the housing crisis and its connection to tourism and short-term rentals

Use advanced vocabulary related to housing, economy, and social justice

Express nuanced opinions and agree/disagree respectfully

🟢 Warm-up (5 min)

Ask:

Have you ever stayed in an Airbnb? What was your experience?

Is housing affordable in your city or country?

How do you think tourism affects local communities?

📖 Reading & Vocabulary (5–7 min)

Briefly read or summarize the post:

Spain has ordered Airbnb to take down 66,000 listings in an effort to address a severe housing crisis. Authorities argue that short-term tourist rentals are contributing to rising prices and displacement of local families.

Key Vocabulary:

crackdown – a strong official action

displacement – forcing people to leave their homes

housing affordability

proliferation – rapid increase or spread

precedence – priority or importance

short-term rental / tourist accommodation

right to housing

💬 Main Discussion Questions (20–25 min)

Encourage your student to justify their answers using vocabulary and complex structures.

1. Do you agree with the Spanish government’s decision to limit Airbnb listings? Why or why not?
Possible prompt: Should economic interests ever outweigh social rights?

2. How do short-term rentals affect cities and residents? Are there any benefits?
Think in terms of local economies vs. housing availability.

3. Do you think this type of policy could or should be applied in other countries? Why?

4. What’s the responsibility of platforms like Airbnb in housing crises? Should they self-regulate?

5. In your opinion, who should have the power to regulate housing: local governments, national governments, or private owners?

✍️ Optional Writing Task

Write a short opinion piece (120–150 words):

“The Right to Housing vs. The Freedom to Rent Out Property: Finding the Balance”

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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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1. Write It Out

✍️📰

connectors: “Although,” “Despite,” “On the other hand,” “It could be argued that…” 🔗

new words: marketing gimmick/ unveiled/ staples.

“Is the Protein Craze Helping or Harming Us?”

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🎯 Lesson Focus: Trump, South African Refugees & Racial Segregation

Level: Upper-Intermediate to Advanced

Skills: Speaking, Critical Thinking, Vocabulary

Time: 45–60 minutes

Theme: Politics, Race, and History

1. Warm-up Discussion (10 minutes)

Use guiding questions to activate background knowledge and opinions:

What do you know about racial segregation in the U.S. and South Africa?

Do you know what apartheid was?

What do you think about Trump’s immigration policies?

Do you think the U.S. helps refugees fairly?

2. Context Input: Trump & South African Refugees (10–15 minutes)

Explain or show an article (or summary) about how Trump expressed concern over the treatment of white farmers in South Africa and talked about helping them as potential refugees.

Key vocabulary:

asylum, refugee, discrimination, reverse racism, policy, white minority, persecution

Possible summary:

“In 2018, Donald Trump tweeted that he had asked the Secretary of State to study land seizures and the killing of white farmers in South Africa, suggesting that white South Africans were being oppressed. This led to discussions about whether the U.S. would offer them refugee status — a move many saw as racially motivated.”

3. Critical Thinking Questions (15–20 minutes)

Discuss with the student:

Why did Trump want to help white South African farmers?

Do you think race influenced his view of who deserves protection?

How does this compare to how other refugees (e.g. from Latin America or Muslim countries) were treated under his government?

Is it possible to talk about “reverse racism”?

Do you think policies like this reflect deeper racial biases?

4. Historical Connection: Apartheid & Segregation (10 minutes)

Briefly review:

Apartheid: System in South Africa (1948–1994) where the white minority controlled the black majority.

Segregation in the U.S.: Especially in the South, laws separated Black and white people until the 1960s.

Ask:

How are apartheid and U.S. segregation similar?

How do you think these histories affect how people think today?

5. Speaking Task – Express Your View (5–10 minutes)

Have the student express their opinion in a full answer or mini-speech:

Prompt:

“Do you think Donald Trump’s interest in South African refugees was based on human rights or race?”

or

“How should refugee policy be decided in a fair and non-discriminatory way?”

Optional Homework

Writing:

Write a short opinion paragraph on the question above using linking words (because, however, on the other hand, for example…).

When we live in a World based in a capitalism system, there is an assurance: there is a race division among people, but the difference is if this situation is legalized or is a social custom. Then it is possible to get the meaning of apartheid and miscegenation theory.

In that scenary, it is incontestable that Trump's reffugees policy is a big trap, because to believe in this policy, it is to believe in Santa. On the other hand, It hightlights the white privilegies in the US, despite of in Africa Continent, it has a lot of countries soffering with war effects, and any policy was created to help them.

