The lesson starts with a warm-up activity in which students complete the sentence. They need to finish the sentence ‘Shopping makes me feel…’ with the first idea that comes to their mind. Then, students explain their answers and compare them with their partner’s. This speaking lesson about shopping addiction also includes an additional vocabulary task. Students discuss the difference between the phrases (impulsive purchasing vs compulsive purchasing, instant gratification vs delayed gratification, rational decision-making vs emotion-driven choice). Students look at other possible ways to complete the sentence from a warm-up and discuss why people might feel these things (e.g. FOMO, having mixed feelings, feeling socially connected, etc.). They also read a few statements about shopping and come up with arguments for and against them. Then, they discuss whether they agree or disagree with the arguments. 

MORE ACTIVITIES TO TALK ABOUT SHOPPING ADDICTION

In this part of the speaking lesson about shopping addiction, students watch an informative video about why shopping is addictive and how to control this addiction. First, students read the quotes from the video and discuss what they might mean or be about. Then, they watch the video and check their ideas. After that, students have a discussion and talk about shopping as a coping mechanism, retail therapy, paying using credit cards vs cash, shopping habits in the future, etc. In the next activity, students read the statements and decide if they are about people with a shopping addiction. As a wrap-up of this speaking lesson about shopping addiction, students look at the chart which illustrates how instant gratification works and discuss it. 

The lesson begins with a warm-up activity to get students thinking about fast fashion. They read three statements and determine if they’re true for them. Then, they read a short text about fast fashion and answer questions about it. The activity also includes a vocabulary section where students learn new words such as low wages, landfill, mend, and more. They practise using these words in a multiple-choice activity and match phrases with their definitions.

VIDEO & DISCUSSION

This part of the lesson plan focuses on a video about fast fashion. Students watch the video and engage in speaking activities related to the topic. They examine pictures and discuss how they’re connected to fast fashion. They also answer questions and learn about ways to reduce the negative impact of fast fashion. After the video activities, students read statements about fashion and shopping habits and discuss their opinions with their peers. Finally, students discuss potential problems with different methods of fighting fast fashion and exchange advice.

In this part of the lesson students discuss the tips from the video and talk about their experience with the natural world: seas, oceans, rivers and forests. They also say what else they can do to protect the environment and whether they would be willing to do it. After that, students read a dialogue and choose the phrases which work best in the context (e.g. Yes, that sounds fun., Would you like to come?, I’m not sure about that.). In the last task of this A2 lesson about the environment, students imagine that they are going to organise an environmental event. There are four pictures to inspire students, e.g. planting trees, cleaning the forest. When they are ready, they work in pairs and invite their partner to join the event. They need to use the phrases from the previous exercise.

This environment conversation class starts with a warm-up activity in which students look at three photos of people spending time in nature and discuss some questions about them. Then, they look at a list of things people do in nature and share some details about the last time they did these activities. There are also some additional questions in the teacher’s version of the lesson and the e-lesson plan. For example, students can talk about how they feel in nature or why spending time in nature is healthy. After that, students read five ideas on letting more nature into our lives (e.g. plants in public spaces, building schools close to beaches or forests). They need to decide if the ideas are achievable and explain their opinions. 

VIDEO & DISCUSSION

The second part of this environment conversation class starts with the video viewing. Then, students discuss the message in the video. They also answer some additional questions. In the next task, students need to say whether they agree with some comments or not. They also need to give reasons for their answers. The comments are about the environment, climate change and the planet. Finally, students look at different activities people can do to help protect the environment. They need to decide which one in each pair they would rather do and why. The activities include for example being vegan, cleaning beaches and not using air-conditioning. 

The lesson starts with an activity asking students to list famous athletes in different areas. Students also analyse how many of the names are female. If there are more males than females, they need to discuss why it is so. Students also talk about gender equality in professional sports and the Boston Marathon. After that, students watch the video about the first woman to participate in this marathon. students discuss the questions about these women. They talk about their contribution, the price they paid for it and whether they know other female pioneers. At the end of the lesson, students take a look at two statements about gender equality and discuss them. 

This lesson on youth activism starts with a warm-up in which students complete the definition of youth activism using the words in boxes. After that, students complete quotes by youth activists who advocate for different issues. Then, they match the quotes with causes (e.g. climate justice, animal rights, racial justice, etc.). Students also talk about activists they know and share additional information about them. Afterwards, they practise some vocabulary and choose the best options (e.g. fighting for/standing up against/working against, etc.) to complete sentences about young activists. Students also choose a cause from a list (animal rights, women’s rights or access to healthcare) and create a short bio about an activist.

At this point in the lesson, students look at collocations related to the environment and replace verbs with their opposites (e.g. waste water – save water). Then, they add one more noun that could go with each pair of verbs to create more collocations (e.g. waste/save resources). Following that, students choose the correct collocations related to the environment to complete statements about environmental responsibility. Afterwards, they read the statements again and say if they agree or disagree with them. Finally, students read about some companies’ initiatives to reduce waste and talk about how useful they are. 

In the task, students read environmental facts and complete verbs. Then, students decide what each fact is about (e.g. forests, plastic bags, etc.).

VIDEO AND DISCUSSION

In this part of the ESL lesson on Christmas consumerism, students examine a statement about stopping gift-exchanging for Christmas and think of arguments in its favour. Afterwards, they watch part of a video about this idea. Students compare their ideas with those mentioned in the video. Moving on, they think of counterarguments to the statement about ditching gifts at Christmas. They then watch the rest of the video (from 03:11) and check if their counterarguments are mentioned. Following that, students discuss gift-giving and de-influencing Christmas. Next, they review alternatives to gift-giving (e.g. White Elephant, Secret Santa, charity) and share their experiences and opinions. Finally, students examine opinions on regulating Christmas consumerism and traditions (e.g. Holiday sales should be banned). They write ‘Yes’ or ‘No’ to show if they agree. Then, students work in pairs, comparing their answers and exchanging arguments. They use the target vocabulary from the lesson.

HOMEWORK/REVISION

This ESL lesson on Christmas consumerism also includes an additional task that you can use as homework or revision. In the task, students choose three phrases about consumerism and use them to write either a company memo or a pitch for sustainable and eco-friendly Christmas celebrations. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.