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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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Are Americans Turning Against AI?

Objectives

Discuss the impact of Artificial Intelligence on society.

Express opinions, concerns, and predictions about technology.

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

Understand and discuss a news-related text.

Practice critical thinking and debate skills.

Warm-Up Discussion

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

2. What tasks do you use AI for?

3. What are the biggest benefits of AI?

4. What worries people about AI?

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

Pre-Reading Vocabulary

distrust

Lack of confidence or trust.

workplace

A place where people work.

disapproval

A negative opinion about something.

spread

To continue growing or expanding.

rely on

To depend on something.

progress

Development or advancement.

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

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

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

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

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

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

Reading Comprehension

Multiple Choice

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

a) It is becoming more positive.

b) It is becoming more negative.

c) It has not changed.

d) Nobody uses AI.

2. Why are some people worried about AI?

a) It is too expensive.

b) It is difficult to access.

c) Concerns about jobs, privacy, and misinformation.

d) It only works in large companies.

3. Why are investors interested in AI?

a) They believe it could transform many industries.

b) AI companies pay high salaries.

c) AI is already regulated.

d) AI is becoming less important.

Short Answers

1. What are some advantages of AI?

2. Why might public distrust continue to grow?

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

Useful Language for Discussion

Expressing Opinions

In my opinion,...

From my perspective,...

I believe that...

It seems to me that...

I’m convinced that...

Agreeing

I completely agree.

That’s a good point.

I couldn’t agree more.

Absolutely.

Disagreeing

I’m not sure I agree.

I see it differently.

That’s one way to look at it, but...

I understand your point; however...

Making Predictions

AI is likely to...

I expect AI will...

There’s a strong possibility that...

AI could eventually...

Critical Thinking Discussion

1. Should governments regulate AI more strictly?

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

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

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

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

6. Is AI improving society or creating new problems?

7. Do technology companies have too much power?

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

Debate Activity

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

Arguments for the statement

AI increases productivity.

AI helps solve complex problems.

AI creates new industries and jobs.

AI improves healthcare and education.

Arguments against the statement

AI threatens jobs.

AI spreads misinformation.

AI may invade privacy.

AI could increase the power of large corporations.

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

Advanced Vocabulary Extension

skepticism

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

innovation

AI is driving innovation across many industries.

regulation

Governments are discussing AI regulation.

ethical

There are ethical concerns regarding AI-generated content.

bias

AI systems can sometimes show bias.

automation

Automation may change the future of work.

transparency

Companies should provide more transparency about AI systems.

accountability

Who should take accountability when AI makes a mistake?

Speaking Challenge

Give a 2-minute response:

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

Try to use at least:

5 vocabulary words from today’s lesson.

2 expressions for giving opinions.

1 prediction about the future.

Homework (Optional)

Find a recent news article about AI.

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

Be prepared to discuss it in the next class.

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

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

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Location Sharing: Safety, Trust, or Social Pressure?

Focus

Critical thinking

Argumentation

Problem-solving

Expressing nuanced opinions

Evaluating social behavior and technology

Lesson goals

discuss why people share their live location

evaluate risks and benefits of location-sharing apps

express agreement, doubt, and concern

argue from different perspectives

connect personal safety decisions to trust, boundaries, and technology

Warm-up (5–8 min)

Start with personal but open questions:

Do you share your location with anyone?

Has anyone ever shared their location with you?

Why do people do it?

Would you feel comfortable sharing your location with a friend? With a partner? With your employer?

Does sharing your location feel practical… or invasive?

Vocabulary

location sharing

using an app to let someone see where you are in real time

Example:
Many people use location sharing with close friends.

track someone

to follow someone’s location digitally

Example:
Her family can track her phone while she travels.

privacy

the right to keep personal information to yourself

Example:
Some people feel location sharing affects privacy.

safety measure

something done to protect someone

Example:
Some people use location sharing as a safety measure at night.

social pressure

pressure from other people to behave in a certain way

Example:
For some people, sharing location has become social pressure.

reassurance

the feeling of comfort because you know someone is okay

Example:
Seeing someone arrive home safely gives reassurance.

boundary

a personal limit

Example:
People need boundaries when using technology.

surveillance

being watched or monitored

Example:
Some people feel location sharing is a form of surveillance.

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Why did our friends start sharing their location?

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Katty Kay and Thomas Germain on how location sharing has become so normalised among friends and families.

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Reading text

Why Do We Share Our Location?

Twenty years ago, many people would probably have felt uncomfortable with the idea of friends or family knowing exactly where they were at every moment of the day.

Today, that idea feels normal for many people.

Location sharing started mainly as a safety tool. Parents used it to know where their children were. Friends used it when traveling or meeting late at night. Partners used it to know when someone arrived home safely.

For many people, especially women or people living alone, location sharing can feel reassuring. Walking home at night, taking a taxi in an unfamiliar city, or meeting someone new can feel safer when someone else can see where you are.

But location sharing has also changed socially.

In some friendships or relationships, it is no longer only about safety. It can become a sign of trust—or a test of trust.

Some people share their location to feel connected. Others feel pressured to do it because “everyone else does.” And some feel uncomfortable because they see it as digital surveillance.

Technology has created new ways to protect ourselves—but it has also created new questions:

When does protection become monitoring?

When does care become control?

And why do we still feel unsafe, even when we are more connected than ever?

Discussion text – Safety, Fear and Public Space

Why do we still feel unsafe?

Technology has changed the way we move through the world.

Today, we can share our location with friends, call a car with an app, text someone when we arrive, use GPS to avoid getting lost, or contact emergency services instantly. In many ways, we are more connected and supported than ever before.

And yet, many people still feel afraid when they walk alone at night.

Fear in public spaces is not always about what is happening—it is often about what could happen.

A quiet street, poor lighting, being far from home, not speaking the local language, or simply being alone can completely change how safe a person feels.

This feeling can be even stronger when traveling abroad. Everything feels less familiar: the language, the transport, the neighborhood, the people. Even if a city is objectively safe, it may not feel safe.

Technology can reduce risk—but it doesn’t always remove fear.

Sometimes what people are looking for is not only protection.

It is reassurance.

The feeling that someone knows where they are.
That someone would notice if something went wrong.
That someone is, somehow, with them.

Discussion questions (critical thinking)

Personal behavior

Why do you think location sharing has become so normal?

Have we become safer—or just more connected?

Is feeling safe the same as being safe?

Ethics and privacy

Where is the line between safety and surveillance?

Can location sharing become controlling?

Should anyone ever expect access to someone’s location?

Workplace/business angle

Should companies ever ask employees to share their location?

Would that ever be justified?

In what situations?

How should businesses balance security and privacy?

Examples:

delivery workers

sales teams

employees traveling for work

field operations

Social behavior

Has location sharing become a social expectation?

Can refusing to share your location create conflict?

What does it communicate if someone says no?

Problem-solving scenario

Scenario 1

Your employee is traveling abroad for work alone.

She has a late dinner with a client and needs to return to her hotel by taxi at night.

Questions:

What safety plan would you recommend?

Would location sharing be part of that plan?

What other tools would help?

How would you balance safety with privacy?

Scenario 2

A manager asks everyone on the team to turn on live location during a business trip.

Some employees feel uncomfortable.

Questions:

Is the request reasonable?

What concerns might employees have?

How would you solve the disagreement?

Useful language for argumentation

Giving an opinion

From my perspective…

I think it depends on…

I can see both sides of it…

My first reaction is…

Agreeing

That makes sense.

I completely agree.

That’s a fair point.

Disagreeing politely

I’m not fully convinced by that.

I see it differently.

I understand that point, but…

I’m not sure I agree entirely.

Adding nuance

It depends on the context.

There’s a difference between… and…

The problem becomes more complex when…

The risk is that…

Final reflection

Ask your student to speak uninterrupted for 2–3 minutes:

“Would you share your live location regularly? Why or why not?”

Encourage her to include:

safety

privacy

trust

relationships

work

travel

technology

emotional comfort vs real security

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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

highlights/ sewage/

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/ everything related to disposal/ residual of something.

streaming/ the rapid flow of content for some specific features like films, podcast, audios, videos, etc.

data centre/ the main place for the information.

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: Is “Brain Rot” Real? Attention in the Age of Algorithms

🎯 Objectives

Students will:

Discuss and evaluate claims about attention span and technology

Use hedging, speculation, and evidence-based language

Develop listening and critical thinking skills

🧠 1. Warm-up (5–8 min)

Ask:

How often do you scroll on your phone every day?

Do you think your attention span is better or worse than before? Why?

What does “brain rot” mean to you?

👉 Push them:
“Is that your opinion or based on evidence?”

🧩 2. Key Vocabulary (Pre-teach)

attention span

algorithm / algorithmic media

doomscrolling

cognitive overload

evidence / proof

bias

anecdotal vs scientific evidence

👉 Quick task:
Match:

“I read it online” → anecdotal

“A controlled experiment shows…” → scientific

🎧 3. Listening Task (Main Input)

Context:
Katty Kay interviews journalist Joss Fong about whether scrolling is harming attention spans.

First Listening (General Idea)

Question:

What is the main conclusion of the discussion?

Second Listening (Detail)

What kind of studies are mentioned?

Is there strong proof or mixed evidence?

What myths are challenged?

🧠 4. Language Focus: Hedging & Academic Tone

Introduce useful structures:

“There is some evidence that…”

“It appears that…”

“The data suggests…”

“There is no conclusive proof that…”

“This may be due to…”

👉 Contrast:
❌ “Phones destroy our brains.”
✅ “There is limited evidence suggesting that excessive phone use may affect attention.”

🗣️ 5. Discussion (Critical Thinking)

Ask deeper questions:

Why do people believe attention spans are getting worse?

Could this be a moral panic? What does that mean?

Are we confusing feeling distracted with being less capable?

Who benefits from the idea that tech is harmful?

👉 Push for nuance:
“Can both things be true at the same time?”

⚖️ 6. Mini Debate

Divide into two sides:

A: Social media is harming attention spans
B: There is no strong evidence; it’s exaggerated

Students must:

Use at least 2 hedging expressions

Refer to evidence (real or hypothetical)

✍️ 7. Writing Task (Advanced Touch)

Prompt:

“To what extent is the concern over declining attention spans justified?”

Students write a short paragraph (120–150 words) using:

Hedging

One contrasting idea (however, although, etc.)

A balanced conclusion

🎤 8. Wrap-up Reflection

Ask:

Has your opinion changed?

What surprised you the most?

What would you need to be convinced?

🧩 Optional Homework

Track your phone use for 1 day

Write a reflection:
“Did your behavior match your beliefs?

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Is there any proof that scrolling ruins our attention span?

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Katty Kay on whether phones, social media, and algorithms are actually making our attention span worse.

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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?

probably more productive when there's more pressure at work.

Do you think long hours = better results?

not exactly, there is no need to extend your working hours, however sometime we are forced to do it.

👉 Push further:

“Is productivity about time or efficiency?”

efficiency can be the key, because we are not robots and we don't depend on the time we spend but instead you do what you are supposed to.

🧠 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

minimum wage / your monthly salary. 1.621/ 54 per day

perks/benefits/ help state/

odd job / cashier/ plumber/ maid/

freelancer/ unemployed/

shifts/ schedule/

👉 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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🌱 Class Theme:

Why Do Young People Feel Lost?

🎯 Objectives

By the end of the lesson, the student will:

Understand and discuss the concept of purpose and meaning

Learn and use advanced vocabulary related to psychology and life direction

Express opinions and support arguments with examples

Reflect critically on modern societal pressures

🧠 1. Warm-up (5–8 min)

Discussion questions:

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

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

Is having a “purpose” necessary for happiness?

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

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

Teach these words/expressions before reading:

Key Vocabulary

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

Lacking (something) → not having enough of something

Align with → to match or agree with something

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

Struggle with → to have difficulty dealing with something

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

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

Practice

Ask:

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

What is a prestigious job in your opinion?

📄 3. Reading / Listening (10 min)

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

Gist Questions

What is the main problem described?

Who is Arthur Brooks?

What is surprising about the young people interviewed?

Detail Questions

How many young adults feel a lack of meaning?

What contradiction is mentioned about success and purpose?

What is the “crisis” referred to?

🧩 4. Vocabulary in Context (8–10 min)

Ask the student to complete:

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

2. His ideas __________ my personal experience.

3. She works at a very __________ university.

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

👉 Then: create 2 original sentences using new vocabulary

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

Part A – Opinion

Why do you think young people feel lost today?

Do social media and technology play a role?

Is this problem worse in some countries?

Part B – Deeper Reflection

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

Can pressure to succeed actually reduce happiness?

What advice would you give to someone who feels lost?

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

Scenario:

Student is a young professional who feels lost.

You are a mentor (or switch roles).

👉 The “mentor” must:

Ask questions

Give advice

Use at least 3 vocabulary expressions

✍️ 7. Production Task (Homework or in class)

Option A – Writing (Recommended):

Write a short essay (150–200 words):

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

Option B – Speaking:

Prepare a 2-minute answer:

“What gives life meaning?”

⚡ Bonus (If time allows)

Introduce useful expressions for discussion:

“From my perspective…”

“There seems to be a growing trend…”

“One possible explanation is…”

“I would argue that…”

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

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

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⚖️ 🧠 Lesson Plan: 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

⸻

🎯 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)

⸻

🔥 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?

⸻

Scenario 2:

A law firm replaces junior lawyers with AI tools.

• Is this innovation or exploitation?

• What happens to professional development?

⸻

Scenario 3:

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)

Task:

Write a legal-style opinion paragraph (150–200 words):

“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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🧠 Lesson Plan: OnlyFans, Loneliness & Digital Relationships

Level: B1–B2 (Lower–Upper Intermediate)
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?”

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?”

👉 Support phrases:

“Some people may feel…”

“This can lead to…”

🔹 4. Legal Angle (Simplified but professional)

Ask:

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

More guided:

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

“Can this be considered manipulation?”

👉 Support phrases:

“From a legal point of view…”

“This could be considered…”

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

🔹 5. Ethical Discussion

Ask:

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

Challenge:

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

👉 Support phrases:

“I believe it is ethical/unethical because…”

“The responsibility should be on…”

🔹 6. Gender & Power (Simplified)

Ask:

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

👉 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)

sugar daddy/ sugar baby/ elderly people/ comprehension/ struggles/

Ask her to answer:

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

I can say this is more harmful than beneficial, they focus on the profit they get with the users who are dealing with loneliness or the lack of something on these platforms.

nowadays new generations are struggling with the new technology and this can affect their future in a modern world.

👉 Require:

At least 2 vocabulary words

At least 2 argument phrases

💬 Argumentation Support (VERY important for her profile)

Give her this structure:

“First of all, …”

“Another important point is…”

“However, …”

“In conclusion, …”

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OnlyFans, loneliness, and rise of explicit direct messages

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

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Advanced Discussion Class

The Oscars and Brazil’s Emotional Investment 🎬

Entity: Academy Awards

Warm-up (5–7 minutes)

Start the class by asking:

Did you watch the last Oscars ceremony?

