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🧓 Advanced English Class — Why Is Divorce Skyrocketing Among Older Americans?

Level: C1 / Advanced

Time: 50 minutes

Topic: Grey divorce, aging, relationships & changing social values

Main skills: Listening, speaking, critical thinking, vocabulary

Grammar/language focus: Hedging, speculation and expressing nuanced opinions

🎯 Lesson objectives

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

* understand the concept of grey divorce

* discuss changing attitudes toward marriage and relationships

* use sophisticated vocabulary related to divorce, aging and relationships

* speculate about social trends

* express nuanced opinions rather than simply agreeing/disagreeing

* discuss whether partnership is becoming “optional”

⸻

1. 🔥 Warm-up — Would you stay? (5 min)

Give the student these situations and ask:

Would you stay in the relationship or leave? Why?

1. You have been married for 35 years, but you no longer feel emotionally connected.

2. Your children have left home, and you realize you have very little in common with your partner.

3. You are financially independent for the first time in your life.

4. Your partner has changed dramatically over the years, and you feel that you have grown apart.

5. You still love your partner, but you don’t want to spend the rest of your life in the relationship.

Follow-up questions

* Do people stay together too long for the sake of their children?

* Is staying married always a sign of commitment?

* Can a relationship be successful even if it eventually ends?

* Is being alone necessarily the same as being lonely?

Encourage sophisticated answers:

“I think it depends on…”

“I wouldn’t necessarily say that…”

“There’s a distinction between…”

“That might be true to some extent, but…”

⸻

2. 🧠 Before listening — What is “grey divorce”? (5 min)

Introduce the term:

Grey divorce = divorce involving older adults, particularly people aged 50 or 65 and above.

Ask the student to predict:

Why might divorce become more common after 50 or 65?

Give them these possibilities:

* People are living longer.

* Women are more financially independent.

* Children have left home.

* Divorce is less socially stigmatized.

* People expect more from relationships.

* People are healthier for longer.

* Couples simply grow apart.

* People don’t want to spend another 20–30 years in an unhappy relationship.

Ask:

Which three do you think are the strongest explanations?

Then challenge them:

Do you think these factors are causes of grey divorce, or merely circumstances that make divorce easier?

That’s a great C1-level distinction.

⸻

3. 🎧 Listening / Reading — The key facts (8 min)

Use the text you provided.

Before listening/reading, give the student these questions:

First listening/reading

Answer quickly:

1. Is divorce increasing or decreasing in the US overall?

2. What is happening among people over 65?

3. Approximately how much has the divorce rate among older Americans increased since 1990?

4. What proportion of new divorces involves someone over 65?

5. What proportion involves someone over 50?

6. Who is Susan Brown?

7. What broader question does the episode raise?

Key information

The student should identify:

* Divorce has generally been falling in America.

* Among older Americans, however, it has been rising.

* The divorce rate among older Americans has roughly tripled since 1990.

* Around one in ten new divorces involves someone over 65.

* Around two in five involves someone over 50.

* Susan Brown is a sociologist who coined the term “grey divorce.”

* The discussion connects divorce to a broader question about whether partnership itself is becoming optional.

⸻

4. 🗣️ Language upgrade — Sound more advanced (8 min)

Instead of simply saying:

“People don’t want to be married anymore.”

Challenge the student to make the statement more nuanced.

Basic → Advanced

People don’t want to stay married.

→ People may be increasingly reluctant to remain in marriages that no longer meet their emotional needs.

⸻

People are getting divorced because they are independent.

→ Greater financial and social independence may make it easier for people to leave unsatisfying relationships.

⸻

People don’t care what society thinks anymore.

→ Social attitudes toward divorce have arguably become less restrictive.

⸻

They realize they don’t love each other anymore.

→ Some couples may eventually come to the realization that they have grown apart.

⸻

Useful C1 expressions

to grow apart

to gradually become less emotionally connected

to drift apart

to gradually lose closeness, often without a specific event causing it

to remain in a relationship

more formal than “stay together”

to walk away from a relationship

to decide to leave

to reassess one’s priorities

to reconsider what is important in life

to redefine one’s identity

to develop a new sense of who you are

to be financially independent

to be able to support yourself economically

to become socially acceptable

to no longer be strongly judged by society

to challenge traditional expectations

to question conventional ideas about how people should live

to prioritize personal fulfilment

to give greater importance to personal happiness and satisfaction

⸻

5. 💭 Discussion — Why is this happening? (8 min)

Now move from comprehension to analysis.