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Are white South Africans really refugees? A historian who grew up under apartheid explains.

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Trump’s new resettlement program ignores the history of apartheid.

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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? 📱

Have you ever tried “high-protein” products? 🍫

Do you follow celebrity health advice? ⭐

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! ✅✅✅✅✅

Nowadays there is a new fever around us, the healthy stile. For long time, healthy stile was concern only to small group, mainly people with some desease as diabetes, cancer etc. After pandemic days, it seems that everyone change the opinion about healthy stile, and few people doesn't think in a healthy behaviour.

In my opinon, after the experience of living confined and the massiv information by social midia about healthy stile, this idea spread so fast. However, what could be a good thing, truly develop a big trap of Marketing gimmick.

It is important to think that capitalism system is in everywhere and social midia is the best place to spread ideas of consumerist but in this case, healthy consumerist idea. These ideas didn't have scientific explanations or they used to spread false scientific explanations.

Then a lot of people start to consume products expensives, worth the extra cost without necessity. Somepeople guide their lives through the social midia and opinion of some salled personalities.

After watch some videos on tik tok about junk food in the US, I got how we have luck to live in South America, because our ancestors gave us a lot of possibilities to have a good nutrition only natural products, although sometime, because our new life stile, we have to supply some vitamins, but not because a influencer idea, but a prescription of healthy professional.

Understending the process around us, it is important to keep healthy, physically and mentaly, and to save some money.

High-protein 💪

Staples (food staples) 🍞

Unveiled 🎉

Marketing gimmick 🎭

Fuel your day ⛽

Protein-rich 🥣

Worth the extra cost 💸

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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

Gym rat

Clean eating

Cheat day

Fad diets

Body image pressure

Overtraining

Supplements

Discipline vs obsession

Sustainable 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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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)

.

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…”

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.

In a capitalist system, basic income is the exit to keep in balance the economy and social inequality. But this human right isn't a gift, it's a effect of worker's struggle against the system. Then, basic income keep the capitalism as an economic system and control social pression over governmants and politicians.

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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🏘️ Topic: The Housing Crisis & Social Inequality

Level: Upper-Intermediate to Advanced

Time: 75–90 minutes

Focus: Speaking, Reading, Vocabulary, Grammar (Conjunctions)

🧠 Warm-Up Discussion

Ask your student:

How would you define “housing as a human right”?

In what ways is housing connected to social inequality?

What social groups are most affected by housing instability in your country?

Should the government intervene in the housing market? Why or why not?

🧾 Key Vocabulary

Introduce these words and expressions. Ask the student to explain them or use them in a sentence:

Precarious housing – unstable or insecure living conditions

Socioeconomic disparity – differences in income, education, and opportunity

Urban displacement – when people are forced to leave their neighborhoods due to rising costs

Structural inequality – systemic unfairness built into institutions

Speculative real estate – buying property to make money, not to live in

Rent-burdened – spending too much of your income on rent (usually over 30%)

📖 Reading Input (Adapted from Real Articles)

“Cities Divided: The Growing Chasm in Urban Housing”

In global cities from London to São Paulo, the housing crisis is not merely a shortage of homes — it’s a reflection of systemic inequality. Whereas luxury condominiums rise in central districts, marginalized communities are pushed to the outskirts.

The root causes are complex. While some point to population growth, others highlight speculative real estate investment that drives up prices. Moreover, wages have stagnated even though the cost of living has surged.

In Los Angeles, over 75,000 people experience homelessness. Unless governments adopt bold, long-term strategies, the crisis will worsen.

Policy responses differ: some governments offer tax breaks to developers, whereas others emphasize rent control and public housing. Nevertheless, critics argue these approaches often prioritize short-term optics over systemic change.

🔗 Grammar Focus: Conjunctions

Ask your student to identify conjunctions in the reading and explain the relationship they express.

Examples from the text:

Whereas – contrast

While – contrast

Even though – concession

Unless – condition

Nevertheless – contrast / concession

Moreover – addition

Practice – Complete or transform the following sentences using conjunctions:

1. Property prices rose significantly, _while__ incomes remained static.

2. even though___ some cities focus on affordable housing, others rely on market forces.

3. Governments introduced subsidies. _nevertheless__, the problem persisted.

4. We won’t see real change _moreover__ systemic reforms are enacted.

5. Many people remain homeless _whereas__ cities report economic growth.

🗣️ Discussion Prompts

homework:

Encourage detailed answers and examples. Use follow-up questions like “Why?” or “Can you give an example?”