Do you remember a film or actor you strongly wanted to win?

Have you ever felt disappointed or angry about an award result?

Follow-up questions:

Why do people care so much about awards in entertainment?

Do you think film awards really matter?

Context: The Oscars in Global Culture

The Academy Awards, commonly known as the Oscars, are the most prestigious film awards in the world. They are organized by the Academy of Motion Picture Arts and Sciences and have been held since 1929.

Winning an Oscar can significantly affect a film’s success:

Movies gain international recognition

Actors’ careers can change dramatically

Films often earn millions more at the global box office

Because Hollywood dominates global film distribution, the Oscars have become a worldwide cultural event, watched by millions of people each year.

However, critics argue that the awards often reflect industry dynamics, marketing campaigns, and internal politics, not only artistic merit.

Why Brazil Gets So Emotionally Invested 🇧🇷

In Brazil, the Oscars frequently generate huge reactions on social media, especially when Brazilian films or artists are nominated.

Possible reasons include:

1. Global Validation

International recognition can feel like validation from the global cultural center.

For countries outside the traditional film powerhouses (such as the United States, France, or the UK), international awards may feel like:

proof that national culture matters globally

recognition of talent that is sometimes overlooked internationally

2. Cultural Representation

When a Brazilian film or artist is nominated, many people feel that they are representing the country.

Important Brazilian filmmakers who have gained international attention include:

Fernando Meirelles

Walter Salles

In these moments, the Oscars can feel similar to international sports competitions, where the country is emotionally invested in the result.

3. National Pride

Brazil has a strong tradition of celebrating achievements abroad — especially in areas like:

football

music

cinema

When Brazilians succeed internationally, it often generates a collective sense of pride.

4. Social Media Amplification

Platforms such as Twitter and Instagram amplify emotional reactions.

Live commentary, memes, and debates create a shared national moment during the ceremony.

Do Awards Really Reflect Artistic Quality?

This is one of the biggest debates in film culture.

Many critics argue that Oscar results are influenced by several factors:

Campaigning

Film studios spend millions of dollars on award campaigns to promote films to voters.

These campaigns include:

private screenings

interviews and media appearances

marketing strategies targeting voters

Industry Politics

The voting members of the Academy are film professionals whose preferences may reflect:

industry relationships

professional networks

cultural trends

Cultural and Political Moments

Sometimes the Oscars follow broader social discussions.

Films addressing themes like:

inequality

identity

social justice

may receive more attention during certain periods.

Because of this, many people argue that great films are sometimes ignored.

Why Some Films Become Global Cultural Moments

Some films become more than entertainment — they turn into global cultural phenomena.

Examples include:

Titanic

Parasite

Everything Everywhere All at Once

These films succeeded internationally because they combined several elements:

Universal Themes

Stories about love, inequality, survival, identity, or family resonate with audiences worldwide.

Strong Storytelling

Compelling characters and emotionally engaging narratives help audiences connect with the film.

Cultural Timing

Sometimes a film reflects issues that society is already discussing.

For example, Parasite resonated globally because of its portrayal of economic inequality, a topic widely debated around the world.

Vocabulary for Discussion

Buzz

Excitement or media attention around something.

Cultural validation

Recognition from the global community.

Industry politics

Influence from networks, power structures, or lobbying within a professional field.

Critical acclaim

Strong praise from critics.

Cultural phenomenon

Something that becomes widely popular and influential in society.

Deep Discussion Questions

Culture and Identity

1. Why do you think international recognition sometimes feels more meaningful than local recognition?

2. Do you think Brazil seeks validation from global institutions?

Awards and Merit

3. Can awards like the Oscars truly measure artistic quality?

4. What matters more: critics’ opinions or audience reactions?

Global Culture

5. Why do some films resonate globally while others remain local?

6. Does globalization help or harm national cinema?

Personal Reflection

7. What film do you think deserved more international recognition?

8. Do awards influence what films you choose to watch?

Optional Debate Activity (10–15 minutes)

Ask the student to rank the factors that influence Oscar success from most important to least important:

storytelling

acting

marketing campaigns

political or social themes

cultural relevance

Then ask them to justify their ranking and defend their opinion.

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🎤 ADVANCED ENGLISH CLASS (C1/C2)

Bad Bunny, Language Power & Global Recognition

🎯 Lesson Objectives

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

🔹 Analyse media tone and bias
🔹 Discuss language dominance and cultural identity
🔹 Debate linguistic barriers in global music
🔹 Use advanced vocabulary naturally
🔹 Connect the topic to Brazil and South America

🌎 1️⃣ Warm-Up: Language & Power (10 min)

Discuss:

• Is English still the dominant global language in entertainment?

• Does singing in another language limit global success?

• Is language connected to political power?

Board concept:

👉 Language = Identity
👉 Language = Influence
👉 Language = Access

📰 2️⃣ Context: The Story

Bad Bunny made history by performing the Super Bowl halftime show almost entirely in Spanish.
The 14-minute performance included only one line in English: “God Bless America.”

Some praised the show as a celebration of Puerto Rican pride.
Others criticised it as “un-American.”
President Trump described it as “terrible.”

Bad Bunny recently became the first artist to win Album of the Year for an album entirely in Spanish. He was also Spotify’s most streamed artist in 2025.

🧠 3️⃣ Headline Analysis (Media Awareness)

Read the headlines:

• BBC: Bad Bunny makes history as Trump criticises ‘terrible’ Super Bowl show
• The Guardian: A thrilling ode to Boricua joy
• Financial Times: Puts pizzazz before politics — but still irks Trump

Discuss:

🔎 Which headline sounds neutral?
🔎 Which one is clearly positive?
🔎 Which one emphasizes political conflict?
🔎 How does word choice influence perception?

Push students to identify tone and framing.

📚 4️⃣ Advanced Vocabulary Focus

Introduce and practice:

✨ Make history – do something unprecedented
✨ Ode to – artistic celebration
✨ Pizzazz – energy and style
✨ Irk – to irritate
✨ Cultural representation – visibility of a group in media
✨ Linguistic barrier – difficulty caused by language difference
✨ Mainstream – widely accepted
✨ Cultural authenticity – genuine expression of identity
✨ Linguistic dominance – one language having more global power

Students create original sentences using at least 4 expressions.

🌎 5️⃣ South America & Brazil Focus

Now bring in the regional dimension:

Brazil is in South America and speaks Portuguese — not Spanish.
Although Latin music is globally popular, English still dominates international recognition.

Discuss:

🇧🇷 Do Brazilian artists face a linguistic barrier in global markets?
🎶 Does singing in Portuguese reduce mainstream exposure?
🌎 Why do English-speaking artists often receive more global recognition?
💬 Is Spanish now more accepted globally than Portuguese?

Encourage comparison:

Bad Bunny (Spanish)
Brazilian artists (Portuguese)
Global English-speaking artists

Push students to avoid generalizations and support their ideas.

🔥 6️⃣ Critical Discussion

Debate in small groups:

💬 “Language barriers still affect global recognition in music.”

Students must:

• Agree, disagree, or partially agree
• Give at least 3 arguments
• Use advanced vocabulary
• Provide examples

Encourage discourse markers:

On the one hand…
However…
It could be argued that…
From a global perspective…
Nevertheless…

🎤 7️⃣ Speaking Challenge (Exam Style)

Students speak for 2–3 minutes:

👉 “To what extent does language determine global success in the music industry?”

Focus on:

• Structured argument
• Vocabulary precision
• Cultural awareness
• Fluency and coherence

✍️ 8️⃣ Writing Task (Homework Option)

Essay (250–300 words):

“Is linguistic diversity finally challenging English dominance in global entertainment?”

Students must:

✔ Use at least 6 vocabulary items
✔ Refer to Bad Bunny
✔ Mention Brazil or South America
✔ Present a balanced argument

🧩 9️⃣ Closing Reflection

Ask:

🌍 Is English still necessary to become globally famous?
🎶 Can multilingualism reshape the entertainment industry?
🗣️ Would this controversy happen in Brazil? Why or why not?

End with:

👉 Language is not just communication — it is identity, power, and access.

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BBC Learning English - Learning English from the News / Bad Bunny’s Super Bowl show

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Bad Bunny’s Super Bowl show has divided opinion

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Billionaire Bunkers: What They Reveal About Wealth & Risk

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

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📘 CLASS:

Why Billionaires Are Building “Doomsday” Bunkers

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

Skills: Reading comprehension, vocabulary, discussion, critical thinking

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

📗 Reading Text —

Upper Intermediate

Why Are Billionaires Building Bunkers?

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

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

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

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

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

Vocabulary

Match the words with their definitions:

1. Self-sufficient

2. Catastrophe

3. Infrastructure

4. Psychological comfort

5. Inequality

6. Status

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

b. The feeling of security or relief

c. Ability to live independently without outside help

d. Great difference in access or wealth

e. A large disaster or dangerous situation

f. Social position or rank

Comprehension Questions

A) Multiple-Choice (choose one):

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

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

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

B) Short Answer:

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

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

Discussion / Speaking Prompts

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

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

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

📝 Writing Tasks (Upper & Lower)

Upper: Write a paragraph about whether/if building bunkers is a good way to prepare for future problems. Use at least three reasons from the reading.

1. We need to guarantee the survival of the human race. So, if the climate cathastrophe happened, is important to have some humans safe to keep humanity alive procreating more lives and keep the species.

2. It is a good way to prepare for future problems because these places have all the basic infrastructure that one person needs to be healthy (foods, medicine, entertainment)

3. in case of any other catastrophe we must pray lord for salvation or accept the end of our species.

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(Photo by Getty Images)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

The story

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

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

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

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

News headlines

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

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

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

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

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

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

every second counts
every moment is important

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

Next

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

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

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

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

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Sports Betting Everywhere: When Watching Becomes Wagering

Sports Betting Everywhere: When Watching Becomes Wagering

If you have watched professional sports at any point in the last few years, it is difficult not to notice how deeply sports betting has embedded itself into the viewing experience. What was once a background activity—limited to casinos, betting shops, or informal pools among friends—has now become a central feature of modern sports culture.

Today, sports broadcasts regularly include betting lines, odds, and predictions as part of their commentary. Analysts discuss whether a team is expected to score a certain number of points or win by a specific margin, information that directly mirrors what appears on betting platforms. These moments are often presented as neutral “statistics” or “insights,” but they also function as subtle prompts for viewers to place bets.

This shift is reinforced by the sheer volume of advertising. Betting companies such as DraftKings and FanDuel have become major sponsors of leagues, teams, and even stadiums themselves. Fans are greeted by slogans like “BET LOCAL” outside iconic venues or playful wordplay such as “HEY, BETTOR BETTOR!” on billboards near public transport stations. Online, the exposure is even more intense, with ads appearing before, during, and after games, as well as across social media and sports websites.

One particularly effective strategy used by betting platforms is the promise of “risk-free” or “free” bets. New users are often offered hundreds of dollars in bonus credit simply for opening an account and placing an initial wager. Phrases like “Looking for action? You came to the right place” frame betting as a natural extension of being a sports fan—almost as if watching without betting is incomplete or less exciting.

Critics argue that this constant presence has fundamentally altered the way sports are consumed. For viewers who are not interested in gambling, the focus on odds and bets can feel intrusive and distracting, reducing enjoyment of the game itself. For those who do participate, however, betting can reshape emotional engagement, shifting attention away from athletic performance and toward financial outcomes.

More broadly, there are growing concerns about the social impact of this normalization. Easy access through smartphones means that betting is no longer an occasional activity but something that can happen instantly, repeatedly, and in isolation. This raises questions about responsibility, regulation, and whether the current model prioritizes profit over the well-being of fans.

As sports betting continues to expand, an important debate remains unresolved: should sport exist primarily as a form of entertainment and shared cultural experience, or has it become another vehicle for constant monetization? The answer to this question may shape not only the future of sports, but also how audiences relate to them.

Critical Thinking & Discussion Questions

Understanding the Argument

1. According to the article, how has sports betting changed the way sports are presented to viewers?

2. What techniques do broadcasters and betting companies use to integrate gambling into sports coverage?

3. Why do you think betting information is often presented as “statistics” or “insights” rather than advertising?

Analysis & Interpretation HOMEWORK

4. How does the language used by betting companies (e.g., “free bets,” “looking for action”) influence audience perception?

5. In what ways does mobile and instant access to betting change user behavior compared to traditional gambling?

6. Do you think the article presents a balanced view, or does it lean toward a critical stance? Why?

Evaluation & Ethics

7. To what extent should sports organizations be responsible for the social consequences of betting promotion?

8. Is it ethical to advertise betting during live sports events that attract young audiences?

9. Where should the line be drawn between personal responsibility and corporate responsibility?

Debate & Opinion

10. Has sports betting enhanced or damaged the sports viewing experience? Support your answer.

11. Should betting be treated primarily as entertainment or as a public health issue?

12. Do you agree that constant monetization threatens the cultural value of sports?

Reflection & Extension

13. Can you think of another industry where entertainment and gambling-like mechanisms overlap?

14. How might sports betting evolve in the next ten years if current trends continue?

15. What regulations, if any, would you propose to reduce potential harm without banning betting altogether?

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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)

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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📰 Short Article + Reflection Task

Should Social Media Be Banned for Teenagers?

🧠 Read & Think

In recent years, several countries have discussed or introduced restrictions on social media use for teenagers. Supporters of these measures argue that social media can negatively affect mental health, self-esteem, and concentration, particularly among young people who are still developing emotionally. According to some studies, excessive use of social platforms may increase anxiety, reduce attention span, and encourage unhealthy comparisons.

However, others believe that banning social media is neither realistic nor effective. They argue that social media plays an important role in social connection, self-expression, and digital literacy. For many teenagers, online platforms are a space to build identity, find communities, and express opinions that they may not feel comfortable sharing offline. Critics of bans also suggest that education and guidance may be more effective than strict prohibition.

Rather than banning social media entirely, some experts propose regulated use, such as age-appropriate limits, parental involvement, and digital education. This approach aims to protect teenagers while also preparing them to navigate the digital world responsibly. The debate continues, as societies try to balance protection, freedom, and real-world practicality.

🧩 Language Activation (before writing)

👉 Do not write full answers yet. Just think or take notes.

1️⃣ Find one argument FOR restricting or banning social media.
2️⃣ Find one argument AGAINST banning it.
3️⃣ Underline or note hedging expressions in the text (e.g. some studies suggest, may, others believe).

💬 Reflection Question (main task)

GRAMMAR REVIEW CLICK HERE https://www.bbc.co.uk/learningenglish/english/features/conditionals_with_georgie/ep-240809

Answer briefly (5–8 lines):

If you were a teenager today, how do you think social media would affect you differently than it does now?