Ask:

Question 1

Why do you think people who have been married for 30 or 40 years might suddenly decide to divorce?

Follow-up:

Is it really “sudden,” or could the dissatisfaction have been developing for decades?

Question 2

Does having children make people more likely to stay in an unhappy marriage?

Question 3

Does increased life expectancy change the way people think about marriage?

This is particularly interesting:

If someone is 65 and expects to live another 25–30 years, does “I don’t want to spend the rest of my life unhappy” become a more powerful argument?

Question 4

Is financial independence changing marriage?

Ask specifically:

If both partners can support themselves independently, does marriage become more about emotional fulfilment than economic necessity?

⸻

6. ⚖️ Debate — “Partnership is becoming optional” (10 min)

Write this statement:

“In the future, long-term partnership will become optional rather than an expected part of adult life.”

Ask the student to choose:

Strongly agree / Agree / Not sure / Disagree / Strongly disagree

But there’s a rule:

They must defend both sides.

🟢 Arguments supporting the statement

* People are becoming more individualistic.

* Women have greater economic independence.

* Divorce carries less stigma.

* People increasingly prioritize personal happiness.

* Dating apps provide more opportunities to meet new people.

* People are living longer and therefore have more time to redefine their lives.

* Marriage is no longer essential for financial security or social status.

🔴 Arguments against it

* Humans still seek emotional intimacy and companionship.

* Long-term relationships provide stability.

* Many people still want to grow old with someone.

* Having children may continue to encourage long-term partnerships.

* Social connection becomes increasingly important with age.

* Independence doesn’t necessarily replace the need for intimacy.

C1 challenge

Tell the student:

You cannot use “I think” more than once.

They must use:

* It could be argued that…

* One could make the case that…

* There is some evidence to suggest that…

* I’m inclined to believe that…

* To some extent…

* That being said…

* It would be an oversimplification to say that…

* The issue is more nuanced than…

* I wouldn’t go so far as to say that…

⸻

7. 🚀 Final thought — The bigger question (6 min)

Finish with the most interesting question from the material:

If partnership becomes optional, what happens to our traditional idea of adulthood?

Ask:

* Will marriage eventually become less common?

* Could lifelong monogamy become less socially expected?

* Will people increasingly have several long-term relationships throughout their lives?

* Could being single become a more attractive lifestyle choice?

* What might relationships look like when people routinely live into their 90s?

* Is society moving toward greater freedom, or greater loneliness?

Final question

Which is more important: staying committed to a relationship or staying true to yourself?

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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.

1. Warm-up (5–10 minutes)

Ask the student:

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

Have you ever tried to reduce your screen time?

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

What app do you think you use the most?

2. Pre-Listening (5 minutes)

Show the title of the BBC video:

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

Ask the student to predict:

What do you think the video will be about?

Why would someone pay to use their phone less?

Do you think smartphones have become addictive?

Pre-teach vocabulary:

screen addiction

digital wellbeing

flip phone

notification

distraction

attention span

intentionally

boundaries

3. Listening (15 minutes)

Watch the BBC interview.

While watching, ask the student to answer:

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

2. What problems do smartphones create?

3. What are "friction-inducing tools"?

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

5. What idea did you find the most interesting?

4. Reading (15 minutes)

Read the short article together.

Reading Tasks

Before Reading

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

While Reading

Highlight unfamiliar words.

Answer:

1. Why has a new industry appeared?

2. What are some examples of products mentioned?

3. Why is Gen Z trying to disconnect?

4. What question does Katty Kay ask Christine Rosen?

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

5. Pronunciation Focus (10 minutes)

Practice these words:

addiction

notifications

intentionally

technology

productivity

concentration

boundaries/limitations

wellbeing

attention

distraction

summary>

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

Focus on:

Word stress

Connected speech

Sentence rhythm

Intonation when expressing opinions

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

6. Discussion (10–15 minutes)

Discussion Questions:

1. Are smartphones making our lives better or worse?

2. Would you ever switch to a flip phone?

3. Do you think social media is addictive?

4. Should schools or companies limit phone use?

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

6. Can technology solve problems created by technology?

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

8. Is disconnecting becoming a luxury?

Useful Expressions

In my opinion...