In what ways do housing policies reflect broader social values?

How does urban planning contribute to inequality?

What’s the role of private companies in solving the crisis?

Should housing be a public good or a commodity?

Are there housing initiatives in your country that you think are working?

✍️ Optional Homework – Opinion Writing

Prompt (150–200 words):

To what extent should the government be responsible for ensuring equal access to housing? Use at least four different conjunctions to connect your ideas clearly.

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🏘️ Topic: The Housing Crisis & Social Inequality

Level: Upper-Intermediate to Advanced

Time: 75–90 minutes

Focus: Speaking, Reading, Vocabulary, Grammar (Conjunctions)

🧠 Warm-Up Discussion

Ask your student:

How would you define “housing as a human right”?

In what ways is housing connected to social inequality?

What social groups are most affected by housing instability in your country?

Should the government intervene in the housing market? Why or why not?

🧾 Key Vocabulary

Introduce these words and expressions. Ask the student to explain them or use them in a sentence:

Precarious housing – unstable or insecure living conditions

Socioeconomic disparity – differences in income, education, and opportunity

Urban displacement – when people are forced to leave their neighborhoods due to rising costs

Structural inequality – systemic unfairness built into institutions

Speculative real estate – buying property to make money, not to live in

Rent-burdened – spending too much of your income on rent (usually over 30%)

📖 Reading Input (Adapted from Real Articles)

“Cities Divided: The Growing Chasm in Urban Housing”

In global cities from London to São Paulo, the housing crisis is not merely a shortage of homes — it’s a reflection of systemic inequality. Whereas luxury condominiums rise in central districts, marginalized communities are pushed to the outskirts.

The root causes are complex. While some point to population growth, others highlight speculative real estate investment that drives up prices. Moreover, wages have stagnated even though the cost of living has surged.

In Los Angeles, over 75,000 people experience homelessness. Unless governments adopt bold, long-term strategies, the crisis will worsen.

Policy responses differ: some governments offer tax breaks to developers, whereas others emphasize rent control and public housing. Nevertheless, critics argue these approaches often prioritize short-term optics over systemic change.

🔗 Grammar Focus: Conjunctions

Ask your student to identify conjunctions in the reading and explain the relationship they express.

Examples from the text:

Whereas – contrast

While – contrast

Even though – concession

Unless – condition

Nevertheless – contrast / concession

Moreover – addition

Practice – Complete or transform the following sentences using conjunctions:

1. Property prices rose significantly, _while__ incomes remained static.

2. even though___ some cities focus on affordable housing, others rely on market forces.

3. Governments introduced subsidies. _nevertheless__, the problem persisted.

4. We won’t see real change _moreover__ systemic reforms are enacted.

5. Many people remain homeless _whereas__ cities report economic growth.

🗣️ Discussion Prompts

homework:

Encourage detailed answers and examples. Use follow-up questions like “Why?” or “Can you give an example?”

In what ways do housing policies reflect broader social values?

How does urban planning contribute to inequality?

What’s the role of private companies in solving the crisis?

Should housing be a public good or a commodity?

Are there housing initiatives in your country that you think are working?

✍️ Optional Homework – Opinion Writing

Prompt (150–200 words):

To what extent should the government be responsible for ensuring equal access to housing? Use at least four different conjunctions to connect your ideas clearly.

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🏘️ Topic: The Housing Crisis & Social Inequality

Level: Upper-Intermediate to Advanced

Time: 75–90 minutes

Focus: Speaking, Reading, Vocabulary, Grammar (Conjunctions)

🧠 Warm-Up Discussion

Ask your student:

How would you define “housing as a human right”?

In what ways is housing connected to social inequality?

What social groups are most affected by housing instability in your country?

Should the government intervene in the housing market? Why or why not?

🧾 Key Vocabulary

Introduce these words and expressions. Ask the student to explain them or use them in a sentence:

Precarious housing – unstable or insecure living conditions

Socioeconomic disparity – differences in income, education, and opportunity

Urban displacement – when people are forced to leave their neighborhoods due to rising costs

Structural inequality – systemic unfairness built into institutions

Speculative real estate – buying property to make money, not to live in

Rent-burdened – spending too much of your income on rent (usually over 30%)

📖 Reading Input (Adapted from Real Articles)

“Cities Divided: The Growing Chasm in Urban Housing”

In global cities from London to São Paulo, the housing crisis is not merely a shortage of homes — it’s a reflection of systemic inequality. Whereas luxury condominiums rise in central districts, marginalized communities are pushed to the outskirts.