You may think about:

📱 mental health

🧠 identity and self-image

🤝 friendships and social pressure

📚 learning and concentration

🌫 Language support (use naturally)

You may use expressions like:

It could be argued that…

Some people believe…

This may have an impact on…

In my view…

🌟 Why this task matters

This is not about being right.

It’s about:

🧠 questioning information

🔄 seeing complexity

💬 expressing opinions responsibly

🤍 Important

“We’ll use your ideas — not to judge them — but to explore and refine your language next class.”

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🧠✨ 50-Minute Reconnection Class

Level: Upper-Intermediate / Advanced
Theme: Life Challenges & Critical Thinking
Main goal: Reconnect 🤝 · Reactivate advanced language 💬 · Think deeply 🧠

1️⃣ Warm reconnection & emotional grounding (7 min) 🤝💬

Purpose: Lower pressure, rebuild trust, talking naturally.

🌱 What has been one unexpected challenge in your life recently?

I consider myself very communicative but when I try to be in my business environment and I have troubles sending the messages, this makes me be thoughtful.

⏳ When life gets busy, what do people usually give up first?

I would say.. the things that they don[t want to do.

💪 Do challenges make people stronger, or just more realistic?

maybe more realistic, you grow up with the challenges and not necessarily stronger.

2️⃣ Framing the topic + prediction (5 min) 🎯🔮

Set the scene:

“We’re going to watch a woman who balances sport, work, study, and relationships. But the real topic is how she thinks under pressure.”

Prediction questions (spoken):

🥊 What challenges do you think she faces?

she might face high pressure of performance.

🔁 What skills from sport could help her in life or study?

she must be disciplined, patience, and resilience.

Encourage soft language:

She might be / I imagine she must / She probably

3️⃣ First viewing – big picture only (8 min) 👀🎥

▶️ Watch without subtitles

After watching:

🧩 Describe Ruth using three adjectives

I would describe her as a motivated person, she has been very disciplined, and she believes she can do everything.

🎯 What seems to be her main challenge?

probably to balance her routine.

⭐ What impressed you the most?

nothing but make me think she can do everything right.

🧠 Follow-up:

“What makes you say that?”

4️⃣ Second viewing – thinking & language (10 min) 🧠📌

Before watching again, write on the board:

Listen for 👂:
1️⃣ Challenging what you read
2️⃣ Looking at both sides
3️⃣ Hedging language

▶️ Watch again with subtitles ON

After watching, ask her to find:

🔍 One example of questioning information

🔄 One contrast word (however, but, on the other hand)

🌫 One hedging expression (suggests, might, could)

5️⃣ Language activation (10 min) ⚙️💬

A️⃣ Hedging upgrade (5 min) 🌫⬆️

Give a strong statement:

❗ “People should trust experts and never question information.”

Ask her to soften it:

🟡 It could be argued that…

🟡 Some people suggest that…

🟡 Experts may be right; however…

👉 Focus on meaning, not perfection.

B️⃣ Seeing both sides (5 min) 🔄⚖️

Prompt:

“Can too much critical thinking be a problem?”

Encourage:

On the one hand… / On the other hand…

However / Nevertheless

6️⃣ Personal connection & reflection (8 min) 💭❤️

This is the bonding moment.

Choose 2 questions:

🔄 Has your way of thinking changed over the years?

📱 Do you challenge information more now — or less?

🧭 Where would critical thinking help you most right now?

Let the conversation flow. This is where trust comes back.

7️⃣ Gentle wrap-up (2 min) 🌟🧘‍♀️

End with reassurance and confidence.

Closing line:

“Critical thinking isn’t about being right — it’s about being aware. And that’s something you clearly already have.”

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BBC Learning English - Course: Go The Distance / Unit 7 / Session 1 / Activity 1

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RuthI started kickboxing when I was nine years old. I’ve won some British titles, some European titles, I won a world title in Greece. I went through a stage of competing almost every single weekend somewhere different around the country, which has been such an amazing experience.

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

Ask the student to respond freely:

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

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

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

👉 Encourage justification, not just opinions.

2️⃣ Key Language for Advanced Perspectives (Pre-teach)

🔹 Hedging & Nuance

It could be argued that…

There is a growing concern that…

While some believe…, others contend that…

This may lead to unintended consequences.

The long-term implications remain uncertain.

🔹 Power & Influence Vocabulary

geopolitical influence

economic leverage

regime change

global governance

strategic intervention

sovereignty

multipolar world

3️⃣ Reading Text (Critical Input)

📖 Reading:

A World in Transition

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

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

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

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

4️⃣ Reading Comprehension & Analysis (10 minutes)

Ask open-ended questions:

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

2. What ethical dilemmas are mentioned regarding political intervention?

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

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

5️⃣ Core Discussion Topics (Main Class)

🟥 Topic 1: U.S. Intervention & Venezuela

Prompt:

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

Guiding Questions:

Where is the line between intervention and interference?

Can foreign involvement ever truly promote democracy?

What precedent does this set for global politics?

How might this affect Latin America’s political autonomy?

👉 Encourage balanced viewpoints, even opposing ones.

🟩 Topic 2: Climate Change as a Global Disruptor

Prompt:

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

Guiding Questions:

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

Will climate migration redefine borders and citizenship?

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

🟦 Topic 3: Technology, Power & Control

Prompt:

Is technology empowering individuals or concentrating power?

Guiding Questions:

Does AI reduce inequality or reinforce it?

How much surveillance is acceptable in the name of security?

Will automation create new jobs or permanent unemployment?

6️⃣ Perspective Challenge (Advanced Speaking Task)

🎯 Role-switching exercise

Ask the student to argue different perspectives:

A U.S. policy advisor

A Venezuelan citizen

A climate activist

A tech CEO

A worker affected by automation

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

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

Highlight during correction:

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

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

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

8️⃣ Final Reflection (Wrap-up)

Ask:

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

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

9️⃣ Optional Homework (Advanced Writing)

✍️ Opinion Essay (250–300 words):

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

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

1. Warm-up — High-Level Discussion Questions

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

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

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

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

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

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

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

2.

Self-Vocabulary Reading for Elicitation

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

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

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

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

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

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

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

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

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

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

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

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

3. Reading Text (≈350–380 words)

“The Cost of Australia’s Social Media Ban”

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

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

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

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

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

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

4. Comprehension Questions

What arguments do supporters offer for the ban?

How do critics connect the proposal to censorship?

What economic risks are mentioned in the text?

Why do experts question the feasibility of the ban?

What alternative solutions are suggested?

5. Grammar Focus — Speculation and Hedging

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

It could be argued that…

There is a possibility that…

The ban may result in…

It remains to be seen whether…

Some observers suspect that…

Ask your student to create speculative statements about:

public reaction

long-term consequences for youth

how other countries might respond

the financial impact on small businesses

possible political motivations behind the ban

6. Advanced Debate Task

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

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Meta starts blocking teens in Australia under social media ban

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

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🌍 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?

COP 30: Is it different from the others? | Part of countries are reunited in Brazil to discuss and try to find solutions about climate changes. But these disscutions will have a real impact?

4. Discussion Activity (15–20 minutes)

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

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: HOMEWORK

COP30: A Necessary Conversation or a Global Illusion?

Guidelines:

Begin with a clear introduction stating your opinion.

Include one argument for and one against climate summits.

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

End with a reflection or a suggestion for real change.

Model frame (optional):

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

In my view, the point of these meetings is…

However, without strong leadership, they risk becoming…

Ultimately, I believe that…

6. Reflection and Wrap-Up (10 minutes)

Conclude with reflection questions:

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

Did your opinion change after reading or discussing the articles?

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

Optional Homework

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

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

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(Photo by Dado Galdeiri/Bloomberg via Getty Images)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

The story

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

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

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

News headlines

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

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

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

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

point
purpose or meaning

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

muted
not very enthusiastic or excited

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

Next

Find all our news programmes.

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

Practise your reading skills with The Reading Room.

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

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

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🌍 Lesson Plan:

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

Level: Upper-Intermediate (B2)

Length: 70–90 minutes

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

Source: TED Talk – Markus Mutz: How Supply Chain Transparency Can Help the Planet

🎥 Link to video

1. Warm-Up (10–15 minutes)

Begin by asking students a few reflective questions:

• What does the word “ethical” mean to you when it comes to business?

consumption is a reality.

• Should companies be held responsible for what happens in their factories overseas?

Encourage students to share examples of products or brands they associate with ethical or unethical behaviour.

Optional visual prompt: show tags that read Made in China or Made in Bangladesh and ask what ideas or emotions they associate with them.

2. Key Vocabulary (10 minutes)

Introduce key expressions orally and with short examples.

Supply chain means the entire system involved in producing and delivering a product, from raw materials to the customer.

Transparency refers to openness and honesty, especially when companies share information about how their products are made.

Trace means to follow or track the path of something from its origin to its destination.

Verify means to check or confirm that something is true or accurate.

Sustainability is the practice of using resources responsibly so that future generations are not harmed.

Accountability means taking responsibility for one’s actions and accepting the consequences.

Exploitation is the unfair use of people or resources for profit.

Ethical consumption is the act of buying products that are made in a fair, responsible and environmentally friendly way.

Carbon footprint refers to the total amount of carbon dioxide emissions produced by a person, company, or activity.

Greenwashing means pretending to be environmentally friendly in order to improve public image without real action.

Ask students to make one sentence of their own with two of these words.

3. Listening: The TED Talk (20–25 minutes)

Before watching, ask:

“What do you think the phrase supply chain transparency means?”

“Why might it help protect the planet?”

While watching, tell students to focus on these questions:

1. What main problem does Markus Mutz describe about modern supply chains?

Answer: The lack of transparency and how it impede the consumer to choose the product with full conscience.

2. What kind of technology does he propose to make them more transparent?

Answer: Blockchain because it helps to tracebility of products

3. What are the benefits of transparency for companies and for the planet?

Answer: With more transparency the consumers could choose with more security, creating one conection with the brand and in some cases them could choose to buy products with major medium ticket because this rapport

4. Which examples does he give to illustrate ethical or transparent practices?

Answer: The Austral Fisheries using toothfish to fish every fish that them catch (selling the fish with major added value)

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?

Answer: Reforce the impact of transparency in supply chain and discourse why it's so difficult to see in the practice.

• Why is transparency still difficult to achieve?

Answer: Because so many companies have been benefited with the lack of transparency.

• How might technology solve some of these problems?

Answer: Helping the consumer to trace all the way of the product showing how it was made, specially if it follow the regular norm and ethic

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?”

No, for me is accountability.

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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🌍

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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☀️

Solar Energy

Solar energy is generated by turning sunlight into electricity. Solar panels contain special materials that absorb sunlight and release electrons. This process creates direct current (DC) electricity. An inverter then converts it into alternating current (AC), which is the type of electricity we use at home.

The energy can power the building directly, be stored in batteries, or be sent to the electrical grid, so that other homes and businesses can use it. Even on cloudy days, solar panels can keep producing energy.

💨

Wind Energy

Wind energy is produced by wind turbines, which use the movement of air to generate electricity. When the wind blows, it turns the rotor, the large set of blades at the top of the turbine. The rotor is connected to a shaft, and when the rotor spins, it turns the shaft as well.

The shaft powers a generator, which transforms this mechanical movement into electricity. The electricity is then transmitted to the grid, where it’s distributed for general use.

🌍

Why It Matters

Both solar and wind energy are clean, renewable sources. They don’t rely on burning fossil fuels, and they help reduce greenhouse gas emissions while providing sustainable electricity.

✏️ Vocabulary Practice — Wind and Solar Energy

A. Fill in the blanks with the correct word:

(grid – shaft – rotor)

1. The blades of a wind turbine are attached to the __________, which spins when the wind blows.

2. The __________ connects the rotor to the generator and transfers mechanical energy.

3. Electricity produced by solar panels and wind turbines can be sent to the electrical __________ for distribution.

⸻

B. Match the words to their meanings:

1. Grid

2. Rotor

3. Shaft

a. A central system that distributes electricity to homes and businesses.

b. The rotating part of a wind turbine that captures wind energy.

c. The long mechanical rod that connects the rotor to the generator.

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Dan
Hi guys, Dan for BBC Learning English here. This time we're going to talk about five ways to talk about the future without using future tenses. Are you ready? Let's go...

1. So, we can use be + the full infinitive to talk about events in the future. This is kind of formal and commonly happens in newspapers and in the media. Oh! I've just heard that the Queen is to open a new museum tomorrow. You see? Now, we only use this for events which are under human control, so don't say "The weather is to rain tomorrow." You don't have that power and I choose not to use it.

If you want to talk about the very near future we can add the word about - so, 'I'm about to go to the shops. Do you want anything?' Got it? Number one done.

2. Number two. We can use be due to + the full infinitive to talk about events that are scheduled to happen in the future. So, for example: 'My plane is due to land at around 5:30 so I'll probably be home about 9:30.' Got it? Number two done.

3. Number three. We can talk about our confidence of an event happening in the future using the verb be + sure to or bound to. For example, 'Now that England are out of the football, Germany are bound to win.' Or, 'It's sure to rain tomorrow.' Number three done.

4. Number four. For events that are going to happen very soon we use expressions such as, on the verge of and on the brink of. These are followed by ing verbs or nouns. for example, 'Scientists are on the verge of discovering a cure for cancer.' Or 'people in the city are on the brink of starvation because of a lack of food.'

5. Finally, many verbs are used in the present tense but actually have a future meaning. These are verbs like hope, plan, aim, intend, want and propose. They're always followed by the infinitive. That's number five. Did you get it? Great. See you next time guys. Bye!

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BBC Learning English - Course: Towards Advanced / Unit 2 / Session 1 / Activity 1

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Dan Hi guys, Dan for BBC Learning English here. This time we're going to talk about five ways to talk about the future without using future tenses. Are you ready? Let's go... 1. So, we can use be + the full infinitive to talk about events in the future.

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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?

unless these politicians are informing something that is previously confirmed by an especialist.

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 this idea of the link with tylenol as a cause of autism.

Trump needs a daily dose of good sense of everything.

Experts debunked the idea of sharing misinformation with the use of tylenol

4. Comprehension Questions (5–7 min)

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

--> pregnant women are suffer the risk of babies be born with autism.

1. How did medical experts react?

--> they said his remarks were unsettling and they didn´t give any evidence on that claim.

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

--> about the disinfectant vaccines for covid19.

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

--> politicians with power and influence can monitor and advice the nations around the world.

5. Discussion (15 min)

Small debate / conversation prompts:

Should politicians be punished if they spread false medical information?

--> punishment - it´s on the hand of a severe law to protect us from false medical advice.

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 - push back- a dose- debunk - unsettling- autism - scepticism-

"Should politicians talk about medicine and health in your country?

✅ Homework idea: Write a short opinion article

- push back[Ed1] - a dose- debunk [Ed2] - unsettling[Ed3] - autism - scepticism[Ed4] -

"Should politicians talk about medicine and health in your country?

