🎓 60-Minute High-Intermediate Lesson Plan

🎥 Topic: Smart Glasses, Covert Filming & Digital Exploitation

Level: B2

Skills: Reading • Speaking • Critical Thinking • Vocabulary in Context

Focus: Privacy • Ethics • Gender • Technology

🎯 Learning Objectives

By the end of the lesson, students will:

✅ Understand a complex news-based text

✅ Infer meaning from context

✅ Use advanced vocabulary related to privacy and technology

✅ Express nuanced opinions using structured argumentation

⏱️ Lesson Structure (60 Minutes)

🔥 1️⃣ Lead-in Discussion (8–10 minutes)

Write on the board:

“If you are in a public place, you should expect to be filmed.”

Students discuss in pairs:

• Do you agree or disagree?

• Does being in public mean giving up privacy?

• Is there a difference between filming a crowd and focusing on one person?

Elicit useful expressions:

✨ I partially agree because…

✨ It depends on…

✨ From a legal perspective…

✨ Morally speaking…

📰 2️⃣ Reading (15–20 minutes)

🎥 When “Walking Tours” Become Surveillance

A recent investigation by BBC News has revealed a disturbing trend in major cities around the world. Videos presented online as “walking tours” — which appear to show nightlife, architecture, and urban culture — are often heavily focused on women’s bodies rather than the city itself.

These videos are typically filmed in busy nightlife districts filled with bars, restaurants, and nightclubs. The camera frequently follows women wearing dresses or skirts, sometimes recording from low or intrusive angles. Critics argue that although the videos are marketed as tourism content, their true intention is voyeuristic and exploitative.

Some recordings are made using smart glasses produced by Meta. These wearable devices allow users to record hands-free while appearing to simply wear normal glasses. The company states that a small light activates whenever recording begins. However, investigators found that the light can be covered or disabled, making covert recording possible.

Several women reported being approached by men who appeared to be casually flirting or starting conversations. In some cases, the men were “hitting on” them while secretly recording the interaction. The women later discovered that the footage had been uploaded online and monetized without their consent.

In addition to the violation of privacy, some victims experienced online harassment. After the videos were posted, anonymous users left offensive comments — a behavior commonly known as trolling. This digital harassment intensified the emotional harm.

Legally, the issue is complex. In many countries, filming in public spaces is not automatically illegal. However, recording someone in a way that focuses on their body without consent may violate privacy or harassment laws. Experts warn that technology is advancing faster than legislation, creating grey areas in enforcement.

The controversy raises broader questions about digital ethics, gender power dynamics, and corporate responsibility. Should wearable technology be more strictly regulated? Or does responsibility lie solely with the individual user?

📌 3️⃣ Reading Tasks (10–12 minutes)

✅ Task 1: Gist

In one sentence, summarize the main problem described in the text.

several women are filmed by meta glasses and the text discuss how this phenomenon is getting more common in tourism around the world and how this fact can be violent to women in near future.

🔎 Task 2: Detail Questions

1️⃣ Why are the videos misleading?

2️⃣ What makes the smart glasses controversial?

3️⃣ How are women approached before being recorded?

4️⃣ Why is the legal situation described as a “grey area”?

🧠 Task 3: Vocabulary in Context

Find words in the text that mean:

1️⃣ Secretly → __covertly /privately/ hidden ________

2️⃣ Recorded material → __footage________

3️⃣ Permission → __allow/allowed/permit________

4️⃣ Unfair use for benefit → __monetization________

5️⃣ Offensive online comments → _a _trol/_trolled/ trolling_______

()

📚 4️⃣ Vocabulary Practice (10 minutes)

✍️ Fill in the Gaps

Use: covert, consent, exploitation, footage, trolling

1️⃣ The man was accused of __covert____ recording.

2️⃣ The uploaded _footage_____ generated advertising revenue/ monetisation.

3️⃣ Recording someone without _consent_____ can be illegal.

4️⃣ Many activists called it digital trolling______.

5️⃣ Online exploitation______ increased the victim’s distress.

💬 Discussion with Vocabulary

Students must answer using at least TWO vocabulary words:

• Does covert filming always equal exploitation?

• no, because they can film and not to post on the internet, but I think it can be exploitation is getting advantageous.

• Can trolling be as harmful as the original act?

• yes, because the consequences of trolling is more dangerous rather than doing itself.