From my point of view...

I completely agree because...

On the other hand...

I believe that...

One advantage is...

One drawback is...

That's a good point, but...

Homework (Optional)

Write a 150–200 word opinion paragraph answering:

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

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People are paying to get locked out of their phones

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

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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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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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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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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:

getting information

getting connected

getting informed

studying

Governments sometimes block:

stop communicating and hurdle to reach the information.

People bypass restrictions using:

they smuggle starlink and they bypass the VPN.

Risks include:

to be arrested for the government and have severe punishment for violating the law.

Speaking practice

Opinion questions

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

it is a basic right to get connected freely.

Should governments ever block the internet?

i dont think so, the government can block apps like pedophile or surveil these people to stop their crime.

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:

write about your argumentation related to bets in your country and what steps you think it should be followed to stop this game.

i 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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The Climate Cost of Our Digital Lives

Upper-Intermediate / Advanced Discussion Class

Topic

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

Warm-Up Discussion

Questions

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

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

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

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

Pre-Listening Vocabulary

Match the words with the meanings

Vocabulary

carbon footprint

streaming

data centre

renewable energy

emissions

sustainability

artificial intelligence (AI)

doom and gloom

optimism

consumption

Definitions

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

Listening Focus

While listening, students should identify:

surprising facts

arguments that shocked them

examples of environmental impact

positive solutions mentioned

opinions they agree/disagree with

Key Discussion Theme

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

Teacher Prompt

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

Ask:

Why do we disconnect technology from environmental damage?

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

Deep Discussion Questions

Part 1 – Streaming & Entertainment

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

2. Is streaming culture excessive today?

3. Do platforms encourage unhealthy consumption?

4. What’s more environmentally harmful:

streaming video,

fast fashion,

or food waste?

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

Part 2 – AI and Technology

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

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

3. How might AI help solve climate problems?

4. Is technological progress always positive?

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

Part 3 – Optimism vs Pessimism

Quote Discussion

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

1. Why do climate discussions often feel emotionally exhausting?

2. Do people become numb to climate news?

3. Is optimism necessary for change?

4. What examples give you hope about the future?

5. Which generation is taking climate change more seriously?

Critical Thinking Activity

Ranking Task

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

streaming a movie in HD

using AI for 30 minutes

taking a short flight

buying fast fashion

driving a car daily

video calls for work

cryptocurrency mining

Follow-up

Students must justify and defend their rankings.

Debate Activity

Statement

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

Team A

Agree

Team B

Disagree

Students should use:

examples

statistics (if known)

personal experiences

ethical arguments

Language Focus

Useful Expressions for Advanced Discussion

Agreeing

That’s a valid point.

I completely agree to some extent.

I can definitely see that happening.

Disagreeing

I’m not entirely convinced by that.

I think the issue is more complicated.

That argument overlooks the fact that…

Speculating

It’s possible that…

We might eventually see…

There’s a strong chance that…

Giving Nuanced Opinions

On the one hand…, but on the other…

Although technology creates problems, it can also…

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

Writing Reflection

Choose ONE question

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

2. Should governments regulate the environmental impact of AI?

3. Can individual lifestyle changes really make a difference?

Instructions

Write:

an introduction

two developed arguments

one counterargument

a conclusion with your opinion

Final Conversation

Imagine this future scenario:

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

Discuss:

Would society accept this?

Would it be fair?

What alternatives could exist?

How would your life change?

Homework (Optional)

Research Task

Find ONE surprising fact about:

AI energy consumption

streaming emissions

data centres

green technology

climate innovation

Come prepared to explain:

why it surprised you

whether it changed your opinion

if the media talks enough about it

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

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⚖️ 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?

I think it is mostly user behavior. Smartphones have many functions, and some of them can be addictive, but there are also other functions that can be very helpful in our lives and make life easier.

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

his is a very delicate issue because companies cannot control every person’s behavior. It is difficult to control how people use their phones, and this also raises questions about personal freedom. However, I believe we should think about ways to reduce smartphone addiction, especially on social media.

