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The document provides an overview of Agatha Christie, a renowned crime writer, detailing her biography, writing techniques, and the impact of her work. It includes activities for students to engage with a TED talk about Christie's methods for crafting mysteries, as well as reading excerpts from her stories. The document emphasizes the importance of setting, character development, and the use of clues in her writing.

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0% found this document useful (0 votes)

41 views175 pages

Extra activities (1)

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HEAAADERLOGORIGHT

GENERAL ENGLISH · ENGLISH IN VIDEO · UPPER-INTERMEDIATE (B2-C1)

AGATHA
CHRISTIE’S
SECRETS
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1 Warm up

Agatha Christie is a famous English crime writer. Read this short biography and choose the best
options to complete the sentences.

Agatha Christie was born in 1890 in Torquay, Devon. She had two older siblings who were
away at school, but she was taught at home, possibly because she suffered from terrible
shyness. / a learning disability / a lung disease 1 . During the First World War, Agatha worked
as a pharmacist / an ambulance driver / a spy 2 . Christie’s first novel, The Mysterious Affair at
Styles was only accepted by a publisher on condition she cut some of the dialogue / remove
one of the main characters / rewrite the last few pages 3 . She went on to write many more
crime stories. Her books have sold more than 100 million / 1 billion / 50 million 4 copies and
have been translated into more than 50 / 100 / 160 5 languages. Her works have also been
adapted as films, TV shows and plays. One of her plays, The Mousetrap, ran continuously for
6
more than 60 / 40 / 25 years at theatres in London. Christie also wrote poetry / horror
7
stories / romances under a different name. She married twice; her second husband was a
famous painter / diplomat / archaeologist 8 . She died in 1976.

Are you a fan of Agatha Christie’s work? Why/not?

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UPPER-INTERMEDIATE (B2-C1)

AGATHA CHRISTIE’S SECRETS

2 Tune in

You are going to watch a TED talk called, "How to write the perfect crime, according to Agatha
Christie." It’s a good idea to start with the introduction to a talk like this so you can get used to the
speaker’s accent and speed of delivery.

Watch 00:00 – 00:52 of this talk and then say whether these sentences are true or false.

1. Agatha Christie’s sister Madge thought writing was a waste of time.

2. The sisters made a bet about Christie’s writing.

3. Christie wrote almost ﬁfty mystery stories.

The speaker says that the rest of the talk will describe Christie’s techniques for presenting crimes in
her novels. Predict at least three things you think you will hear about in the talk.

3 Watching part 1

Work in A/B pairs – ﬁnd your own list of questions to answer. Watch 00:52 – 02:43 of the talk. It’s
best if you just focus on watching this part of the talk and make notes afterwards. Then share answers
in pairs.

Student A

1. What two examples does the speaker give about the locations Christie uses?

2. How have some people criticised Christie’s characters?

3. Why did Christie often include stereotypes about certain occupations and ethnic groups?

4. Where did Christie get ideas for dialogue?

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AGATHA CHRISTIE’S SECRETS

Student B

1. Why were Christie’s characters sometimes not sure if they could trust each other?

2. What kind of characters was Christie trying to include for her readers?

3. What does the speaker say about how modern writers use stereotypes?

4. What surprising thing did Christie do as she worked?

Extra activity: read the sentences from the video and use the context to explain the meaning of the
phrases in bold.

1. By restricting the scope of her stories, Christie limited possible suspects and built tension by
forcing characters to stay put — even with a killer among them.

2. By reducing people to a handful of simple traits, she provided readers with predictable suspects.

4 Video part 2

Watch 02:43-04:51 of the talk and complete the sentences with one missing word. The words you
need come from the talk and you do not need to change the forms.

1. Successful crime writers have to balance being both and confusing.

2. Readers can follow the story in Christie’s novels because the language is simple and .

3. A good is something that the reader remembers but may not completely understand.

4. In one novel, the and killer turn out to be the same person.

5. Neither Hercule Poirot nor Jane Marple, Christie’s most famous detectives, are
heroes.

Extra activity: read the sentences from the video and use the context to explain the meaning of the
phrases in bold.