🧠 5️⃣ Critical Discussion (10–12 minutes)

Divide into small groups.

Debate Prompts homework

⚖️ Should filming in public be legally restricted? I don't think it's possible control the act of filming in public by law.

📱 Should tech companies like Meta be responsible for misuse? On the one hand companies have to develop new techs taking care of a transparency on them while they are used and making the approach to the victims, on the other hand the company can't be responsible of bad users, who use the glasses *devices to another finality/use.

👩 Is this primarily a gender issue or a tech issue? This raises the question of how techs and another products from industry can disseminate gender problems. Furthermore, is primarily gender issue because ins't depends which tech they are using, just the aim to harm women.

💰 Does monetization make the situation more serious?

On the one hand the primarily footage is sufficient to understand how serious is the situation, on the other hand monetisation make situation worst, because the exploitation can be intense and develop a lot of health issues on victims.

Encourage structured argument:

➡️ On the one hand…

➡️ On the other hand…

➡️ Furthermore…

➡️ Nevertheless…

➡️ This raises the question of…

word bank>

harrassment

exploitation

increase

footage

furthermore

misuse

🎭 6️⃣ Role-Play (Optional if time allows)

Choose a role:

🎤 Journalist interviewing a tech spokesperson

👩 Woman who discovered she was filmed

⚖️ Lawmaker proposing new regulation

💻 Technology company representative

🏠 Homework (Optional)

Write 250 words:

“Is digital privacy disappearing in modern society?”

There are a lot of people using social media everyday, exposing the places they go, their habits, politic preferences and other parts of life. Digital privacy is disapperaring in modern society, specially with people who exposes life all day on internet. An example from Brasil is about the influencer Virginia, she is always exposing her kids on Instagram and all privacy life. Obviously she has to take care about her security more than other influencers.

another / singular /another day in paradise

other / plural / I dont like other people

others /at the of the phrase / I dont speak to others.

Include:

✅ 5 vocabulary words

✅ One counterargument

✅ One real-world example

Answers: covert, footage, consent, exploitation, trolling

🔎 GRAMMAR INPUT: Present Perfect in News & Investigations

1️⃣ Lead-in: Notice the tenses

A BBC investigation has found that some men are secretly filming women.

The BBC has seen several videos online.

Women have reported being approached by men wearing the glasses.

Then ask:

• Why not “found”, “saw”, “reported”?

• Why is Present Perfect used instead of Past Simple?

🧠 FORM REVIEW (Quick)

Present Perfect = have/has + past participle

• has found

• have seen

• have reported

🎯 ADVANCED USES (Focused on this topic)

1️⃣ Present Perfect for Recent News (Unfinished Time)

Used when reporting something recent and still relevant.

A BBC investigation has found…

Women have reported…

🔎 Why?

Because the situation is still happening. The story is not finished.

Compare:

• ❌ The BBC found… (sounds finished, historical)

• ✅ The BBC has found… (still relevant now)

Ask:

👉 Is the problem over? (No.)

👉 Is it connected to the present? (Yes.)

2️⃣ Present Perfect for Experience (Without Specific Time)

The BBC has seen several videos online.

No specific time is mentioned.

Compare:

• The BBC saw several videos yesterday. (specific time → Past Simple)

• The BBC has seen several videos. (unspecified time → Present Perfect)

Advanced nuance:

Present Perfect focuses on the RESULT, not the moment.

3️⃣ Present Perfect for Social Trends

Very common in journalism.

Women have reported being approached.

Some men have posted videos online.

This shows:

• repeated actions

• a pattern

• an emerging trend

Ask your student:

👉 Does this describe one isolated event or a developing pattern?

4️⃣ Present Perfect + Consequence in the Present

Because of this, women have reported being approached…

The structure shows:

Past action → Present consequence

You can highlight this structure:

Because + present result → have + past participle

Example:

• Because the light can be switched off, women have felt unsafe.

• Because the videos were shared, some women have been trolled online.

🔥 PASSIVE Present Perfect (Very Advanced Point)

This topic allows excellent passive work:

Women have been filmed secretly.

Conversations have been recorded without consent.

Videos have been posted online.

Structure:

have/has + been + past participle

Ask:

👉 Why use passive here?

Because:

• The focus is on the women (victims).

• The doer is unknown or less important.