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

In my opinion, it is a personal responsibility, but institutions also have to act on this problem. It should not be only the individual’s responsibility to overcome it. I think that if this issue starts to be treated as a health problem, institutions and health professionals may look at it differently.

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

Some technologies have made our lives easier and more practical. Today, many people depend on smartphones, so returning to simpler technologies would not be a real solution. In my opinion, we should treat smartphone addiction as a health issue and think about better ways to control its impact on people’s lives.

💣 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?”

# data[].attributes.attachment_link.description
Katty Kay on the ongoing effort by some young people to revive the landline phone for the digital era.

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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?

No time for not being productive

I need to meet target for the day

we engineered walls for protection so it is very demanding to build.

I need to report the amount of risers for my leaders.

Do you think long hours = better results?

I think it depends on the work for the day, more hours can be profitable and the workers are under production.

👉 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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🧠 Advanced Class:

Escaping Algorithmic Rage — Rethinking Digital Environments

advertising

🎯 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?

inspirational object, outfits and ideas for deco. for reforming spaces.

💬 Deep Discussion: Structural Critique

homework>

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?

I think this problem is mostly structural. These platforms are designed to keep users engaged, so self-control alone is not enough.

In my opinion it's very difficult for users to resist because these systems are highly optimized to capture attention.

🎭 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

word bank>

✍️ 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

In my opinion, it is possible to create a social media platform that is ethical and profitable, but ir is not easy. Most platform focus on engagement because they make money from ads. For example, a plarform could use subscription instead of ads. On th other hand, some people think tha less engagement means less profit. Overall, I think it is possible, but companies need to change their strategy.

🏁 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

# data[].attributes.attachment_link.description
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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⚖️ 🧠 Lesson Plan: Is Human Connection the New Job Security?

Profile: Advanced student (Lawyer)

Level: B2–C1

Time: 60–75 minutes

Focus: Legal reasoning, argumentation, persuasion, advanced vocabulary

Theme: AI, Professional Value & Human Judgment

odd jobs/ cashiers/plumbers/tailors/butchers/baker /secretaries.

list of vocabulary bank/

empower/ booming/ slightly

🎯 Objectives

By the end of the lesson, the student will:

• Construct and defend nuanced arguments about AI and employment

• Use legal-style reasoning (claims, evidence, counterarguments)

• Apply advanced vocabulary in a professional/legal context

• Deliver a persuasive mini-argument (oral + written)

highlights.

vulnerability/ high touch/ high touch/to code/

🔥 1. Warm-up (5–10 min)

Push for precision and justification:

• Which legal tasks could AI realistically replace today?

• Which aspects of legal work require human judgment?

• Would you trust an AI judge? Why or why not?

👉 Challenge:

“If AI becomes more accurate than humans, should we still prefer human decisions?”

📖 2. Framing the Issue (5 min)

Present it as a legal and ethical dilemma:

“As AI systems become capable of drafting contracts, predicting case outcomes, and even mediating disputes, the legal profession faces a key question: Is human interaction still essential, or merely a tradition we’re reluctant to abandon?”

Introduce the key concept:

• “Human comparative advantage” → the uniquely human skills that remain difficult to automate (judgment, ethics, empathy, persuasion)

⸻

💬 3. Advanced Vocabulary (Legal & Analytical)

Encourage active use + precision:

⚖️ Core Terms

• Discretion – the ability to make judgments in complex situations

“Judicial discretion cannot be fully codified.”

• Liability – legal responsibility

“Who bears liability if an AI makes a flawed legal recommendation?”

• Due process – fair legal procedures

“Can AI ensure due process without human oversight?”

• Bias (algorithmic bias)

“AI may replicate systemic bias present in data.”

• Accountability

“AI creates a gap in accountability.”

⸻

🧠 Conceptual Language

• Automation of cognition

• Dehumanization of services

• Augmentation vs replacement

• Decision-making authority

• Ethical trade-offs

• Trust vs efficiency dilemma

👉 Quick practice:

Ask the student to create 1 sentence per term related to law

⸻

⚡ 4. Deep Discussion & Legal Analysis (25–30 min)

Push for structured arguments (like a case):

🔹 Core Questions

1. Should AI be allowed to make legal decisions independently?

2. Is efficiency more important than human judgment in law?

3. Can empathy influence justice—or does it distort it?

4. Will AI reduce or reinforce inequality in legal systems?

⸻

💣 Debate Scenarios (Law-Focused)

Scenario 1:

An AI system predicts criminal sentencing with 95% accuracy.