É evidente que, enquanto representantes do povo, os políticos devem ter conhecimentos sobre diferentes pautas sociais. Contudo, também é necessário que esse poder vem acompanhado do dever de usá-lo com responsabilidade, e isso inclui a o compartilhamento apenas de informações que sejam verídicas.

It’s evidente that politicians needs to have knowledge about a lot of topics. But, it’s also necessary reforce that their power comes together with the duty of use this power with responsability and its include the compromisse of share Only true facts.

Contudo, infelizmente, com um cenário político tão precarizado, com formação de lideranças com cada vez menos preparo, é muito comum que alguns líderes compartilhem inverdades sobre diversos temas, inclusive sobre medicamentos e demais questões de saúde pública.

XX, unhappy, in one politc scene so deficient, with representants with poor prepare, is really commun see some liders sharing lies about a loto f thems that they dont have prepare to talk about. One exemple about it is Trump’s claims (des)informing about the autism origin in babies while the pregnancy.

No Brasil é permitido que os políticos discursem sobre esses temas, contudo, na minha opinião, eles deveriam usar este espaço para divulgar apenas verdades. Em minha opinião eles podem falar sobre qualquer tema, desde que tenham propriedade sobre eles, no limite da sua instrução sobre a pauta e com a responsabilidade que o alto poder de influência exige.

In Brazil is allowed politics claims about this type of topic. I’m not Against the possibility of them talk about Every topic, but i believe that they Only would do that if they have propier to talk about the topic, considering their high power of influency.

Acredito que faça parte do jogo político compartilhar informações que favoreçam seu posicionamento, mas não pode-se abrir mão da ética nessas situações e, em razão disso, mentiras não podem ser compartilhadas. Infelizmente, em razão desse cenário, cabe a população uma dose de ceticismo, sempre questionando antes de acreditar piamente em algo dito por um político.

I also believe that is part of the political game the politician choose to share informations that benecian him/herself. But itsnot allowed let the ethical go away and share lies. Unfortunely in the reality the population needs a dose of scepticism, pushing back and Always checking what is por detrás the claims

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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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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?
a new tendendy is on hype for millenials who are bookish. Sort of clubs and retreats a mix of books and travels are getting an appeal for people who want to be at the place in which a book was set.

b) Detailed Task (second read)

Comprehension questions:

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

Maybe more in a relaxing time and people travel for enjoy the place not reading book.

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

i´t more than an experience as a bookish travel, it is about living and feeling the characters performs.

3. What example does the text give about Florence?

people don´t go only for food because this is secondary, they do it because they are talking about the setting of the book.

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

because people want to be part of the setting in the story, projecting their imagination and feeling the sense of the book.

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

gathering - reunions- meetings -

i wish i can gather with some friends about the series i am watching now.

gathering with other bookish is kind of interesting.

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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🌍 Class Plan: The Cost of Studying Abroad – Privilege, Pressure, and Politics

1. Warm-Up (5–7 min)

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?

threat - threaten -threatening

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…come back to their countries.

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

I f Miguel hadn´t entered to the usa, he would have faced this problem.

if you hadn´t accepted to work in MS, I would have been unhappy with my career.

if you had traveled and studied in an elite university in the USA, I WOULD HAVE BEEN TERRIFIED WITH THE NEWS.

6 HOMEWORK

Should elite universities protect foreign students even if it means clashing with government policy?

Answer: Depends of the context. In general, as any institution based in one territory, the university needs to follow the the local law. But, in this case it's clear that the U.S. government is disrespecting one of the major rights of U.S. citizens: private liberty. So, in my opinion, in this situation it would be possible for Harvard to protect its foreign students, considering that U.S. law allows this construction.

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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Traveling is much more than seeing new places or taking beautiful pictures. Research shows that it has powerful effects on our mental health, creativity, and social life.

A recent poll in the United States revealed that people reported a 67% improvement in mental health after going on a trip. Those who traveled more frequently — both for short local trips and international journeys — showed better emotional balance and overall happiness.

Traveling also makes us more social and open to new friendships. Have you ever noticed how easy it is to meet people on vacation? Scientists say that when we are relaxed and in a positive mood, we are more open to connecting with strangers. Some friendships, and even relationships, begin this way.

Another major benefit is self-discovery. Solo travelers often say that traveling alone helps them build confidence, reduce stress, and practice mindfulness. Exploring a new city by yourself pushes you out of your comfort zone and helps you discover what you are truly capable of.

Finally, traveling can boost creativity and inspiration. When you experience new cultures, try different foods, and see unfamiliar landscapes, your brain makes new connections. Many artists, writers, and entrepreneurs find their best ideas while abroad.

So, traveling is not just about escaping routine — it can actually make you healthier, happier, and more creative. ✈️

⸻

✨ Key Vocabulary

• mental health – emotional and psychological well-being

• emotional balance – a state of stability in your feelings

• mindfulness – focusing on the present moment calmly and without judgment

• comfort zone – a situation where you feel safe and not challenged

• self-discovery – learning more about your own character and abilities

• boost creativity – increase the ability to think of new ideas

⸻

💬 Discussion Questions

1. What benefits of traveling have you personally experienced?

2. Do you agree that travel improves mental health? Why or why not?

3. Have you ever made a friend while traveling? How did it happen?

4. Do you think traveling alone is better for self-discovery, or do you prefer going with others?

5. If money and time were not a problem, where would you go right now to recharge your energy

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The Art of Last-Minute Travel

1. Warm-up Chat (5–7 min)

“When was the last time you traveled? Was it planned in advance or spontaneous?”

“If you had to pack your bag and leave tomorrow, where would you go?”

“Do you think spontaneous trips are exciting or stressful?”

2. Reading Input (10 min)

Provide your student with the short adapted excerpt (from the text you shared):

🔹 “77% of Gen Z and millennials booked last-minute trips in 2024. Many deals on flights and hotels appear just two to three days before check-in. Gen Z, often called the ‘loneliest generation,’ is also the most tech-savvy. They decide on a Monday to fly to Madrid, and by Thursday they’re already there — without spending too much. About 40% of these last-minute bookings are solo trips.”

👉 Ask them to:

Identify key facts.

Summarize the main idea in 2 sentences.

React: “Does this surprise you? Why/why not?”

3. Discussion: Gen Z Travel Trends (15–20 min)

Guide a chatty conversation with prompts:

1. Flexibility & spontaneity

“Would you feel comfortable booking a trip just a day or two before leaving?”

“What’s the biggest advantage of last-minute travel? The biggest risk?”

3. Solo travel

“The article says 40% of last-minute trips are solo. Have you ever traveled alone? Would you?”

5. Budget hacks

“What do you think of ‘townsizing’—skipping the big city for a smaller town to save money?”

“Would you trade San Francisco for San Jose if it cut your budget in half?”

7. Tech tools

“Do you use Google Flights, Hopper, or Skyscanner? How do you usually book your trips?”

“How much do you trust social media advice on food and places?”

4. Language in Use (10 min)

Focus on useful vocabulary & expressions from the text.

spontaneous (unplanned, sudden)

flexibility (being adaptable)

last-minute deals (discounts close to the travel date)

solo trip (traveling alone)

to slash prices (reduce prices drastically)

budget-friendly (cheap/affordable)

predawn flight (very early flight)

👉 Activity: Ask the student to make 3 new sentences using these expressions about their own travel habits.

5. Role-play (10 min)

Scenario: Your student wants to book a last-minute trip.

You play the travel agent (or app, like Hopper/Skyscanner).

They must negotiate: ask for cheaper options, flexible dates, or nearby cities.

Push them to use target vocabulary: “budget-friendly,” “last-minute,” “flexibility,” etc.

6. Wrap-up Reflection (5 min)

“If you had to book a last-minute trip this month, where would you go?”

“Do you think this trend will grow in the future, or is it just hype?”

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Gen Z Reveals How They Turn Last-Minute Travel Whims Into Budget-Friendly Wins

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Gen Z has turned last-minute travel into an art. Learn some of their tips and tricks, and how and when to best use them.

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🌟 Class Plan – Negotiating at Work (Upper Intermediate)

1. Warm-up (5–7 min)

Quick chat:

Have you ever negotiated something in English?

Do you enjoy negotiating, or do you find it stressful? Why?

Is negotiation in your culture direct or indirect?
👉 Elicits personal experiences + cultural comparison.

2. Vocabulary & Phrases in Use (10 min)

Highlight useful chunks from transcript:

Let’s get down to business. (starting a negotiation)

We’ve got to cover our costs. (persuading)

We have to be realistic about our budget. (persuading)

OK, we can go with five pounds. (accepting)

It was great doing business with you. (ending politely)

👉 Activity: Match the phrases to stages of a negotiation: Start – Persuade – End.
👉 Quick role-play: Student uses 1 phrase for each stage.

3. Grammar in Context (10 min)

Focus: Modals for softening in negotiations

We could offer you… (instead of We offer you…)

We might be able to…

Would you consider…?

I’d love to, but…

Mini-practice:

Rewrite direct phrases to be more polite/negotiation-friendly:

1. This price is too high. → I’m afraid this might be a little high.

2. We can’t pay more. → We wouldn’t be able to pay more.

3. Give me a discount. → Could you offer a discount?

👉 Student practices making direct → softened versions.

4. Listening/Reading Focus (7 min)

Read or play a short section (the part about cover our costs / budget).

Task: Identify the tactics (justify, shift responsibility, soften with “we”).

Discuss: Why do these tactics sound more professional?

5. Discussion & Simulation (15 min)

Part A – Discussion

What makes a good negotiator?

Which is harder: negotiating for money, or negotiating for time/resources? Why?

Is it possible to be polite and firm at the same time? How?

Part B – Role-play Simulation

Scenario:

Student = freelancer offering a service.

Teacher = client negotiating price.

Round 1: Student asks for a high price. Teacher negotiates down.

Round 2: Swap roles.

Encourage use of:

Starting phrases: Let’s get down to business…

Persuading with modals: We might be able to… / Could you…?

Ending politely: I look forward to working with you.

6. Wrap-up & Reflection (5 min)

Quick review: Vocabulary + Modals.

Ask student:

What phrases do you want to “steal” and use in your real negotiations?

What is one cultural difference between negotiations in English and in your country?

7. Homework

Write a short email (150 words) negotiating a freelance rate.

Include: polite opening, clear offer, persuasive justification, polite close.

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Image: Getty

Introduction

It can be stressful to make sure you get the best price for something. Do you know how to open a negotiation? How can we be firm and professional in a negotiation? In this episode of Office English, Pippa and Phil talk about negotiating at work.

TRANSCRIPT

Note: This is a transcript of a spoken conversation and is not a word-for-word script.

Phil
Sometimes at work, we need to be able to negotiate.

Voicenote clips
I guess the important thing is to be sure of what you actually want. So you don't wanna come away feeling that you've negotiated badly.

I find negotiating very awkward because my main instinct is to be polite and kind. So I find it quite difficult to be direct in what I want.

Pippa
Today on Office English, we're talking about the language of negotiating.

Phil
Hello and welcome to Office English from BBC Learning English. I'm Phil.

Pippa
And I'm Pippa. And in this podcast we discuss the business English that you can use to do well at work.

Phil
Today, we're talking about negotiations. This means discussions which we use to get what we want. So, for example, if we wanted to buy a car, we might negotiate with the sales person to get the best price.

Pippa
OK, so do you ever negotiate at work, Phil.

Phil
Sometimes, yes, particularly when there's someone who we might need to do some work for us and we have to make sure that we get a good price for the department.

Pippa
Yeah, so we tend to negotiate at work even if it's not a big part of our job. So, if you're a salesperson or you're dealing with customers a lot, you might have to negotiate all the time at work. But even if you don't, you might need to negotiate now and then when you're asking for a price for something.

Or even in your own role, so if you're asking for something from your boss or if you're starting a new job, you need to talk about how much you're going to get paid, what your hours would be, you'd been negotiating with them about that. And the way that people negotiate, especially in business deals between different companies, differs around the world and depending on the situation.

But today, we'll talk about some phrases for negotiating that are familiar in the UK context.

Phil
So, first up, how do we start a negotiation, Pippa?

Pippa
So, in Britain, there's usually some politeness or small talk, and we talked about small talk in a previous episode. But once you've kind of said hello, had a chat with the person, then you might say something like Right! let's talk about the price or let's get down to business is a nice phrase.

Pippa
Yeah, and in some contexts you wouldn't need to have the chit chat part at the beginning. You might just go straight in and say 'OK, we're talking about this product and we need to talk about the price of it' and you don't need to have the small talk. But in the UK we tend to do that.

And then probably what you want to do is make your opening offer. So you might say I'm looking for... ten pounds for this or I think my work is worth... four hundred pounds, for instance.

Phil
Yes and of course, because it's a negotiation, you're probably going to ask for more than what you'd actually accept.

OK, so we've started the negotiation. But how do we try and persuade the other person to give us what we want? Are there any phrases that we can use, Phil?

Phil
Yeah so, if you want somebody to increase the amount they'll pay you for something, then you could say something like we've got to cover our costs and cover your costs means that you need to earn enough to pay for what it would cost to do something.

Pippa
Yes, you're using 'we' so you're sort of negotiating on behalf of the company rather than on behalf of yourself. And both of these phrases we've got to cover our costs and we have to be realistic about the budget are still kind of friendly. So it's not actually an argument when you're negotiating, it's more of a discussion.

Phil
Ok and we've talked a lot about negotiating with someone from another company, but actually sometimes you have to negotiate with people in your company and in fact, sometimes you have to negotiate with your boss, particularly about how much you get paid. So you might want to use phrases like Well, other people in my position earn... this much or I've taken on lots of responsibility without more pay.

Pippa
Yes, and it's probably useful to say that it will depend on your company as to whether there is an opportunity to talk about your pay and to negotiate it. Some companies don't like that, some do, it really depends. But yes, giving evidence for why you want more money would be a useful thing to do.

Phil
Right, so we have some ways to try and persuade the other person in a negotiation. Let's imagine that after haggling for a while, we're ready to accept the price or offer. How do we end a negotiation?

Pippa
Well, we could be quite informal and we could say OK, we can go with five pounds. So we can go with means we'll accept that amount. Or you could be more formal, you could say something like I'm happy to accept five pounds, thank you very much. And then one thing that I think is useful is to try and sort of maintain the business relationship. So you've not just gone there to get the best price possible, but you also want to kind of continue a working relationship with the person. So you could say something like I look forward to working with you or it was great doing business with you. What do you think about that, Phil?

Phil
Yes, I think this is quite nice because negotiations can sometimes get a little bit tense. So it's quite good to bring everything back to a kind of friendly tone at the end.

Pippa
Negotiations can be difficult, especially if we're not used to persuading other people to do something. Let's hear again from our BBC Learning English colleagues.