1. She used short sentences and clear, snappy dialogue to help readers follow information.

2. But their outsider status is exactly what helps them slip past security and make suspectslet their
guard down.

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AGATHA CHRISTIE’S SECRETS

5 Reading
Read the opening of Christie’s 1923 story, The Plymouth Express Aﬀair.

Alec Simpson, R. N., stepped from the platform at Newton Abbot into a ﬁrst-class
compartment of the Plymouth Express. A porter followed him with a heavy suitcase. He
was about to swing it up to the rack, but the young sailor stopped him.

"No—leave it on the seat. I’ll put it up later. Here you are."

"Thank you, sir." The porter, generously tipped, withdrew.

Doors banged; a stentorian voice shouted: "Plymouth only. Change for Torquay.
Plymouth next stop." Then a whistle blew, and the train drew slowly out of the station.

Lieutenant Simpson had the carriage to himself. The December air was chilly, and he
pulled up the window. Then he sniﬀed vaguely, and frowned. What a smell there was!
Reminded him of that time in hospital, and the operation on his leg. Yes, chloroform; that
was it!

He let the window down again, changing his seat to one with its back to the engine. He
pulled a pipe out of his pocket and lit it. For a little time he sat inactive, looking out into
the night and smoking.

At last he roused himself, and opening the suitcase, took out some papers and magazines,
then closed the suitcase again and endeavoured to shove it under the opposite
seat—without success. Some hidden obstacle resisted it. He shoved harder with rising
impatience, but it still stuck out halfway into the carriage.

"Why the devil won’t it go in?" he muttered, and hauling it out completely, he stooped
down and peered under the seat....

A moment later a cry rang out into the night, and the great train came to an unwilling halt
in obedience to the imperative jerking of the communication-cord.

Can you comment on any of Christie’s techniques you heard about in the TED talk? Think about these
things:

• the setting
• the characters
• clues
• the language

Would you like to read more? Why/why not?

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AGATHA CHRISTIE’S SECRETS

6 Talking point

Discuss these questions in pairs or small groups.

Compare the ideas from the talk with your predictions from the tune-in stage.

Agatha Christie’s works have been updated for modern audiences in several ways. These
include removing oﬀensive language relating to ethnicity and gender from texts and casting
black actors into roles previously ﬁlled by white actors.

1. How important do you think it is to update the works in these ways?

2. What other ways could they be brought up to date?

Have you ever read or watched any of Christie’s stories in English, or would you like to? How can
language learners beneﬁt from Christie’s work in English? Think of at least three ways.

What do you know about Christie’s two most famous detectives, Jane Marple and Hercule Poirot?
Do you have any favourite ﬁctional detectives of your own? Are they non-traditional heroes?

Which of these Christie titles do you like the most? Why? How have these titles been translated into
your language?

7 Optional extension

Not many people know that Agatha Christie was an early adopter of surﬁng! Use your phones to ﬁnd
out more about this surprising fact.

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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

AGATHA CHRISTIE’S SECRETS

Transcripts

2. Tune in

Narrator: Agatha Christie is the best-selling novelist of all time. But in 1916, she wasn’t even the
most promising writer in her family. Her older sister Madge had already written several
short stories, while Agatha hadn’t published any. So when Agatha shared her desire to
write a mystery novel, Madge scoﬀed. She bet that Agatha wouldn’t be able to create a
compelling mystery — and certainly not something she couldn’t solve.

Narrator: Today, the novel that came of that bet stands alongside almost 100 other mysteries written
by Christie, each one a cleverly constructed puzzle box of clues, misdirection, and human
drama. So let’s investigate how she crafted these perfect crimes.