This is VERY common in news reporting.

🗣️ Controlled Practice

Transform into Present Perfect:

1. The BBC saw several examples online.

2. Many women reported similar experiences.

3. Men posted the videos to make money.

Then ask:

👉 Does the change make it sound more like a news report?

💬 Discussion Using Present Perfect

Force production:

• How has technology changed privacy in public spaces?

• How have social media platforms responded to privacy concerns?

• Have governments done enough to regulate wearable tech?

• How has online trolling affected women differently?

Push them to:

• Use Present Perfect naturally

• Contrast with Past Simple when needed

⚖️ Contrast Activity: Present Perfect vs Past Simple

Give pairs:

• The BBC has investigated this issue.

• The BBC investigated this issue in 2025.

• Many women have been filmed without consent.

• One woman was filmed last Saturday in London.

Ask:

👉 Which one sounds like a general trend?

👉 Which one refers to a specific event?

🧩 Higher-Level Nuance (For an Advanced Student)

Explain this subtle difference:

• Women have reported being approached.
  → Ongoing issue, multiple cases, still happening.

• Women reported being approached.
  → Sounds like one finished event or a closed case.

In journalism, Present Perfect keeps the story alive.

🏁 Wrap-Up Reflection

Ask your student:

Why do news headlines often use Present Perfect instead of Past Simple?

Expected idea:

Because it connects past actions to current reality and keeps the issue relevant

🎯 Objective

• Develop critical thinking

• Practice giving opinions

• Use financial vocabulary

• Use conditionals and opinion structures

1️⃣ Warm-Up Reflection (5–8 minutes)

Ask:

• Have you ever regretted buying something?

• well I felt like a regret when ....

• Do you think you control your money, or does marketing control you?

• Is spending emotional or rational?

Let her answer freely first.

2️⃣ Debate Statements (Main Activity)

Explain:
You will read a statement. She must say if she agree, disagree, or partially agree — and explain why.

Encourage full answers using:

• I agree because…

• I disagree because…

• I partially agree since…

• In my opinion…

• From my experience…

🗣 Statement 1:

“Most people don’t have money problems. They have emotional problems.”

Follow-up:

• Do people spend because they are sad, bored, or stressed?

• Is shopping therapy real?

🗣 Statement 2:

“Sales and special offers are psychological manipulation.”

Follow-up:

• Are companies tricking us?

• Or are they just doing business?

🗣 Statement 3:

“Social media makes people spend more money.”

Follow-up:

• Does Instagram influence spending?

• Do influencers create unnecessary desires?

🗣 Statement 4:

“If something is on sale, it’s not saving money — it’s still spending money.”

Follow-up:

• When is a deal really a good deal?

• Have you ever bought something only because it was on offer?

🗣 Statement 5:

“Financial education should be taught in schools.”

Follow-up:

• Would young people save more?

• Did you learn about money at school?

3️⃣ Role Reversal Debate (Advanced Twist)

Now make it harder:

Even if she agrees with a statement, she must argue the opposite side.

Example:
If she agrees that social media increases spending → she must defend social media.

This pushes:

• Vocabulary expansion

• Critical thinking

• Flexibility in speaking

4️⃣ Grammar Push (During Debate)

Encourage her to use:

🔹 Second Conditional

• If people understood psychology, they would spend less.

• If I didn’t see ads, I would save more.

🔹 Present Perfect

• I have bought things I didn’t need.

• I have learned to control my spending.

🔹 “Tend to”

• People tend to spend more when they are stressed.

• I tend to buy things when they are on sale.

5️⃣ Mini Critical Thinking Task (5 minutes)

Ask her to create:

👉 3 psychological tricks stores use
👉 3 strategies to avoid emotional spending

Example:
Trick: “Limited time only”
Strategy: Wait 24 hours before buying

6️⃣ Strong Closing Question

End with a reflective question:

“Do you control your money, or does your psychology control you?”

Let her speak freely and summarize her ideas.

💡 If She Is Very Strong (B1/B2)

You can finish with this challenge:

“Is capitalism dependent on emotional spending?”

Misogyny and Violence Against Women

1. Warm-up (5–7 minutes)

Start with broad questions to activate his ideas.

Questions

• What does misogyny mean to you?

• it means hate about women.

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

• i guess this has increased in recent years

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

• I would say it is a social problem.