Voicenote clips
I guess the important thing is to be sure of what you actually want. So you don't want to come away feeling that you've negotiated badly.

I find negotiating very awkward because my main instinct is to be polite and kind. So I find it quite difficult to be direct in what I want.

Phil
Yeah, I think it's different, isn't it. I mean, if you do it all the time as part of your job, if you're a salesperson or you're involved in things like that then I guess it's a lot easier, you get used to it. But in a lot of jobs we don't do a lot of negotiating.

Pippa
Yeah and that's why I think we're nervous to do it. But as we said, if you try and remain friendly and try and kind of make the conversation less of an argument and more of a discussion then that's a good way to kind of try and get your, your opinion across. And one thing that is really important that we haven't talked about is it's good to be clear with yourself about what you want before you start the negotiation, what you would be willing to accept as a high or low point. Otherwise, you could get carried away and pay far too much or accept far too little for something. So yeah, think before about what are you wanting to get out of a negotiation, so that you don't kind of go in and end up with something you didn't want.

Phil
That's it for this episode of Office English. Remember, you can find courses and activities to help you with your English at work on our website, bbclearningenglish.com

Pippa
Next time, we're talking about how to talk about your achievements at work and sell yourself.

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BBC Learning English - Office English / Negotiating

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📰 Article: The Art of Negotiating

Negotiating is not only about money. It is a skill we use every day, often without realizing it. When you ask your boss for more time to finish a project, when you and a friend decide which restaurant to go to, or when you agree with a partner on holiday plans — you are negotiating.

In the professional world, negotiation is often associated with contracts, salaries, and sales. But at its heart, it is about finding a balance between two sides. A successful negotiation usually ends with both parties feeling satisfied, even if neither got exactly what they wanted.

There are many styles of negotiation. In some cultures, people value directness — they say exactly what they want. In others, people prefer indirect strategies, using polite language, pauses, or silence to communicate. What feels “polite” in one country can seem “weak” in another.

One key tactic is preparation. Skilled negotiators are clear about what they need, what they want ideally, and what they are willing to accept as a minimum. This is sometimes called their “walk-away point.” Another important factor is language. Phrases like “We might be able to…” or “Would you consider…?” make a proposal sound softer, friendlier, and more professional than direct commands.

Finally, negotiating is not about “winning” or “losing.” It is about building relationships. If one side feels cheated, the agreement will not last. But when both sides feel respected, the result can lead to stronger partnerships in the future.

💬 Discussion Questions

1. Do you think negotiating is more about communication or psychology? Why?

2. What negotiation styles are common in your culture? Are they effective?

3. Have you ever walked away from a negotiation? Was it the right decision?

4. Can being “too polite” make you a weaker negotiator?

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fair market

workshop

black market

farewell party

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10 Communication Tips to Avoid Workplace Misunderstandings

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Master clear communication at work with our top 10 tips to prevent misunderstandings and enhance productivity in your workplace.

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🌍 Lesson Plan: Misunderstandings at Work

🎯 Objectives

Develop strategies for talking about misunderstandings.

Learn and practise useful phrases/chunks to clarify or check understanding.

Discuss personal experiences of miscommunication.

1. Starter (5–7 min)

Ask:

What do you do if you don’t understand something at work? (from your starter)

How do you feel when someone misunderstands you?

What’s worse: not understanding or being misunderstood? Why?

2. Reading/Listening (10 min)

Use a shortened part of the transcript. Example extract:

Pippa: Imagine your boss has given you a task, but you’re not sure if you’ve understood correctly. You don’t want to do it wrong, but you also don’t want your boss to think you’re not good enough. What should you say?

Phil: You could just ask: “Can I just check that I’ve understood that right?”

Pippa: Yes. Or: “I’m sorry, could I just clarify?” It’s better to check than to do it wrong.

Task:

Student reads and underlines all the expressions for checking understanding.

Quick follow-up: Which phrases sound polite? Which sound more direct?

3. Language in Use: Chunks for Clarifying (15 min)

Write a mini-bank on the board/screen:

🔹 Checking you understand

Can I just check I’ve understood this right?

I just want to be sure I’ve got you 100% right. Do you mean…?

I’m not sure I follow you. Could you explain a bit more?

🔹 Checking they understand you

Does that make sense?

Let me make myself clear. What I mean is…

If any of this is confusing, let me know.

🔹 Repairing misunderstanding

Sorry, I think we got our wires crossed.

Let’s just clarify what we agreed.

So, what I understood was… is that right?

Practice ideas:

1. Matching task → teacher reads a situation, student chooses which chunk to use.

2. Drill for natural intonation (especially the polite forms).

4. Discussion & Personalisation (20 min)

A. Roleplays
Give scenarios and ask the student to react using chunks:

1. Your boss gives you a long task but you’re not sure what to do.

2. A colleague explains a process in a meeting and you don’t understand.

3. You send an email with instructions, but later you think colleagues might be confused.

B. Open questions for discussion

What was the biggest misunderstanding you’ve ever had at work?

How did you solve it?

Do you think misunderstandings are more common in international teams? Why?

Is it always good to admit you don’t understand? When is it risky?

5. Wrap-up & Reflection (5 min)

Review the key phrases (maybe ask the student to repeat their top 3).

Final reflection: Next time you have a misunderstanding, which phrase will you try first?

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BBC Learning English - Office English / Misunderstandings

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Learn to deal with miscommunication at work

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💼 Class Title: Pitching Your Ideas – Language for Work

🎯 Lesson Objectives:

Learn and apply vocabulary and expressions used when pitching ideas at work

Practice useful grammar for making suggestions and expressing intention

Build fluency through roleplays and guided discussions

🕒 1. WARM-UP DISCUSSION (10 min)

Ask your student:

Have you ever had to pitch or present an idea at work?

Was it stressful or exciting?

What helps someone sound confident and clear when sharing an idea?

🧠 2. VOCABULARY & PHRASES (15 min)

💬 Useful Expressions from the Episode

Match the expressions to their meanings:

1. Elevator pitch

2. Stick to the brief

3. Gauge someone’s opinion

4. Fills that gap

5. Build on previous success

6. Satisfy a need

7. Act fast

a) Present a clear idea quickly and concisely

b) Respect the requirements and guidelines given

c) Ask someone for feedback or reaction

d) Improve something by adding or evolving

e) Respond to what is missing or needed

f) Solve a problem that customers or users are experiencing

g) Move quickly to take advantage of an opportunity

💡 Practice:

Use the expressions above to complete:

1. I’ve been thinking about what we’re missing in our product, and I believe this idea really ______.

2. If we ______, we could be the first company in our region to launch this service.

3. This new campaign will ______ our need for stronger brand recognition.

⚙️ 3. GRAMMAR FOCUS:

Intentions & Suggestions

(15 min)

🎯 A.

Using “want to”, “would like to”, “plan to”

These verbs are useful when stating your goals in a pitch.

I want to create a better user experience.

I would like to improve our communication flow.

We plan to test this feature next quarter.

🔁 Rewrite and Practice:

1. I think we should redesign the website.
➡️ I want to redesign the website to improve user experience.

2. Maybe we can improve customer service.
➡️ We’d like to improve customer service with a chatbot.

3. We might try adding a new feature.
➡️ We plan to add a new feature for mobile users.

🎯 B.

Softening Opinions & Being Diplomatic

We’ve come a long way, but I think this could take us further.

I don’t mean to criticize, but maybe we could explore another direction.

I want to build on our past success with something new.

💬 Practice:

Rewrite this idea to sound more polite:

“The old idea doesn’t work. We need a better one.”

➡️ The previous solution helped us a lot, but I think it’s time to try a new approach.

🎤 4. ROLEPLAY: PITCH YOUR IDEA (15 min)

🎯 Scenario:

Your boss has asked the team to come up with ideas to improve internal communication. Your student will prepare and deliver a short elevator pitch.

Step 1 – Plan (3–4 minutes):

Use this guide:

Opening:

Have you ever noticed…?

I’ve been thinking about…

Hello Ramirez, how are you? I think that the last time that we was together was in that meeting where you shared with us our necessity to improve ou internal communication. In purpose i had one insight about it.

Intention:

I want to… / We plan to…

I would like to propose the realization of 3 short reunions every week. One on monday, to align the objectives and actions for the week. Another on wendnesday to make one follow up and at last one on friday to collect with the team our rights and opportunites of improvement.

Benefits:

This could help us…

I believe it fills the gap in…

I believe that it will help us to give more clarity about what we are doing as a team and create more engagement while the people will fell more envolved in everything.

Ending:

If we act fast, we can…

I’d love to hear your thoughts on this.

i would love to know what you thought about it. Could I schedule one time in your agenda?

Step 2 – Pitch & Feedback

Your student delivers the pitch (2–3 mins).

Give feedback on vocabulary, grammar, and clarity.

Optional: switch roles (you pitch, student gives feedback).

💬 5. DISCUSSION QUESTIONS (10 min)

1. What makes a pitch more persuasive: the idea or the speaker’s confidence?

2. Do you prefer formal presentations or casual brainstorming? Why?

3. How can someone become better at expressing their ideas in meetings?

4. Should we always pitch ideas as individuals, or is teamwork better?

Encourage use of:

Vocabulary from today

Grammar of intentions, suggestions, and politeness

🏁 6. WRAP-UP (5 min)

Ask:

What was your favorite expression from today?

How can you apply this in real work situations?

What part of pitching do you still find challenging?

✍️ Optional Homework

Writing Task (100–150 words):

Write a short pitch for an idea that improves the work environment in your company. Use:

At least 3 expressions from the vocabulary section

2 structures with want to / plan to / would like to

1 diplomatic or polite expression

Hello Ramirez, how are you? I was thinking about new ways of generating revenue for our business when I had this insight: we can sell the biogas produced by the UASB reactor. With it we can reuse something instead of throwing it away. I know one enterprise specialized in this type of negotiation and it works with other big companies such as Ambev and Heineken. I really would like to know your opinion about it. Could I schedule an hour in your agenda? I want to show you my presentation about it.

✅ (Answers: 1a, 2b, 3c, 4e, 5d, 6f, 7g)

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Image: Getty

Introduction

Do you ever have to pitch ideas at work? Is it stressful? In this episode of Office English, Pippa and Phil talk about sharing your ideas.
TRANSCRIPT
Note: This is a transcript of a spoken conversation and is not a word-for-word script.

Phil
Have you ever had to pitch an idea at work? Was it stressful?

Beth
I think the key to pitching is almost practising. So talking to people outside of work and seeing if they can understand you.

Neil
It is stressful because I think until you see the reaction of the person who you're pitching your idea to, even if you think it's brilliant, you have a big, big doubt.

Pippa
Today on Office English, we're talking about how to share your ideas at work.

Phil
Hello and welcome to Office English from BBC Learning English, our podcast about the language of work. I'm Phil.

Pippa
And I'm Pippa. You can find a transcript of this episode to read along on our website, bbclearningenglish.com.

Phil
We've just heard from our BBC Learning English colleagues how they feel about pitching ideas at work. Have you had to pitch ideas, Pippa? How did you find it?

Pippa
I have had to pitch ideas. I haven't really ever had to do a really formal business pitch that you see sometimes on the television, but I have had to pitch ideas and I find it a bit stressful. I think if it's an informal setting, then I find it OK, but if there's pressure to come up with ideas and if I'm asked to think of an idea in advance, I find it more stressful than just kind of having a conversation. How about you?

Phil
Usually when I've pitched things, it's been as part of a sort of structured process. So it's kind of you go through all the steps, but in itself it's not that stressful because you're not face to face with someone. So sometimes it's easier doing it in an email.

Pippa
OK. Well today we're going to talk about some tips for pitching and getting your ideas heard.

Phil
So, let's imagine you're in a meeting at work where your boss has asked your team to suggest ideas. How do you start your pitch?

Pippa
So you want to grab people's attention from the start, so you want to summarise your idea in as short a time as possible. So you might have heard of the idea of an elevator pitch, and this just means explaining your idea in a short amount of time. So imagine getting in the lift or the elevator and going up, and you explain your idea in that kind of short period that you're talking to someone in the lift.

Phil
Yeah. So you might do that as a question and answer. So for example, 'have you ever noticed...?' something. 'Well, I've found the solution'.

Pippa
Yes. Another way you can do it is to kind of state a clear ambition. So you can say, 'I want to make...' and then state what you want to do. So you're very clear about what you're trying to do.

Phil
And then maybe if you're in a more informal context, you're kind of saying, 'I've been thinking a lot about...' and then the key issue, 'and my idea is to...' and then you explain your idea.

Pippa
So we've covered how to open a pitch. But how can you end things, Phil?

Phil
Yeah, that's a really good question because you don't just want it to trail off. You want to have a clear end to it. So maybe think about the effect that this idea might have. Think about how it could serve your customers.

Pippa
So you might say something like, 'I think this will be an amazing new way to serve our customers'.

Phil
Or you could talk about trends in your industry or in society in general. And, you know, 'this is an idea that could capture that trend' and could give people what they're looking for.

Pippa
You could also introduce some urgency to your idea, so you could say, 'if we act fast, I think we could see real success'. So you're showing that your idea is exciting.

Phil
Another way to end a pitch could be to invite questions. So you might want to gauge someone's opinion. Ask them, 'what do you think? Does it sound like something you'd be interested in?' Or just say, you know, 'I'd welcome any questions you might have about this idea.'

Pippa
Yeah, that's a slightly more formal way of putting it.

Phil
Pitching can be very stressful, particularly if you don't do it often as part of your job. Let's hear from our BBC colleagues again.

Neil
Make sure that what you're suggesting satisfies a need. You have to be careful not to say that the original idea is really bad, because it might be the work of the person you're pitching to.

Beth
I would say stick to the brief, be enthusiastic and just be organised.

Pippa
So Beth and Neil talked about sticking to a brief. So often when you're asked to pitch at work, you'll be given a brief, which is a list of guidelines for the idea, a list of requests for a certain idea.

Phil
Yeah. So it's really important when you're making your pitch that you show how you're meeting the brief. You say things like 'this will satisfy our need for...' or 'research shows our customers want more...' and then you give examples.

Pippa
Yes. Another thing you can do is say, 'I've been thinking about what we're missing in our current offer, and I think this fills that gap'. So you can kind of talk about the stuff that exists already and show how your idea is new, but you don't want to put down other work or ideas. You want to be polite because you might be talking to the person whose idea it was.

Phil
Yeah, you might say things like, 'we've come a long way, but I think working in this way can only get us so far'.

Pippa
Yes. Another way you could phrase it is saying something like, 'I want to build on our previous successes with something a bit different'.

Phil
That's it for this episode of Office English and for the series. We'll be back soon with more programmes to help you improve your business English. In the meantime, we'd love to hear from you. Send us an email to learningenglish@bbc.co.uk and tell us about what confuses you about English in the office.

Pippa
You'll find more resources to help you with your English at work on our website, bbclearningenglish.com. Bye for now.