Part : -1-

Narrator: Christie designed her stories in many ways, but one of the most important decisions was
the setting. From a remote island to a snow-stalled train car, she favored locations isolated
from society. By restricting the scope of her stories, Christie limited possible suspects and
built tension by forcing characters to stay put — even with a killer among them. Sometimes
she further heightened the drama by making the characters strangers, unsure who they
can trust.

Narrator: But while her settings are eerie and extraordinary, her characters are just the opposite.
One of the biggest criticisms of Christie’s novels is that they’re full of two-dimensional
people. But Christie avoided complex characters for a reason. By reducing people to a
handful of simple traits, she provided readers with predictable suspects. Well, usually
predictable.

Narrator: Christie also used the audience’s expectations against them. However, this typecasting
sometimes relied on what contemporary readers know to be harmful stereotypes.
She frequently caricatured particular occupations and ethnic groups for comic eﬀect,
reinforcing the prejudices of her time. This is certainly not an element of Christie’s
work worth emulating, and fortunately, many modern mystery writers have found less
problematic ways to use this technique.

Narrator: Even when she got it wrong, Christie worked to make her characters feel authentic.
She closely observed the people around her, and constantly scribbled down details from
overheard conversations. She would then rearrange these details to piece her mysteries
together, often switching who the murderer was as she worked. This approach kept
information murky and disoriented even the sharpest readers.

Part: -2-

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Narrator: However, there’s an important balance to strike between being clever and being confusing.
Nobody wants to read a predictable mystery, but if things get too convoluted you can
lose your reader altogether. Christie handled this in part by keeping her language simple
and accessible. She used short sentences and clear, snappy dialogue to help readers
follow information. This kind of clarity is essential, because the best mysteries string their
audience along with a carefully laid trail of clues.

Narrator: With Christie, a good clue is one the reader will remember, but usually, fail to completely
understand. For example, when a character cries that “Everything tastes foul today,” just
minutes before he dies, the reader races to determine who poisoned his beverage. But
they’re likely failing to truly consider this clue. If everything tasted foul that day, then he’d
been poisoned long before that drink.

Narrator: Christie also used clues to intentionally mislead her audience. For example, readers might
recognize a clue associated with one suspect, only to learn that it was being used to frame
them. Other times, she built misdirection directly into the story’s structure— like when a
narrator reporting the murder is revealed to be the killer.

Narrator: Outside crime and clues, there’s one more ingredient in Christie’s formula: the detective.
Christie created many sleuths, but her most enduring are Hercule Poirot and Miss Jane
Marple. Neither this petit Belgian refugee nor this elderly amateur detective are traditional
heroes. But their outsider status is exactly what helps them slip past security and make
suspects let their guard down.

Narrator: As you might have guessed, Agatha won her sister’s bet. Her eccentric detectives, clever
clues, and simpliﬁed suspects form a blueprint that has stumped countless readers. And
now that you’ve uncovered her strategies, the only mystery left is what stories you can
tell with these secrets.

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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

AGATHA CHRISTIE’S SECRETS

Key

1. Warm up

5 mins.
Students ﬁnd out a bit about this well-known writer, who they may already be familiar with. They could work in
pairs but should not use their phones to access the internet. Check answers and pose the follow-up question to
elicit some brief responses around the class.
Sources:
https://en.wikipedia.org/wiki/Agatha_Christie
https://www.britannica.com/biography/Agatha-Christie

1. a learning disability
2. a pharmacist
3. rewrite the last few pages
4. 100 million
5. 100
6. 60
7. romances
8. archeologist

2. Tune in

10 mins.
Students tune into the talk – you could remind them that this is also a good strategy for them when they do
similar activities independently outside the classroom. Look quickly through the three sentences and play the
video 00:00 – 00:52 before checking answers with the class.

1. F – she had already written several short stories.

2. T – Madge said she wouldn’t be able to create a mystery that she (Madge) wasn’t able to solve. Madge lost the
bet!
3. F – she wrote almost 100 mysteries.
Pose the follow-up question and give students some time (working in pairs) to compile a list. Share some ideas
around the class. Students will refer back to the ideas they record during the talking point at the end of the lesson
so there needs to be individual or class records of these.
Note that there will be some unfamiliar vocabulary in the talk but reassure students that the activities in the
lesson have been designed to be accessible to them at this level and they do not need to understand every word
to complete them. The language of this talk is American English.