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

• i guess younger generations are aware of this problem but they still have struggles.

Follow-up prompt

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

the awareness of the practice for misogyny must be essential at every level of our growth.

I think it must be taught in schools about this terrible problem in the world as a new subject in early education.

still people have struggles to deal with the idea of equality between women and men.

2. Key Vocabulary (Useful for a Legal Discussion)

Ask him to explain or use these in sentences.

Core concepts

• Misogyny – hatred/hate or prejudice against women

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

• Sexual assault – sexual activity without consent

• Consent – clear agreement to participate

• Victim-blaming – blaming the victim instead of the perpetrator

• Patriarchal structures – systems where men hold power

• Toxic masculinity – cultural expectations of male dominance or aggression

• Systemic sexism – discrimination embedded in institutions

Legal vocabulary (good for a lawyer)

• prosecution / processo

• criminal liability/ responsibility

• aggravating circumstances/ its very complicated

• impunity

• judicial precedent

• legal framework/

Quick practice

Ask:

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

the legal framework is adequately okay, the legislation really addresses adequately but the judgements are sometimes failing because the judges do not practice the recommendations and this makes the gender based violence increase.

3. Reading Input (Short Discussion Text)

You can read this with him and then discuss.

Short Article

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

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

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

4. Critical Thinking Questions (Main Discussion)

These questions will push an advanced-level conversation.

Society

• Why does misogyny still exist in modern societies?

• because we have a system struggles that we still fighting against to get more equality but it is difficult because our society is based by these problems.

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

• primarily is learned through culture and family is important to raise awareness of this problem and do not commit more misogyny.

Law

• Do legal punishments effectively prevent gender-based violence?

  no, because the punishments do not raise awareness besides that the concept of these punishments can bring other consequences.

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

• the judges should follow the recommendation by law.

• punishments should be more strict/severe and firmed.

• the legal system should highlight the punishments for the people to be aware before any criminal abuse.

Social Media

• Has social media helped fight misogyny or made it worse?

• I think social media has worse this fact and has helped the increase of misogyny, on the other hand, we have people that are influencing other young people to commit crimes again any gender.

• Do online communities sometimes normalize violence against women?

Generational Change homework

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

• How can education help reduce misogyny?

Ethical Reflection homework

• Can laws alone change misogynistic attitudes?

• What responsibility do men have in fighting misogyny?

5. Debate Activity (Great for Lawyers)

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

Statement

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

Follow-up:

• What kind of public policies could address this problem?

• Should schools teach gender education?

6. Real-World Perspective (Important Question)

Since he is a lawyer, ask:

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

• What challenges do victims face when seeking justice?

• What reforms could improve the legal system?

7. Advanced Language Focus

You can introduce some complex expressions.

Useful phrases

• “From a legal standpoint…”

• “There is a growing body of evidence that…”

• “One could argue that…”

• “This raises an ethical dilemma…”

• “The root of the issue lies in…”

Practice:

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

8. Final Reflection Question

End the class with a powerful question:

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

Pre-Class Preparation

Article: “Boys to be sent on courses to tackle misogyny in schools”

(Reported by Sima Kotecha and Hazel Shearing)

Please read the article before our class and think about the questions below. Be prepared to explain your ideas and support your arguments with examples.

1. Vocabulary Preparation

Look up the meaning of these words and be ready to explain them in English.

• misogyny

• consent

• radicalisation

• behavioural course

• domestic abuse

• violence against women and girls (VAWG)

• prevention strategy

• intimate images

Task:

Write one sentence for each word related to law or society.

Example:

Consent is a fundamental concept in criminal law related to sexual crimes.

2. Reading Comprehension

Be ready to answer these questions:

1. What is the main objective of the government’s strategy?

2. What role will teachers play in addressing misogyny?

3. What type of training will teachers receive?

4. Why might some pupils be sent to behavioural courses?

5. Why did some experts say the strategy does not go far enough?

3. Critical Thinking

Prepare your opinion on the following questions:

1. Why do you think governments are focusing on schools to address misogyny?

2. Can education change harmful attitudes toward women?

3. Why might some young men become radicalised online?

4. What are the possible advantages and disadvantages of behavioural courses?

4. Legal Perspective (Important)

Since you work in law, think about the issue from a legal standpoint.