Now try this...

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BBC Learning English - Office English / Pitching

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🧠 CLASS PLAN –

“Being Organised at Work”

🎯 Objectives:

Boost precision with time-sensitive planning and deadline expressions

Use complex structures (conditionals, modals for suggestion/necessity)

Strengthen vocabulary around project organisation, planning, and accountability

Encourage nuanced, professional communication strategies

🔹 Part 1 – Warm-up & Brain Activation (10 min)

Ask:

Do you think being overly organised can slow innovation?

not following the flow can worsen the the innovation. Organization helps me to concrete things and i am afraid that if i keep this way things can not become innovative and organization must stick together with moderation.

What tools do you use for time/project management?

virtual calendar, i am obligated to use and follow my compromises and schedules; i must carry my note book with me.

Would your coworkers describe you as reliable with deadlines?

i think they think i am reliable with dealines.

meet deadlines

Optional mini-task:

“Describe the worst-planned meeting or project you’ve participated in. What went wrong?”

the background is engeneering./ law

my role in the company is the director od sales

last minute

🔹 Part 2 – Advanced Workplace Vocabulary (10 min)

📘 Present and workshop these key terms:

Contingency planning

Firm deadline vs. flexible timeline

Backwards planning – setting deadlines by starting from the end goal

Stakeholders / bottlenecks

Red flag – warning sign

Touch base / circle back / loop someone in

Deliverables / rollout / alignment

🧩 Mini-Challenge:

“Explain these concepts as if you were training a new employee.”

🔹 Part 3 – Listening Analysis / Guided Reading (10–12 min)

🧏‍♂️ Use one or two extracts from the BBC Learning English “Organisation” episode, or simulate the dialogue yourself.

(If not using audio, create a printed/email extract of 2–3 short paragraphs.)

Task:

Highlight tone, formality, and clarity of delegation

Identify modal verbs, suggestions, and negotiated deadlines

💬 Sample phrases to extract:

“If we aim for delivery by Friday, we’ll need a contingency buffer.”

“Can we pencil it in for now and confirm mid-week?”

🔹 Part 4 – Discussion + Structure Focus (15 min)

💼 Scenario Discussion (use real-life tone):

“You’re leading a cross-functional project with tight deadlines and multiple deliverables. A key person is falling behind. What’s your approach to re-organising?”

👀 Focus on:

Use of modals (must / might / should / need to)

Conditional strategies: “If we move this to next week, then…”

Pausing and checking for understanding: “Is that clear on your end?”

Optional language target:

“Let’s clarify action points.”

“What are your non-negotiables on this?”

🔹 Part 5 – Strategic Roleplay (15–20 min)

🧑‍💼 Roleplay: Project Kick-off

You and your student co-plan a fictional team project. Each has a role (you: manager, them: strategist/designer).

📋 Define:

Scope of project

Timeline and key deliverables

Risks and contingencies

Communication plan

💡 Encourage high-precision speech:

“To stay aligned, I propose we…”

“Assuming there’s no delay, we should be good by…”

🧩 Option: throw in unexpected issues mid-discussion (e.g. delay in materials, stakeholder change, etc.)

🔹 Part 6 – Writing or Speaking Output (10–15 min)

🎯 Writing task (optional homework or final 10 min):

“Write a professional email to a client explaining that a timeline must shift due to an unforeseen obstacle. Suggest a revised plan and express accountability.”

💬 OR

🎤 Summary Speaking Task:

“Summarise your project plan in 5 sentences. Use formal tone and at least 3 new phrases from today’s class.”

🧩 Optional Extension

📥 Email chain simulation: You write a task briefing email. Student replies with clarification questions and deadline suggestions.

🛠️ Use an authentic tool, like Notion, Trello, or Excel, and practice vocabulary in context.

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BBC Learning English - Office English / Deadlines and logistics

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Learn the language for organising things at work

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🌟 Follow-Up Lesson: From Emotional Injury to Emotional Literacy

Level: Upper Intermediate–Advanced
Duration: 60–75 minutes
Skill Focus: Written discourse, emotional vocabulary, synthesis, and reflection
Resource Base: Guy Winch’s TED Talk “Why We All Need to Practice Emotional First Aid”

🔄 Warm-Up Review (10 min)

Oral task — Re-activate understanding
Ask your student to explain, in her own words:

1. What is emotional hygiene?

2. What kind of emotional wounds did Guy Winch talk about?

3. What is rumination and why is it harmful?

4. Which idea or phrase from the TED Talk impacted you the most?

Gently correct and guide language toward precision. Encourage her to naturally use vocabulary she collected: e.g., setback, drag someone out, urge, shortcoming.

word bank:

📝 Main Task: Structured Written Discourse (35–40 min)

Objective: Build a short, coherent, reflective piece using vocabulary and TED Talk concepts.

💡

✨ Task Title: "How Emotional First Aid Helps Us Thrive"

Treating your emotional wounds is really important to make the people feel great , go ahead and follow their objectives. When we feel that we can do it and we are not neglected and we are able to do, we can do our best.

I have one huge problem that is ruminating myself a lot. I'm really good overthinking about some mistake that i made. My last self-criticism in excess was one problem from my business , i was late to define the subject of my actual project, and it made all my deadlines went behind. And i was like: so, "sorry team, my mistake" and l would be like"so, let´s do one new mvp and follow up the project to finish it well". Sometimes is hard to accept my vulnerabilities.

One incredible point that Guy showed and i didn't spot was about our faillure and teaching to the kids how to do their own mental hygiene, and how it can make big impacts for all of us in our lives. I reflect a lot about myself now and i wonder, how it could help me in a lot of contexts. I totally agree with him.

"One emotional injury I’ve faced that taught me something was when the covid-19 started and i focused a lot in my job and i almost had one burnout, so unfortunatelly i didn't have the help at this time, i just had luck finding the solution that i was trying to solve in my job. But some months ago i look for help to treat myself because i recognize that i almost fell apart."so, emotional hygene can make you see the reality of many responsibilities in your life.

"Winch’s idea that we would never ignore a physical wound but often ignore emotional ones really made me think to necessity of share this talk …"

"To thrive emotionally, I believe we need to…"

💬 Optional Speaking Add-On (10–15 min)

Ask her to read part of her writing aloud and reflect on:

Which word from the vocabulary list was the hardest to use naturally?

Did writing this change how you think about emotional pain?

What’s one habit you could realistically add to your week to support emotional hygiene?

✅ Feedback Guide (Teacher Notes)

When reviewing her writing, look at:

Structure: Are ideas organized and logical?

Vocabulary: Are target words used naturally and correctly?

Tone: Is the voice reflective, mature, and persuasive?

Grammar: Are verb tenses, connectors, and prepositions well used?

You can write feedback using these tags:

🌟 Great vocabulary use

🔄 Try rephrasing this idea

🧠 Strong insight

🛠️ Grammar tweak needed here

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🌟 Lesson Theme: Emotional First Aid

Level: Advanced

Duration: 60–90 minutes

Focus: Listening comprehension, emotional vocabulary, reflective speaking, and persuasive writing.

Resource: Guy Winch TED Talk

word bank:

splurge = give intensity in the context/ splash out/ spend (steep = expensive)

occur, rolled around, distort, set someone up, poses, mislead, squealed, setback, drag someone out, demoralized, upscale, shortcoming, harsh, urge, thrive

🧠 Warm-Up (5–10 min)

Ask your student:

What do you usually do when you get physically injured?

i will clean my wound, put some medicine on it like an oinment for example.... and if it is really an emergency i will look for a doctor.

Do you think we treat emotional pain with the same care? Why or why not?

yes, i believe i cry and then i look after my sister to share with her my emotional pain.

Let them speak freely — gently guide them to start using words like emotional pain, neglect, self-care, recovery, support.

🎧 Listening Task (10–15 min)

Have your student watch the first 5–7 minutes of the TED Talk (with or without subtitles). Ask them to take notes on:

Emotional wounds mentioned by Guy Winch

Surprising statistics or facts

One example from his personal or clinical stories

🗣️ Guided Discussion (20–25 min)

Use these open-ended questions to encourage meaningful conversation:

1. “Guy Winch compares emotional hygiene to dental hygiene. Do you agree with this comparison?”

2. “Why do people tend to ignore emotional injuries?”

3. “What are the risks of rumination, according to the speaker?”

4. “Have you ever gone through a situation where you needed emotional first aid but didn’t receive it?”

5. “What small emotional habits could people adopt to care for their mental health daily?”

Encourage follow-up with phrases like:

“Can you tell me more about that?”

“How did that affect your thoughts or behavior?”

“What advice would you give someone going through the same thing?”

🧾 Vocabulary Boost: Emotional Language Bank

During the discussion, introduce and encourage use of these words:

emotional hygiene

emotional wounds

self-criticism

rumination

self-worth

coping strategies

resilience

rejection sensitivity

self-affirmation

vulnerability

Ask them to choose three of these terms and use them in personal examples.

✍️ Reflection Prompt (Homework or Final Task – 15 min)

Have the student choose one of the following and write or speak for 3–5 minutes:

1. Describe an emotional wound you’ve experienced and how you dealt with it.

2. Write a short letter to your younger self, offering emotional first aid.

3. Propose a campaign to teach emotional hygiene in schools — what would it include?

🎯 Wrap-Up

Ask:

What’s one idea from the talk that stayed with you?

What would practicing emotional first aid look like in your daily life?

Optional closing challenge: Try using emotional first aid on yourself this week and reflect on how it felt

Homework: unknown word

spotting favoritism

starving

stool

shoelaces

remaiede

affords

plurgeaching

solely

demoralized

________________________________________________

Verbos / Ações

grow – crescer (no presente)

grew – cresceu (passado de grow)

spotting – notando, detectando / a place to be spotted

extra meaning: he came very angry and asked me many questions on the spot.

starving – morrendo de fome/ i am starving.

glanced down – olhou rapidamente para baixo/ come and glanced down on my project before you leave.

window shopping/ i am just browsing

scrambles – se apressa / se move rapidamente (geralmente confuso)

scrambled eggs

reach out – entrar em contato / estender a mão

i went to your office but i couldn´t reach you out.

splurge – gastar demais (normalmente por prazer)

normally i don´t buy anything in the mall, but since i won the lottery i have been splurging.

tricked – enganado

i have been tricked by a person before.

triggered – acionado / provocado (emocionalmente ou fisicamente)

encounter – encontrar / se deparar com

chew – mastigar

recover – recuperar-se

thrive – prosperar / crescer com força

bleeding – sangrando

allow – permitir

seemed – parecia

damage – danificar

✅ Substantivos

stool (mobile) – banquinho (móvel pequeno para sentar ou apoiar coisas)

toddlers – crianças pequenas (entre 1 e 3 anos)

slide – escorregador (brinquedo) ou escorregar

self-esteem – autoestima

rates – taxas, índices

urge – impulso, desejo forte

✅ Adjetivos / Descrições

slightly – levemente

barely – quase não / mal

surrounded – cercado

aware – consciente

trustworthy – confiável

unpleasant – desagradável

demoralized – desmoralizado

defeated – derrotado

harsh – duro, severo

fulfilled – realizado, satisfeito/ completo

✅ Outras palavras úteis

sustain – sustentar, manter

which – qual / que

though – embora / no entanto

remained – permaneceu

afford – poder pagar / arcar com algo

whenever – sempre que

below – abaixo

shined – brilhou

whatsoever – absolutamente nenhum(a), de forma alguma

further – mais adiante / mais profundo

dozens – dezenas

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Porque todos nós precisamos praticar primeiros socorros emocionais

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Todos nós vamos ao médico quando estamos meio gripados ou com uma dor lancinante. Então por que não procuramos um profissional da saúde quando sentimos dores emocionais: culpa, perda, solidão? “Muitos de nós lidamos com os problemas emocionais por conta própria”, diz Guy Winch. Mas nós não temos que fazer isso sozinhos. Ele é convincente ao afirmar que devemos praticar higiene emocional; cuidando das nossas emoções, nossas mentes, com a mesma diligência que cuidamos do nosso corpo.

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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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🎯 1.

Developing a Clear, Focused Thesis

Teach her to:

Craft a strong, arguable thesis statement that goes beyond description.
🔹 “This essay argues that while scrappers often succeed due to resilience, silver spoons benefit from early access to networks that influence long-term opportunities.”

🔧 Tip: Use a brainstorming session with prompts like:

What is the main argument?

What misconception are you challenging or confirming?

🧱 2.

Paragraph Structure: PEEL / TEEL

Each paragraph should follow a logical structure:

Point: Topic sentence

Evidence: Quote, data, or example

Explanation: Analysis, significance

Link: Transition to the next idea

Example:

📝 While scrappers often lack early financial resources, their environments may develop unique psychological resilience. According to XYZ Study, individuals from lower socioeconomic backgrounds displayed higher adaptability…

🔗 3.

Using Cohesive Devices and Academic Connectors

Teach her to use advanced linkers and academic vocabulary:

To compare: “Conversely,” “In contrast,” “Similarly”

To argue: “It could be argued that…”, “One might contend…”

To conclude: “Ultimately,” “In sum,” “This suggests that…”

📘 Provide a handout or worksheet with grouped connectors.

📚 4.

Incorporating Evidence Thoughtfully

Rather than just quoting, encourage her to:

Introduce evidence with context

Integrate short quotes smoothly

Analyze and comment after the quote

Example:

🗣 As Malcolm Gladwell notes in Outliers, “Success arises out of a predictable and powerful set of circumstances and opportunities.” This quote highlights that systemic advantages often shape high achievement.

💭 5.

Critical Thinking & Nuance

Train her to:

Acknowledge multiple perspectives (e.g., silver spoon privilege vs. scrapper struggle)

Use hedging: “arguably,” “suggests,” “may indicate”

Show the limitations of both views

Prompt her with questions like:

Are there exceptions to your argument?

How might a silver spoon also face hidden challenges?

🔄 6.

Revising and Self-Editing Techniques

Introduce techniques like:

Reverse outlining: Does each paragraph match the thesis?

Reading aloud: Helps catch awkward phrasing or gaps

Peer feedback or simulated peer review with your help

🧠 7.

Building Academic Voice

Encourage her to:

Avoid casual phrasing (“a lot of people think…”)

Vary sentence structure

Use formal synonyms (“utilize” instead of “use”, “individuals” instead of “people”)

🛠️ Optional Practice Activities

1. ✍️ Compare and Contrast Prompt:
Write a paragraph comparing the advantages of silver spoons with the adaptive strengths of scrappers.

2. 🔄 Thesis Rewrite Drill:
Give her weak theses to rework into stronger, more argumentative ones.

3. 🎯 “Spot the Weak Paragraph” Game:
Share poorly structured paragraphs and ask her to rewrite them.

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🎯 Lesson Goal

how close relationships impact health and longevity, using natural English phrases, speaking practice, and vocabulary from the TED Talk.