• Should judges follow it?

• If they don’t, are they acting irrationally?

I think if have 1% of chances to AI failed in his sentence, the judge can't be acting irrationally. They have to dig deep and to tackle and discuss more , before giving the sentence.

⸻

Scenario 2: homework

A law firm replaces junior lawyers with AI tools.

• Is this innovation or exploitation?

• What happens to professional development?

⸻

Scenario 3: homework

An AI mediator resolves disputes faster and more cheaply than humans.

• Should courts require its use?

⸻

👉 Push constantly:

• “What’s your legal basis?”

• “What would be the counterargument?”

• “What are the unintended consequences?”

⸻

🧩 5. Mini-Debate (Highly Recommended) (10–15 min)

Motion:

“Human judgment in law is overrated and should be minimized.”

• Student = Defense or Opposition

• You = Opponent

Structure:

• Opening argument (1–2 min)

• Rebuttal

• Final statement

⸻

✍️ 6. Writing Task (Advanced & Provocative) (10–15 min) homework

Task:

Write a legal-style opinion paragraph :

“In an AI-driven legal system, what role—if any—should human judgment still play?”

->

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Is human connection the new job security?

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Katty Kay speaks to Jane Wurwand about her theory about what jobs are best protected from AI replacement.

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Watch the video and make a list of expressions and new words to discuss in class:

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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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🧠 Lesson Plan: OnlyFans, Loneliness & Digital Relationships

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

🎯 Objectives

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

Talk about online relationships and loneliness

Express opinions clearly and politely

Discuss simple legal and ethical ideas

Use key vocabulary in arguments

🔹 1. Strong Opening (Simple but impactful)

Start with a clear statement:

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

Then ask:

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

“From a legal perspective, do you see any risks?”

👉 If needed, help with sentence starters:

“I think it changes because…”

“In my opinion, there is a risk of…”

🔹 2. Understanding the Concept (Guided)

Ask:

“What do people do on platforms like OnlyFans?”

“What is different now compared to before?”

Guide her to these ideas:

People send direct messages

Communication is more personal

There is a feeling of connection

👉 Support phrases:

“It is different because…”

“Now users can…”

🔹 3. Loneliness & Motivation

Ask:

“Why do people use these platforms?”

“Do you think loneliness is a reason?”

Follow-up:

“Do these platforms help people feel better—or worse?”

“Can people become emotionally dependent?”

👉 Support phrases:

“Some people may feel…”

“This can lead to…”

🔹 4. Legal Angle (Simplified but professional)

Ask:

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

“When can this become a problem?”

More guided:

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

“Can this be considered manipulation?”

👉 Support phrases:

“From a legal point of view…”

“This could be considered…”

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

🔹 5. Ethical Discussion

Ask:

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

“Is this entertainment or something more serious?”

Challenge:

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

👉 Support phrases:

“I believe it is ethical/unethical because…”

“The responsibility should be on…”

🔹 6. Gender & Power (Simplified)

Ask:

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

“Who has more power: the creator or the user?”

👉 Support phrases:

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

🔹 7. Future Question (Closing)

Ask:

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

“Should governments control it?”

👉 Encourage longer answers:

“In the future, I think…”

“It will probably…”

🧩 Key Vocabulary (with simple definitions + examples)

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

1. Emotional dependency

👉 When someone feels they need another person emotionally

“Users can develop emotional dependency on creators.”

2. Online relationship

👉 A connection between people on the internet

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

3. Manipulation

👉 When someone controls or influences another person unfairly

“This could be a form of manipulation.”

4. Consent

👉 Permission or agreement

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

5. Exploitation

👉 Using someone for personal benefit (often unfairly)

“Some people see this as exploitation.”

6. Responsibility

👉 Who is accountable for something

“The platform has some responsibility.”

7. Regulation

👉 Rules created by the government

“There should be more regulation in this area.”

8. Digital intimacy

👉 Feeling close to someone online

“Digital intimacy can feel very real.”