Prepare answers to these questions:

1. Should misogyny be addressed primarily through education or criminal law?

2. Do preventive policies like this violate individual freedom, or are they necessary?

3. What legal reforms could better protect women and girls from violence?

4. How could courts avoid victim-blaming in cases of sexual violence?

5. Argumentation Task

Prepare a short argument (1–2 minutes) responding to this statement:

“Misogyny should be treated as a public safety issue, not only a cultural problem.”

Structure your answer:

• Position: I believe that…

• Reason: One important reason is…

• Example: For instance…

• Conclusion: Therefore…

6. Reflection Question

Think about this question for discussion in class:

What long-term changes in society could realistically reduce violence against women?

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

🎯 Objectives

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

• Talk about online relationships and loneliness

• Express opinions clearly and politely

• Discuss simple legal and ethical ideas

• Use key vocabulary in arguments

🔹 1. Strong Opening (Simple but impactful)

Start with a clear statement:

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

Then ask:

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

• better 🤬, evolved 🤬.

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

• I think the main risk is about more social impact and the boys who are looking for this content and the girls who want to profit with this kind of platforms.

👉 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?”

• I think exist many types of traits/personalities on these platforms and I am sure that is very normal the idea of consuming this platforms and these people are kind of wealthy to pay. however some of the people do it because they have an addiction rather than having money to pay.

  
  

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?”

• I think these platforms we are in lonely society and we are trying to cover holes in our lives, and I think also we have deficiencies on sexual education we are not able to recognise our desires and our bodies in general.

• “Do you think loneliness is a reason?”

• yes, I do and not just for this platform but on social media the most.

Follow-up:

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

• I think is better in a pace in a specific time in your life and worse when you dont have a way out or you dont know how to handle it.

  
  

👉 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?”

• I think there should be rules specially about the adolescents/teens/ young people/ because they are discovering how to feel and practice sex and this platform harmful or traumatising for future interactions.

More guided:

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

• i dont think so this is a legal issue but a behavioural problem from the person and must be aware of the risk on these platforms.

• “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?”

• it is normalised to see people with emotional input to catch other people and maybe discuss or simply profit form it.

  
  

Challenge:

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

the platform, because the owner makes this business release the content and there is no conscience of this matter it can cause to the users , they just want to take advantage of the lack of emotions.

👉 Support phrases:

• “I believe it is ethical/unethical because…”

• “The responsibility should be on…”

🔹 6. Gender & Power (Simplified)

Ask:

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

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

  
  

👉 Support phrases:

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

🔹 7. Future Question (Closing)

Ask:

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

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

• “Should governments control it?”

• I think is hard to control all these risks on these platforms because we belong to capitalism system and there is a dependency of the use of these tools and the government are dealing with other deficiencies and the young people are getting more vulnerable with the new techs that sometimes are not still under regulations.

👉 Encourage longer answers:

• “In the future, I think…”

• “It will probably…”

🧩 Key Vocabulary (with simple definitions + examples)

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

1. Emotional dependency

👉 When someone feels they need another person emotionally

• “Users can develop emotional dependency on creators.”

2. Online relationship

👉 A connection between people on the internet

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

3. Manipulation

👉 When someone controls or influences another person unfairly

• “This could be a form of manipulation.”

4. Consent

👉 Permission or agreement

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

5. Exploitation

👉 Using someone for personal benefit (often unfairly)

• “Some people see this as exploitation.”

6. Responsibility

👉 Who is accountable for something

• “The platform has some responsibility.”

7. Regulation

👉 Rules created by the government

• “There should be more regulation in this area.”

8. Digital intimacy

👉 Feeling close to someone online

• “Digital intimacy can feel very real.”

🗣️ Mini Speaking Task (Very useful)

Ask her to answer:

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

👉 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, …”

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

Filling this void of companionship

I have a vested interest in there being a whol load of people out there who are lonely

Among

Reluctantly willing

Staggering

Rectify

Disposable

Outsource

Scolded

Hooked

Trickly

Framed

Read a essay

• Before she arrived, I had been waiting for more than an hour. (I stopped waiting when she arrived)

• Before the storm hit, people had been enjoying the sunny weather. (They stopped enjoying the weather when the storm hit)

To explain the result of something that was happening in the past. Also combine it with the past simple.

• She missed the bus because she had been talking on the phone and lost track of time.

• The room smelled delicious because Jeff had been cooking a spicy curry.