🧠 Warm-up (5–10 min)

Ask your student:

“What do you think matters most for a happy life?”

“Have you heard of any long-term studies on happiness or health?”

“Do you think friendships affect how long we live?” Why or why not?

🎥 Video Activity (15 min)

Watch together or assign before class:

TED Talk – Robert Waldinger: What makes a good life?

What the study discovered about happiness

The role of friendships and social connection

After watching, ask:

1. What surprised you about the findings?

2. What kind of relationships seem to matter most?

3. What habits from the study could you adopt in your own life?

🗣️ Speaking Practice (10–15 min)

Ask your student to respond to one or more of these speaking prompts, trying to use new vocabulary and phrases from the talk:

“Describe someone who brings long-term happiness into your life.”

“Can you think of a moment when friendship helped you through a hard time?”

“Do you think modern life makes close relationships harder to maintain?” Why?

Encourage the use of phrases like:

“What really matters isn’t wealth or fame, but strong relationships.”

“Close connections protect our minds and bodies.”

“Social ties can buffer us against life’s difficulties.”

“Loneliness kills—it’s as powerful as smoking or alcoholism.”

You could even role-play a short podcast or interview.

📘 Vocabulary in Use (10 min)

Focus on 5–7 phrases or words from the TED talk. Here's how to work with each:

1. Say the word/phrase and give a quick explanation in English.

2. Ask her to explain it in her own words.

3. Ask her to use it in a real or invented sentence.

Examples:

“Buffer against” – to protect or reduce the impact of something

“Meaningful connections” – deep relationships that matter emotionally

“Loneliness kills” – isolation has a serious negative impact on health

“Quality of life” – the general well-being of a person

“Longitudinal study” – a study that continues over many years

Optional: assign a few of these as homework (write a short paragraph using 3).

🔁 Wrap-up and Review (5 min)

Ask:

What’s one idea from the talk that you’ll remember?

Emanuelle's answer:

I´m going to (i´m gonna) remember the supremacy of the quality of relationships that is more important than the quantity of them. To make a real impact on our quality of life, the quality to bond with others. And to make meaningful connections, of course you´ve got to be careful and take care of the relashionship because is necessary. I personally felt it before the contact with the longitudinal study explored on the talk.

Can you teach me one new phrase you learned today?

Do you think you’ll reflect more on your relationships after this?

✍️ Optional Homework:

Write a short paragraph:
“How do technology and social media affect the quality of our relationships?”

Emanuelle's answer:

The possibility to integrate new technologies could be seen as a priviledge. But also life nowadays is integrating them in our relashionships and it could be a challenge, specially when we talk about people that experimented one life without them. In some cases the social media can be one hero for relashionships, reducing the distances and giving the opportunity to be part of a routine from someone even when we are not close, bringing the feeling that is possible to get together even when it's not in person . another way, the necessity to have deep relationships also in the virtual context, as a duty, could be exhaustive, speacially beacuse it is not necessary and will be one plus in quallity.

➡ Use at least two new vocabulary items and one expression from the TED Talk.

WORD BANK:

as we are/a lot of burdens/it´s tough/straight forward/get together

volunteer work/ afford trips/affordable/troubled groups/sort of elite/priviledge/ to bond with.

future best self/major life goals/ to lean into work/ vast amounts/ track lives/unfold through life/ family feus/ social ladder.

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Robert Waldinger: What makes a good life? Lessons from the longest study on happiness | TED Talk

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What keeps us happy and healthy as we go through life? If you think it’s fame and money, you’re not alone – but, according to psychiatrist Robert Waldinger, you’re mistaken. As the director of a 75-year-old study on adult development, Waldinger has unprecedented access to data on true happiness and satisfaction. In this talk, he shares three important lessons learned from the study as well as some practical, old-as-the-hills wisdom on how to build a fulfilling, long life.

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🎥 Resource

TED Talk: Why the best hire might not have the perfect resume by Regina Hartley—focuses on selecting “Silver Spoon” vs. “Scrapper” candidates and why resilience trumps polish  .

(Video is available on the TED website—optimal for transcription use, not embedded here)

🕒 Lesson Duration: 60–75 minutes

🧩 Part 1 – Context & Warm-Up (10–15 min)

Start with an open-ended discussion:

Silver Spoon vs. Scrapper — what do these terms mean to you?

.

Do you identify more with one term? Why?

In your experience, is it better to have polished credentials or proven grit?

Objective:

Activate prior opinions and introduce the key contrast: privilege vs. resilience.

📝 Part 2 – Vocabulary & Expressions (10 min)

Introduce and contextualize high-level terms drawn from the talk:

Silver Spoon (someone born into privilege)
“She came from wealth and had everything handed to her—a real silver spoon.”

Scrapper (someone who’s fought through adversity)
“He’s a scrapper—worked three odd jobs while studying.”

Patchwork résumé, Post‑Traumatic Growth, Can‑do attitude, Underdog, Resilience, Growth mindset, Cultural fit.

Practice Drill:

Ask the student to craft sentences describing people they know using at least three of the expressions above.

📺 Part 3 – Video Analysis (15–20 min)

Task:

Watch key clips (or refer to the transcript) covering:

1. Hartley’s definitions of Silver Spoon vs. Scrapper

2. The story of Steve Jobs and dyslexia—resilience as an asset ()

3. Companies that outperform by embracing Scrappers and diversity

Comprehension Check Questions:

Why might a flawless resume be deceptive?

What does “patchwork résumé” imply?

How does Hartley connect adversity to success?

What evidence does she use to show diverse hires outperform the S&P 500?

💬 Part 4 – Guided Discussion & Vocabulary in Context (10–15 min)

Prompt a deep-dive conversation using chunked language:

“Tell me about a time you felt like a scrapper.”

“How would you redefine a ‘perfect resume’ in today’s market?”

“Do you think adversity always translates into better job performance?”

Encourage responses using advanced vocabulary and chunks like:

“That stick-to-itiveness showed real grit…”

“Facing those challenges shaped my can‑do attitude…”

“What sets me apart is my resilience when things go south…”

🎯 Part 5 – Simulation & Skill Application (10–15 min)

Role-play prompt:

You’re the job candidate. I ask:

“Your resume shows a non-linear career path (projects, odd jobs). Tell me what that says about you.”

Goal:

Formulate a polished answer that:

Reframes non-linear paths as patchwork résumé

Highlights resilience, adaptability, and post‑traumatic growth

Uses at least 5 new terms and 2 key chunks

Sample response structure:

1. Acknowledge reality: “Yes, it’s patchwork, but…”

2. Emphasize learning: “That variety taught me…”

3. Deliver your value: “It demonstrates grit, adaptability, and a growth mindset…”

✍️ Part 6 – Reflection & Optional Homework

Discussion Prompts:

How would you market yourself as a Scrapper in interviews?

Can you see disadvantages to presenting adversity?

Are institutes biased toward Silver Spoon candidates?

Homework Options:

Writing: Draft a 250-word “About Me” for LinkedIn that embraces your Scrapper story and resilience, including 8+ vocab items.

Emanuelle's answer:

I'm Emanuelle and I'm happy with your visit on my profile. Here I try to share a little about my professional learnings and some experiences that I had experimented on my journey. To start, I kickstarted my career as a Junior Enterprise Movement, and it was an important hands-on experience that gave me the possibility to solve problems while I was developing people as a leader. One huge case that I solved was the necessity of making the high engagement, motivation, and performance of my team in the context of the COVID-19 pandemic. It was the first time that my team and i worked in the remote format, and an important part of our management relied on the face-to-face contact.
This situation was not described on the coachings, but despite the defiant context, it made me grow up a lot, building a humanized management style. We also won the big challenge of having visibility about the actions from the team and taking control remotely of them.
Today I'm working to improve my skills as a leader with a data-driven focus. I'm also graduated in Law, and now I'm doing an MBA in ESG and Sustainable Business at USP-ESALQ.

Listening: Find and reflect on another interview talk (e.g., an HBR or business podcast) featuring someone with a non-traditional path. Summarize using new expressions.

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Why the best hire might not have the perfect resume

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Given the choice between a job candidate with a perfect resume and one who has fought through difficulty, human resources executive Regina Hartley always gives the “Scrapper” a chance. As someone who grew up with adversity, Hartley knows that those who flourish in the darkest of spaces are empowered with the grit to persist in an ever-changing workplace. “Choose the underestimated contender, whose secret weapons are passion and purpose,” she says. “Hire the Scrapper.”

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📝 Task: “Friendships & Longevity”

1. Watch the video carefully.
2. Answer the questions below in English (or your target language):
a. According to the video, why are friendships important for our health and longevity?
b. Name two benefits of having strong friendships mentioned—do not quote directly.
c. What simple action does the video suggest we take to support our health through friendships?

3. Vocabulary in Context
Choose five of the words/phrases below and, for each:

Write the original sentence (or close paraphrase) from the video.

Write a translation if you’re learning a foreign language.

Use the word in a new original sentence.

Suggested vocabulary:

steady

boost

social connections

buffer stress

cognitive health

mortality

susceptibility

✅ Example

Let’s take steady:

From the video: “Friends are not only fun to be around, having a steady group can help you live longer.”

Translation (Portuguese): “companhia constante”

My sentence: “I rely on a steady routine of daily walks to keep my mind clear.”

Tips for Vocabulary Work:

Focus on context—understanding how the word is used.

Think of synonyms/antonyms to deepen your grasp.

Try to use the new vocabulary in your everyday conversations or writing this week.

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Why friendships are key to living longer

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Friends are not just fun to be around, having a steady group of friends can help us live longer.

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After a long wait, Apple has finally released its artificial intelligence (AI) tools for iPhone - to a select few.

Apple Intelligence, a suite of AI tools announced in June, became available to owners of some iPhones around the world on Monday.

The new features include notification summaries, tools to assist users in writing messages, and a glowing new interface for virtual assistant Siri.

But they will only be available to people with the latest devices - including all iPhone 16 models, and the iPhone 15 Pro and Pro Max.

Apple Intelligence is also available on Mac computers and iPad tablets that are powered by its latest chips.

But some of the tools made available on Monday have arrived later than equivalent features on other popular devices.

Apple chief executive Tim Cook said the public release of its AI tools introduced "a new era" for its products.

It comes after the company said on Friday it would reward ethical hackers who could demonstrate vulnerabilities in its AI software with a bounty of up to $1m (£770,000).

The bundle of features released on Monday in its iOS 18.1 update are the first wave of AI tools previously shown off at Apple's summer developer conference.

More features expected later this year include generating images and emoji from text prompts.

Rival features

Google and Samsung have already introduced AI features to their devices.

These include allowing users to translate conversations in real-time, automatically organise notes, and search for something online by drawing a circle around it.

While initially making its Galaxy AI features available on its latest handsets, Samsung widened it to include S22 devices released in 2022.

The South Korean tech giant said in February it planned to introduce Galaxy AI for more than 100 million users within 2024.

Apple's new Clean Up tool, allowing people to remove unwanted objects or people from an image, also follows Google's previous release of a similar tool called Magic Eraser.

Mr Cook told the Wall Street Journal in October that the company was "perfectly fine with not being first", adding it "takes a while to get it really great".

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Apple Intelligence: AI features start to roll out to some iPhones

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The new features include notification summaries and tools to assist users in writing messages.

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Listen to a consultant talking about the basic stages of the change process and the people in a change management team.

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Word bank:

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BBC Learning English - Job Applications / Understanding job descriptions

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Learn how to know if a job is right for you.

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Word bank from the audio:

Questions:

1. What’s important to stand out in your cv?

3. What other tips can you give for somebody who’s going to write a Cv in your country?

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BBC Learning English - Job Applications / Writing CVs

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BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for feelings

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Calm down! Phrasal verbs aren’t THAT bad…

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Lesson 4: Leading change for healthcare access

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Kota Kubo, Co-founder and Co-CEO of Ubie.
One of the Topical Talk Leadership For Change Prize 2024 experts.

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Lesson 2: Leading change for women and girls

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Geetha Murali, CEO, Room to Read
One of the Topical Talk Leadership For Change Prize 2024 experts.

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Who is this leader? Summarise who they are and what they've done 10 words or less?

What change are they trying to make?

how do they show entrepeneurial spirit and/or leadership?

which skill do you think is their strongest?

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298. Wealth and Inequality: Should Inheritance Be Abolished? (English Vocabulary Lesson)

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What is inheritance? Should inheritance be taxed? And if so, at what level? Today I want to talk about wealth, inequality, and whether or not we should change our system of inheritance in the futur…

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Image: Getty

Introduction

What happens when you ask someone to do something at work, and they don't do it? It can be really frustrating at work when you are waiting for a reply to get the job done. In this episode of Office English, Pippa and Phil talk about how to chase people up, or remind them about a task.

TRANSCRIPT

Note: This is a transcript of a spoken conversation and is not a word-for-word script.

Pippa
What happens when you ask someone to do something at work and they haven't done it?

So when I have to chase people up at work I don't mind because generally it's just something they've forgotten about or they've missed the email. But yeah it can get a bit awkward if you have to do it over and over again and you're not sure why.

Phil
Today on Office English we're talking about how to remind people to do something in a polite and professional way.

Pippa
Hello. Welcome to Office English from BBC Learning English. I'm Pippa.

Phil
And I'm Phil. And this is your podcast guide to the language of the world of work.

Pippa
Yeah, so we don't literally mean to chase people. We just mean to go back to them on email or speak to them again to ask them one more time 'can you please do this thing' or 'can you reply to me?' or send whatever you've asked them to do. So it's basically reminding somebody to do something. We use the phrase chase people up.

Phil
Actually, when you're chasing people up it can be quite important to think about who you're chasing up because we'd probably chase different people in different ways.

Pippa
Yes, in the UK, where we work, people tend to be very polite and friendly when they first chase someone up. Of course, you've then got the problem that they might not respond again. So you might have to send another reminder and then another reminder. So you might change your language each time. And today we're going to talk about each time you have to remind someone about a task and how you can change your language to convince them to get the job done.

Phil
So we'll start by talking about the first time we need to remind someone of something. What phrases can we use, Pippa?

Pippa
And then I might continue by saying, have you had a chance to... and then talk about the task I've asked them to do. So that's asking them quite directly, you know, have you had a chance to... look at the report, but I'm asking it politely. I'm showing I understand that they're busy and I might not be the most important person in their day. But have you had a chance to... is a good way to remind somebody about a task that you've asked them to do.

Phil
And you're accepting the possibility that it might have been difficult for them to do it or difficult to find time. So, yeah in that way you're I guess showing more respect to the person that you're emailing.

Pippa
Yes, that's the problem with this friendly, polite way of working that we have in the UK. Sometimes it's difficult to know.

OK, so let's imagine that we've sent that first reminder. We've sent an email off politely reminding somebody to do something, but we still haven't had a response. What do we do next, Phil? How could we change our language slightly?