The root causes are complex. While some point to population growth, others highlight speculative real estate investment that drives up prices. Moreover, wages have stagnated even though the cost of living has surged.

In Los Angeles, over 75,000 people experience homelessness. Unless governments adopt bold, long-term strategies, the crisis will worsen.

Policy responses differ: some governments offer tax breaks to developers, whereas others emphasize rent control and public housing. Nevertheless, critics argue these approaches often prioritize short-term optics over systemic change.

🔗 Grammar Focus: Conjunctions

Ask your student to identify conjunctions in the reading and explain the relationship they express.

Examples from the text:

Whereas – contrast

While – contrast

Even though – concession

Unless – condition

Nevertheless – contrast / concession

Moreover – addition

Practice – Complete or transform the following sentences using conjunctions:

1. Property prices rose significantly, _while__ incomes remained static.

2. even though___ some cities focus on affordable housing, others rely on market forces.

3. Governments introduced subsidies. _nevertheless__, the problem persisted.

4. We won’t see real change _moreover__ systemic reforms are enacted.

5. Many people remain homeless _whereas__ cities report economic growth.

🗣️ Discussion Prompts

homework:

Encourage detailed answers and examples. Use follow-up questions like “Why?” or “Can you give an example?”

In what ways do housing policies reflect broader social values?

How does urban planning contribute to inequality?

What’s the role of private companies in solving the crisis?

Should housing be a public good or a commodity?

Are there housing initiatives in your country that you think are working?

✍️ Optional Homework – Opinion Writing

Prompt (150–200 words):

To what extent should the government be responsible for ensuring equal access to housing? Use at least four different conjunctions to connect your ideas clearly.

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'I never thought I was going to lose this much money': Trump voter amid tariffs

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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?

The global commerce is a big mess. Trump's tariffs created a big way around the world, mainly in countries that survive by exportation. In that scenary, reshoring is an alternative to keep business actrative and in balance. But this way isn't enough to overcome the trade deficit, because a lot of countries have the economy based in exportation, then sell products in dolar is have more benefits than in internal market.

What obstacles do they face?

Quality of products, hight prices, monopoly of market are aspects that doing the process hard for internal business

What do consumers think about it?

I guess that consumers don't have critic thinking, there is concern only when the products are expensive, but sometimes they complaim, because class difference is important for them, then how much poverty for them, i will filling better, despite they soffering with this process.

📄 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?

⚖️ Optional mini-debate:
Statement: “Tariffs are necessary to protect a country’s economy.”
Your student can choose to agree or disagree and explain why.

🎭 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?”

Globalization is not a new process. The technology apply in globalization is actually the new thing.

Commercial routes are the first age of globalization. However, when some countries start wars to colonize fragile countries, but full of natural resources, in this moment, globalization show us it darkside, that increase the effects when the technology spread around the world.

Wikleaks denuncied some estrategies used by the US over Europe and Latino America, where they spy their partners all time, it using information to keep these countries under vigilance.

The information circulates around the worl in seconds, and this fact is powerfull because it is possible to keep the world in peace or not. Recognizing this power is important to go ahead.

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AI-Generated Chinese Video Goes Viral, Mocks U.S. 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?
The new tariffs creating by Trump mess up economies around the world and in US. Nowadays, it is impossible to think in unexpected goverment actions without uncontrol effects. In that case, recession in the US is inevitable, because besides economics actions, Trump took some autorictative decision against minorities, immigrants and vunerable people, deepling the recession and social problems.

2. How might increased tariffs influence consumer behavior and spending?
The US economy would need a good refresh after pandemic days and Chinese Economy Expansion around the world. However, Trump's actions created new problems and crack own economy, and desbalance network with old partners in the international play. Consumers in the US have been soffering a lot the bad effects, because economy goes down, busyness closing the doors, and prices grew up, effect the hight tariffs over imports products.

The new relations in glogal market push the US in the way of depression fastly.

3. The article mentions potential job creation in manufacturing due to tariffs. Why might this be limited, according to the text?
Actions against imigrants, hight tariffs over imported products are some aspects the impact the economy in the US. The internal manufacturing is not able to atend internal demand, then the prices increase, inflation increase and the market doesn't have job for everyone and The US doesn't have social policies to protect all cistizen. The US needs the global partners, they need import products, but after Trump show how the US leader can mess economy around the world only because "he can", in my opinion, the international relations will change, and new ways to do commerce is going to creat how result that process.

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.