3. Watching part 1

10 mins.
Students watch the talk in two stages. Set up A/B roles, make sure students are looking at the correct questions
and give them a minute to look through their part of the activity. Play the recording 00:52-02:43; students should
focus on watching the video. They can then make notes and compare ideas in A+A/B+B pairs. You may want to

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AGATHA CHRISTIE’S SECRETS

play the segment a second time. If students need extra support, you can make the tapescript available to them.
Check answers in A+B pairs and then with the whole class.
Student A

1. A remote island and a train stuck in the snow.

2. They have been described as two-dimensional and simple.
3. For comic eﬀect.
4. She wrote down conversations she heard or overheard.
Student B

1. They were strangers.

2. Characters that could be predictable suspects.
3. They avoid them because it’s no longer acceptable to promote prejudice.
4. She sometimes changed who the murderer was as she went along.
If you have time, look at the ﬁnal activity, guessing meaning from context. These items contain some useful
vocabulary for this topic and this level.

1. remain in the same place or position 2. a few basic characteristics/qualities

4. Video part 2

10 mins.
Students demonstrate understanding of the second part of the video (02:43-04:51) by completing a gap ﬁll –
similar exercises can be found on both IELTS and Cambridge exams. They should look through the sentences
ﬁrst. Play the talk once – they should focus on watching at this stage. They can then check answers in pairs and
make notes. You may want to play the segment a second time. If students need extra support, you can make the
tapescript available to them.

1. clever 2. accessible
3. clue 4. narrator
5. traditional
If you have time, look at the ﬁnal activity, guessing meaning from context. These items contain some useful
vocabulary for this topic and this level.

1. brief, eﬀective and attention-catching

2. stop being careful about watching for danger

5. Reading

15 mins.
Students have an opportunity to enjoy extensive reading. Allow a few minutes for them to read the text. You can
decide how they should deal with unknown vocabulary – ignore it, guess the meaning, ask the teacher, or use a
dictionary. They can then answer the questions in pairs before you discuss the answers as a class. Sample answers
are provided; accept any reasonable responses.
- the setting: The setting is a train carriage; a train might be considered a closed space with a limited number of
suspects.
- the characters: The main character is or has been a sailor. The reader feels sympathy towards him as he tips the
porter generously and has been wounded, presumably in the service of his country. But this may be an example
of misdirection – he might have a secret too.

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- clues: There’s a strange smell of chloroform (this was used to put people to sleep during operations) and something
seems to be hidden under the seat. Someone pulls the cord to stop the train – possibly Simpson.
- the language: The language is possibly a bit advanced, but this is one of her earlier works.
Source:
Christie, Agatha, The Plymouth Express Aﬀair, Urbana, Illinois: Project Gutenberg. Retrieved 23 July, 2024 from
www.gutenberg.org/ebooks/19033.

6. Talking point

10+ mins.
Students respond to the issues raised in the lesson and reﬂect on their experiences. Encourage them to give
full answers, including reasons and examples and explore other points of view. Monitor and support and oﬀer
feedback as necessary, both in terms of content and language used.

Have you ever read or watched any of Christie’s stories in English, or would you like to? How can language
learners beneﬁt from Christie’s work in English? Think of at least three ways. Possible answers are that they
develop reading and listening skills, learn new vocabulary, consolidate grammar and spelling/pronunciation and
obtain cultural/historic knowledge about the setting. They can also enjoy themselves!
Which of these Christie titles do you like the most? Why? How have these titles been translated into your
language? Students could check the translated titles on their phones. Sometimes there are interesting diﬀerences.