Pippa
Yeah, I like that. So that's a bit firmer. It's more direct. This time we're not asking somebody, you know, have you had a chance to..., we're saying I wanted to remind you about... so it's a statement rather than a question. We're not asking, we're telling somebody to do something this time.

Pippa
Yeah, it's definitely politer than saying, 'do this or else' as we said. What's the next phrase, Phil?

Phil
Right, Pippa. We've tried all those options and we still haven't heard back. Are there any other phrases we could try?

You can then follow up with them on an email, that means just send an email to say I just spoke to you about this.

And then another thing we could do is we could consider escalating the problem. Now, escalating is sort of a business term we use to say we are going to involve someone more senior, so you might copy in on an email a manager. That means you send the email also to your manager or their manager. That will really depend on your workplace, what the request is, what the consequences are of them not having done the thing. But it could be useful. If they're not responding to you, maybe they'll respond to your boss.

Phil
Yeah, it very much depends on the culture of the place you're working, doesn't it? And also how it's done. It might be done in a helpful way to make sure that a problem doesn't get overlooked. Or sometimes you see people doing it in very cynical ways of just adding lots of names into an email which is perhaps slightly different.

Pippa
And then the final thing we can do is be clear about when our final email is. OK? When our final reminder is. So I might send an email saying something like this is a final reminder about... or I might use the phrase this is your last chance... to contribute to the report. What do you think about that, Phil?

Phil
Yeah. Again, it's very good, cos it's very clear. So it's just a way to make sure everyone knows they know the urgency of the situation, they perhaps know possible consequences.

So we've learned some phrases to try and persuade people to reply and get the job done. So let's hear again from our BBC Learning English colleagues.

Sometimes it's more difficult to chase somebody up that you work with on a regular basis. It's a bit difficult with that difference between being friendly and being business-y because you actually need something.

Pippa
So, Phil, Beth was talking there about the balance between being friendly and being businessy, or professional. What do you think about that when it comes to chasing people up?

Phil
It does make it harder, doesn't it? It means you can't... it's a lot harder to break out the final reminder language, or to use that.

Pippa
But, yeah that's why I think, in general, we've talked a lot in this series about having the balance between being friendly and polite and professional. So you always want to be friendly and polite, but you also want to stay professional at work.

Pippa
That's it for this episode of Office English. Remember, you can find courses and activities to help with your English at work on our website bbclearningenglish.com.

Phil
Next time, we're talking about phone calls, instant messages and video calls, and the language we need to communicate well at work.

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BBC Learning English - Office English / Chasing people

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Learn how to remind people to do something

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Image: Getty

Introduction

It can be stressful to make sure you get the best price for something. Do you know how to open a negotiation? How can we be firm and professional in a negotiation? In this episode of Office English, Pippa and Phil talk about negotiating at work.

TRANSCRIPT

Note: This is a transcript of a spoken conversation and is not a word-for-word script.

Phil
Sometimes at work, we need to be able to negotiate.

Voicenote clips
I guess the important thing is to be sure of what you actually want. So you don't wanna come away feeling that you've negotiated badly.

I find negotiating very awkward because my main instinct is to be polite and kind. So I find it quite difficult to be direct in what I want.

Pippa
Today on Office English, we're talking about the language of negotiating.

Phil
Hello and welcome to Office English from BBC Learning English. I'm Phil.

Pippa
And I'm Pippa. And in this podcast we discuss the business English that you can use to do well at work.

Phil
Today, we're talking about negotiations. This means discussions which we use to get what we want. So, for example, if we wanted to buy a car, we might negotiate with the sales person to get the best price.

Pippa
OK, so do you ever negotiate at work, Phil.

Phil
Sometimes, yes, particularly when there's someone who we might need to do some work for us and we have to make sure that we get a good price for the department.

Pippa
Yeah, so we tend to negotiate at work even if it's not a big part of our job. So, if you're a salesperson or you're dealing with customers a lot, you might have to negotiate all the time at work. But even if you don't, you might need to negotiate now and then when you're asking for a price for something.

Or even in your own role, so if you're asking for something from your boss or if you're starting a new job, you need to talk about how much you're going to get paid, what your hours would be, you'd been negotiating with them about that. And the way that people negotiate, especially in business deals between different companies, differs around the world and depending on the situation.

But today, we'll talk about some phrases for negotiating that are familiar in the UK context.

Phil
So, first up, how do we start a negotiation, Pippa?

Pippa
So, in Britain, there's usually some politeness or small talk, and we talked about small talk in a previous episode. But once you've kind of said hello, had a chat with the person, then you might say something like Right! let's talk about the price or let's get down to business is a nice phrase.

Pippa
Yeah, and in some contexts you wouldn't need to have the chit chat part at the beginning. You might just go straight in and say 'OK, we're talking about this product and we need to talk about the price of it' and you don't need to have the small talk. But in the UK we tend to do that.

And then probably what you want to do is make your opening offer. So you might say I'm looking for... ten pounds for this or I think my work is worth... four hundred pounds, for instance.

Phil
Yes and of course, because it's a negotiation, you're probably going to ask for more than what you'd actually accept.

OK, so we've started the negotiation. But how do we try and persuade the other person to give us what we want? Are there any phrases that we can use, Phil?

Phil
Yeah so, if you want somebody to increase the amount they'll pay you for something, then you could say something like we've got to cover our costs and cover your costs means that you need to earn enough to pay for what it would cost to do something.

Pippa
Yes, you're using 'we' so you're sort of negotiating on behalf of the company rather than on behalf of yourself. And both of these phrases we've got to cover our costs and we have to be realistic about the budget are still kind of friendly. So it's not actually an argument when you're negotiating, it's more of a discussion.

Phil
Ok and we've talked a lot about negotiating with someone from another company, but actually sometimes you have to negotiate with people in your company and in fact, sometimes you have to negotiate with your boss, particularly about how much you get paid. So you might want to use phrases like Well, other people in my position earn... this much or I've taken on lots of responsibility without more pay.

Pippa
Yes, and it's probably useful to say that it will depend on your company as to whether there is an opportunity to talk about your pay and to negotiate it. Some companies don't like that, some do, it really depends. But yes, giving evidence for why you want more money would be a useful thing to do.

Phil
Right, so we have some ways to try and persuade the other person in a negotiation. Let's imagine that after haggling for a while, we're ready to accept the price or offer. How do we end a negotiation?

Pippa
Well, we could be quite informal and we could say OK, we can go with five pounds. So we can go with means we'll accept that amount. Or you could be more formal, you could say something like I'm happy to accept five pounds, thank you very much. And then one thing that I think is useful is to try and sort of maintain the business relationship. So you've not just gone there to get the best price possible, but you also want to kind of continue a working relationship with the person. So you could say something like I look forward to working with you or it was great doing business with you. What do you think about that, Phil?

Phil
Yes, I think this is quite nice because negotiations can sometimes get a little bit tense. So it's quite good to bring everything back to a kind of friendly tone at the end.

Pippa
Negotiations can be difficult, especially if we're not used to persuading other people to do something. Let's hear again from our BBC Learning English colleagues.

Voicenote clips
I guess the important thing is to be sure of what you actually want. So you don't want to come away feeling that you've negotiated badly.

I find negotiating very awkward because my main instinct is to be polite and kind. So I find it quite difficult to be direct in what I want.

Phil
Yeah, I think it's different, isn't it. I mean, if you do it all the time as part of your job, if you're a salesperson or you're involved in things like that then I guess it's a lot easier, you get used to it. But in a lot of jobs we don't do a lot of negotiating.

Pippa
Yeah and that's why I think we're nervous to do it. But as we said, if you try and remain friendly and try and kind of make the conversation less of an argument and more of a discussion then that's a good way to kind of try and get your, your opinion across. And one thing that is really important that we haven't talked about is it's good to be clear with yourself about what you want before you start the negotiation, what you would be willing to accept as a high or low point. Otherwise, you could get carried away and pay far too much or accept far too little for something. So yeah, think before about what are you wanting to get out of a negotiation, so that you don't kind of go in and end up with something you didn't want.

Phil
That's it for this episode of Office English. Remember, you can find courses and activities to help you with your English at work on our website, bbclearningenglish.com

Pippa
Next time, we're talking about how to talk about your achievements at work and sell yourself.

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BBC Learning English - Office English / Negotiating

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how do you build trust at work?

words related: TRUST =

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how do you build trust at work?

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Playing with FIRE: How to quit work and retire in your 30s

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Playing with FIRE: How to quit work and retire in your 30s

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A personal finance strategy popular among millennials is helping them to quit their job and retire decades early.

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Phrasal verbs mentioned

fork out
spend a lot reluctantly

I forked out a large part of my savings for my cat's medical bills this month.

splash out (on)
spend a lot enthusiastically

After our wedding, we splashed out on a safari in South Africa for our honeymoon.

pay (someone) back
return money that you borrowed from someone

My dream is to pay my parents back for all the money they spent on my education.

run out of
spend all your money, leaving nothing left

Unfortunately, we ran out of money before we finished building the shed, and we couldn't pay for more materials.

live on
have a particular amount of money that you use to buy the essentials

Since retiring, my grandparents are able to live on their state pensions.

get by
live with difficulty with the money you have

I get by with my salary, but I don't have enough to save up or treat myself to luxuries.

save up
accumulate your money by not spending it, usually for a purpose

My sister is saving up to buy a house.

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Free worksheet
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Introduction

Georgie teaches you some phrasal verbs that can be used to talk about money.

Phrasal verbs mentioned

fork out
spend a lot reluctantly

I forked out a large part of my savings for my cat's medical bills this month.

splash out (on)
spend a lot enthusiastically

After our wedding, we splashed out on a safari in South Africa for our honeymoon.

pay (someone) back
return money that you borrowed from someone

My dream is to pay my parents back for all the money they spent on my education.

run out of
spend all your money, leaving nothing left

Unfortunately, we ran out of money before we finished building the shed, and we couldn't pay for more materials.

live on
have a particular amount of money that you use to buy the essentials

Since retiring, my grandparents are able to live on their state pensions.

get by
live with difficulty with the money you have

I get by with my salary, but I don't have enough to save up or treat myself to luxuries.

save up
accumulate your money by not spending it, usually for a purpose

My sister is saving up to buy a house.
TOP TIPS!

If you see the word 'something', it usually means the verb requires an object.

If 'something' is in the middle of the phrasal verb, it means that it can be separated by the object (but doesn't have to be).

If 'something' is at the end of the phrasal verb, it means it cannot be separated.

When a pronoun, e.g. him, her, them, is the object of a separable phrasal verb, it must go between the verb and the particle.

To do
Practise by using the worksheet on this page.
NEXT Prepositions with Georgie
Try our other vocabulary programmes

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BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for money

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Learn these common and useful phrasal verbs about money

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BBC Learning English - Course: Upper-intermediate / Unit 1 / Grammar Reference

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1) The third conditional

We use the third conditional to talk about imagined past events: things that might have happened in the past, but didn't happen.

If I'd known it was your birthday, I'd have bought you a present.
If the taxi had arrived on time, he wouldn't have missed the plane.

A conditional sentence has two parts. In the third conditional, the if part is the imaginary situation in the past, and the main part is what could have happened (but didn't happen) as a result. We make the third conditional with if + past perfect, and would have + past participle.

If I'd known it was your birthday... (This is the imaginary situation in the past)

I'd have bought you a present. (This is the imaginary result of the situation in the past)

The two parts can come in any order. When we write, we put a comma between the if part and the result part. You don't use a comma when the result part comes first.

If I'd known it was your birthday I'd have bought you a present.

I'd have bought you a present if I'd known it was your birthday.

If the taxi had arrived on time, Jack wouldn't have missed the plane.

Jack wouldn't have missed the plane if the taxi had arrived on time.

We use the past perfect in the if part to show the situation is imaginary and didn't actually happen. The result part of the sentence tells us the imaginary result of this situation.

there had been any snow, we'd have gone skiing. (There wasn't any snow; we didn't go skiing.)

it hadn't been raining, we'd have had a picnic.(It was raining; we didn't have a picnic.)

Form

Positive
If you'd asked me to marry you, I'd have said no.
We'd have been in trouble if we'd missed the last train.

Negative
She wouldn't have become ill if she'd taken the medicine.
It would have been better if they hadn't come to the party.
If you hadn't been so friendly, I wouldn't have talked to you.

Question
What would they have done if they'd lost their jobs? him the truth, how would he have felt?

Short answer
In short answers, you use would/wouldn't. / No, I wouldn't.
Take note: past continuous

We can use the past continuous in the if part of the sentence.
If he'd been driving more carefully, he wouldn't have had an accident.
I wouldn't have met my girlfriend if I'd been living abroad.
Take note: modals

We can use other modal verbs in the result part, for example might. Might shows we are less certain than when we use will.
We might have been happier if we'd bought the other house.
If he hadn't got up so late, might not have missed the train.

Take note: 'I wish ...'and 'If only ...'
If only I'd stayed in bed this morning.
We use I wish or If only with the past perfect when we are sorry about something that happened in the past, and we imagine doing things differently.
I wish I'd stayed in bed this morning. (I'm having a bad day today.)

I wish I'd picked the other horse! (My horse didn't win the race.)

Spoken English

In the third conditional, we usually use a short form of had and had not when we speak: I had = I'd, I had not = I hadn't. We also use a short form of would and would not: I would = I'd, he would = he'd, I would not = I wouldn't, etc.

We'd have been unhappy if we'd lost the game.

We wouldn't have been happy if we hadn't won the game.

The third conditional is sometimes confusing because I'd can mean both I had and I would - so listen carefully! And remember that I'd in the if part is I had, and I'd in the result part is I would.

2) Double contractions

In spoken English, people often use contractions like this: I will becomes I'll and you would becomes you'd. Double contractions are when we shorten three words, like this:

I would have -> I'd've

could not have -> couldn't've

might not have -> mightn't've

must not have -> mustn't've

cannot have -> can't've

you would have -> you'd've

he would have -> he'd've

she would have -> she'd've

we would have -> we'd've

they would have -> they'd've

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BBC Learning English - Course: Upper-intermediate / Unit 1 / Grammar Reference

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We use the third conditional to talk about imagined past events: things that might have happened in the past, but didn't happen. If I'd known it was your birthday, I'd have bought you a present. If the taxi had arrived on time, he wouldn't have missed the plane.

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The COVID-19 pandemic caused major disruptions to mental health services globally. Yet mental health issues are a prolific part of society, and the number of patients struggling continues to grow. In the US alone, about 4 in 10 adults reported symptoms of anxiety or depression during the pandemic. In England, there is only one consultant psychiatrist for every 12,600 people. Services are unable to meet record demand for treatment. In response, a number of apps have emerged around the world, offering therapeutic solutions generated by artificial intelligence. Is this the future of mental health?

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Globally, demand for mental health services outstrips supply. Could AI be the answer?

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BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for work

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It’s time to put in some effort to learn these phrasal verbs