To tell someone what someone else said.

• "I’ve been studying all morning."

  • Becomes: Georgie said she had been studying all morning.

• "I’ve been sleeping so I didn’t hear the doorbell."          

  • Becomes: Georgie said she’d been sleeping so she hadn’t heard the doorbell.

🧠 Lesson Plan:

Who Can Afford an Offline Childhood?

Level: B2–C1

Time: 60–75 minutes

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

Theme: Technology, inequality, parenting, social expectations

highlight words

raising a kid/ stretched things/eerily/bunch/ effort/ditching/ wealthier/geared/fad/enact/blanket/

🎯 Objectives

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

• Discuss digital inequality and parenting choices

• Use precise vocabulary related to social class & technology

• Identify and annotate key ideas using footnotes

• Build a structured argument with evidence

🔹 1. Warm-up (5–10 min)

Start with a strong, slightly provocative statement:

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

I think the children who use technology is not better for their future. all data is telling us that bad impact or concentration and our capacity to develop empathy and the technology is good to awake anxiety, comparison and I dont think all this can help a child.

Ask:

• Do you agree or disagree that in your free time you can let you child watch some videos?

• I like discussion I think is a good thing for parents who can't afford other distractions for their kids and today is difficult to unplug the children from the internet but I guess is a good effort for the parent who can handle other options for raising their kids.

  
  

• Who really controls a child’s exposure to technology?

first stage is the level from the parents, and after the media controls it. I think is easier in this new generation to control the timing of the use of the screens.

👉 Push follow-ups:

• Is limiting screen time always a good thing?

yes, I tried many times it worked out for some time but I failed. the platforms are built to make us addicted/addictive, this way they profit and we have to control ourselves limiting screen time.

🔹 2. Pre-Viewing Vocabulary (Deep Work)

Introduce vocabulary in context, not as a list.

📌 Core Vocabulary (with guided use)

Ask your student to guess meaning from context first:

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

2. isolation

   
   

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

when I am anxious or with low self esteem I try to insulate from the screen.

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

• i stretch out before working out

“Working parents are often stretched thin due to a lot of work and that makes them be exhausted and they end up giving technology for their kids.

3. Idyllic vision
   → an idealized, unrealistic perfect image

   
   

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

4. To unplug
   → disconnect from digital devices

“Families try to unplug on weekends.”

personally I have learned to get unplugged from social events. I prefer home pop corn and Netflix.

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

6. affordable/

“Not everyone can afford to monitor screen time.”

not all families can afford a nanny in their houses to look after their kids.

6. Trade-off
   → a compromise between two things

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

here at home exist a trade off to whom/ cooked cannot wash the dishes.

7. Socioeconomic divide
   → gap between social/economic classes

to whom it may concern this document certify that Ana has concluded her English.

i have some concerns at work

🎯 Mini-task:

Ask:

Which 3 of these words best describe modern parenting?

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

Tell your student:

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

✍️ Task: Build Annotated Notes

They must write:

🧾 A. Main Ideas (bullet points)

• What is the central argument?

• What problem is being discussed?

🔎 B. Evidence / Examples

• Real-life situations mentioned

• Types of parents described

📝 C. FOOTNOTES (this is the key part)

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

Example:

“Some parents limit screen time strictly¹”

Because they have more free time or flexible jobs.

parents sometimes face difficulty avoiding screen time.

other children will be using the internet and this parents will see their kids living a bubble.

children are very violent since they use much screen time and violent games, no platforms has not been able to restrict this content.

since technology is a key for many, it is also destroying many families without control over their children.

🎯 Give them 3 specific things to annotate:

1. Hidden assumptions
   → What is taken for granted?

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

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

🔹 4. Post-Viewing Discussion (Deep Thinking)

Now push into lawyer-style argumentation:

⚖️ Core Question:

Is an offline childhood a right or a privilege?

🔥 Debate Prompts:

• Should governments regulate children’s screen time?

• Are wealthy parents creating a new form of inequality?

• Is screen time always harmful—or sometimes essential?

• Are parents being judged unfairly?