🗣️ Mini Speaking Task (Very useful)

Ask her to answer:

“Do you think platforms like this are more harmful or beneficial to society and why. present your own arguments to this alarming fact for only fans users and creators.

word bank>

spreading/ expanding/ follow restrictions/ freedom/ nurture/frame/ niche/ invested interest/ revenue/profit / staggering/

👉 Require:

At least 2 vocabulary words

At least 2 argument phrases

💬 Argumentation Support (VERY important for her profile)

Give her this structure:

“First of all, …”

“Another important point is…”

“However, …”

“In conclusion, …”

# data[].attributes.attachment_link.title
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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🔎 GRAMMAR INPUT

Actions that started in the past and continue to the present.

They have lived in that house for years.

I have been a teacher since 2019.

She’s worked here for a while now.

Daniel has played the guitar since he was young.

Useful vocabulary for actions that started in the past and continue to the present: for (durations) and since (from a point in time)

When the time period has not yet finished.

It has rained a lot this year.

I’ve travelled so much already this month.

They haven’t eaten much yet.

The team still hasn’t won a game this season.

Useful vocabulary for unfinished time periods: already (expresses that something happened sooner than expected), yet (up until now), still (up until now)

Something that happened in the past but is relevant in the present.

I’m not hungry because I’ve already eaten.

He can speak fluent Spanish because he’s lived in Spain before.

She hasn't studied much for the exam yet so she’s a bit worried.

The garden looks ugly because the roses haven't grown yet.

Useful vocabulary for past actions that are relevant in the present: already (expresses that something happened sooner than expected), yet (up until now), still (up until now)

Life experiences without specifying when they happened. The time is not important or not known.

She has never been to Delhi.

They have climbed several mountains.

We have seen incredible wildlife.

You’ve never met my sister.

Useful vocabulary for life experiences: never (to say that you have not experienced something)

Actions that happened in the very recent past.

We have just arrived at the party.

Margaret has just announced that she’s pregnant.

The kettle has just boiled. Would you like a cup of tea?

Come and watch the movie! It’s just started.

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The present perfect is used to talk about the past, but there's often a connection to the present.

USES OF PRESENT PERFECT
Actions that started in the past and continue to the present.

They have lived in that house for years.

I have been a teacher since 2019.

She's worked here for a while now.

Daniel has played the guitar since he was young.

Useful vocabulary for actions that started in the past and continue to the present: for (durations) and since (from a point in time)
When the time period has not yet finished.

It has rained a lot this year.

I've travelled so much already this month.

They haven't eaten much yet.

The team still hasn't won a game this season.

Useful vocabulary for unfinished time periods: already (expresses that something happened sooner than expected), yet (up until now), still (up until now)
Something that happened in the past but is relevant in the present.

I'm not hungry because I've already eaten.

He can speak fluent Spanish because he's lived in Spain before.

She hasn't studied much for the exam yet so she's a bit worried.

The garden looks ugly because the roses haven't grown yet.

Useful vocabulary for past actions that are relevant in the present: already (expresses that something happened sooner than expected), yet (up until now), still (up until now)
Life experiences without specifying when they happened. The time is not important or not known.
Useful vocabulary for life experiences: never (to say that you have not experienced something)
Actions that happened in the very recent past.

We have just arrived at the party.

Margaret has just announced that she's pregnant.

The kettle has just boiled. Would you like a cup of tea?

Come and watch the movie! It's just started.

Useful vocabulary for the recent past: 'just' to emphasise how recent
STRUCTURE
For positive sentences, use 'have' or 'has' after the pronoun, plus the verb in the past participle. We usually contract the form with an apostrophe.

For negative sentences, add 'not' after 'have' or 'has'. We usually contract the form with an apostrophe.

To ask yes/no questions, change the order of the sentence so that 'have' or 'has' is at the beginning.

To ask for more information, add the 'who, what, where, why, how, when' question words at the beginning.

It's also very common use the word 'ever' when asking if someone has done something before.
To do
Practise by using the worksheet on this page, and watch other Tenses with Georgie videos.
NEXT
Try some of our other grammar programmes

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BBC Learning English - Tenses with Georgie / Present perfect

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Learn the uses and structure of the present perfect