🧠 Force structured answers:

Tell your student to use:

“From a socioeconomic perspective…”

“One could argue that…”

“However, this overlooks the fact that…”

“A key trade-off here is…”

🔹 5. Highlight & Language Recycling Task

Ask your student to:

✨ Highlight:

• 5 powerful phrases from the discussion/video

Example:

• “constant exposure to technology”

• “monitoring screen time”

• “digital dependency”

• “parental responsibility”

• “structural inequality”

🔁 Reuse Task:

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

🔹 6. Final Task (Mini Writing or Speaking)

Option A (Speaking):

Give a 2-minute argument:

“Is modern parenting becoming a privilege?”

Option B (Writing – with footnotes 👀):

Ask them to write:

Short paragraph (120–150 words)

Include:

• 1 clear argument

• 2 supporting ideas

• at least 2 footnotes

✍️ Example:

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

Footnotes:

1. Especially among upper-middle-class families

2. For childcare or educational purposes

To imagine a different past. 

• I got to work today by train, but if the train had been cancelled, I would've got the bus. 

• She finished the project at the weekend, but if she had been ill, that wouldn't have been possible. 

• The festival was a great success. We were lucky with the weather, because if it had been raining, people wouldn't have enjoyed it as much.

Similarly, to express regret.

• I wish I had travelled more before starting work. If I had travelled more, I would've learnt more about other cultures. 

• I wish I hadn't been so shy at school. If I hadn't been so shy, I would've made more friends.  

• I wish I had made a note of all my friends' birthdays. If I had made a note, I wouldn't have forgotten Julia's birthday. 

 To assign blame.

• You didn't tell me about the party! If you had toldme about the party, I wouldn't have forgotten to come! 

• You didn't give me the house key! If you had givenme the house key, I wouldn't have been locked outside all night! 

• They didn't give me any information about the project. If they had given me the information, I would've been able to finish it sooner. 
  

STRUCTURE

Example: If I hadn't been so shy at school, I would have made more friends.

Condition (if-clause): past perfect

Result (main clause): would + have + past participle

You can change the order of the sentence and the meaning stays the same:

I would have made more friends if I hadn't been so shy at school. 

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

🎯 Objectives

By the end of the class, the student will:

• Analyze the impact of a four-day workweek

• Express nuanced opinions using advanced structures

• Compare international trends with Brazil

• Build structured arguments and counterarguments

🔥 Warm-up (5–8 min)

Ask:

• How productive are you during a typical week?

• Do you think long hours = better results?

• no way.

👉 Push further:

• “Is productivity about time or efficiency?”

• long hours not necessary you focus more on things, depends on how demanding a thing is and how prepared or willing are you to do it.

🧠 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/ input

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

• Pilot scheme → British English alternative to “pilot program”

• Compressed schedule → same hours, fewer days

• Labor reform → changes in employment laws

👉 Practice:
Student must connect 2 ideas:

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

• yes I do, specially they tell us a data from the WHO, they are testing people who have been in a long time world position they are having strokes and heart diseases, we have data to control this shows how good it is to increase productivity if people work less or under pressure.

🎧 Listening (10–15 min)

From BBC World Service

Focus:

Instead of just understanding, ask the student to interpret:

• What surprised you the most?

• the fact that Microsoft dis a pilot program bases on this, in Japan they had good results even though they chose the regular one. I knew about it because they workaholic and they really follow their work culture.

  
  

• Do you think these results are realistic long-term?

word bank

sort of/ kind of /similarities

trial/ test drive/ on a trial/ on a trial

overwhelmingly / I felt overwhelmed when my boss saw me online without makeup.

the majority/ the vast of bosses/ the great amount of companies and bosses/

💬 Advanced Comprehension

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

• they may assume that people will not work properly, or they can assume that working remotely can be satisfactory for their peers.

• Are the results universally applicable? Why or why not?

• i dont think it could be applied in hospitals, university or other positions where we need the demand of special professionals.

• What limitations can you identify in these trials?

• I can find limitations when we talk self employed people/ freelancers/ they can't stop to work or just skip a day for going to the beach.

• this research is more about companies and its employees; other dynamic.

🧩 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 companies reduce working days, certainly they will have employees more productive and happier.

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

• if Brazil had changed it long time ago, now the population would have been more productive or less depressed with working too much.

• if I had had the chance to change profession in the past, I would have chosen to be a doctor.

work worked worked

choose chose chosen

hit hit hit

3. Contrast & Complexity homework

• “Although productivity increased, some sectors struggled.”

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

🌎 Brazil Deep Dive (15–20 min) homework

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