7. Optional extension

10 mins.
This mini web quest activity is intended as a ﬁller or cooler if you have time in your lesson and allows students to
do some independent research. You might ask them to use English as the search language, in which case they are
practising their reading skills, or they could use their own L1 and practise mediation and translation skills as they
report the information. They could write a short summary of their ﬁndings.

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GENERAL ENGLISH · INCREDIBLE STORIES · UPPER-INTERMEDIATE (B2-C1)

THE ENDLESS
MYSTERY OF
EVEREST
QrrkoD Scan to review worksheet

Expemo code:
1FRM-R1LB-C4C

1 Warm up

In pairs, do internet research, complete the Mt. Everest fact sheet, and then discuss the questions.

1
height (m)

2
age (million years)

3
the ﬁrst year someone got to the top

4
the names of the people who got to the top
ﬁrst
5
the number of days it takes to get to the top

6
the amount in cm that Everest grows every
century

7
the number of times Kami Rita Sherpa has got
to the top

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THE ENDLESS MYSTERY OF EVEREST

Let’s chat.

1. Are you aware of any other noteworthy stories or facts to do with Everest?

2. Do you like to spend time going up mountains? Are you a fan of hill walking or climbing?

3. Why do you think some people ﬁnd the challenge of Mt. Everest so irresistible?

2 Focus on keywords

Match the underlined words to the deﬁnitions below.

1. We stayed up all night fuelled by coﬀee and energy drinks.

2. We knew it was hazardous to go out into the jungle, but we just loved adventure.

3. The team emerged triumphant after a very diﬃcult competition.

4. I became hooked on mountain biking when I was a little girl.

5. My friend once told me that there was a UFO sighting in his town, but I am pretty sure it was just
a plane.

6. The ﬁre alarm went oﬀ and brought an untimely end to the concert.

7. The passing of the main character in the show made a lot of viewers really upset.

8. I worked on a complicated joint enterprise with my business partner.

a. (adj.) enjoying something so much that you want to do it as much as possible

b. (adj.) very successful in a way that causes a lot of pleasure

c. (n) a large project, especially a diﬃcult one

d. (adj.) the state of being powered or energised

e. (adj.) involving risk or danger

f. (n) the fact of something ending or somebody dying

g. (n) a situation where someone sees something unusual for a short period of time

h. (adj.) happening sooner than is expected, usually related to something negative

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THE ENDLESS MYSTERY OF EVEREST

3 Listen for predictions

Part A: Look at the expressions below and with your partner try to predict the connection between
each term and a trip to climb to the top of Mt. Everest, then listen and see if you were correct.

Part B: Read the sentences from the audio and think about which words could go in the gaps. Afterwards,
listen one more time and check your predictions.

doomed fuelled hazardous hooked triumphant

1. "...is one that has kept people for years ..."

2. "...their ﬁnal push to the top only by a breakfast of tinned sardines..."

3. "...successfully negotiate the Second Steep a ﬁve-metre vertical section..."

4. "...and that is the 1924 expedition of Mallory and Irvine..."

5. "...The question of whether Mallory and Irvine were ..."

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THE ENDLESS MYSTERY OF EVEREST

4 Listen for details

Listen to the audio one more time and try to answer the following questions.

1. What did the two climbers eat to give them energy?

2. Who was Noel Odell?

3. What type of weather might have made things harder for Mallory and Irvine?

4. Where was the camera believed to be?

5. What did Conrad Anker use to help him ﬁnd Mallory’s body?

6. What is the latest hypothesis in relation to the camera?

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THE ENDLESS MYSTERY OF EVEREST

5 Discussion

Read through the questions then talk about them with your partner.

1. What did you think about the story? Did anything stand out for you?
2. Do you think it would be more diﬃcult to get to the summit in 1924? Why do you think that?
3. Do you think it is likely that they will ﬁnd the camera in the near future?
4. Have you ever lost something really important? What was it and how did you feel when you lost
it?

6 Focus on vocabulary

Part A: Match the following vocabulary to the deﬁnitions.

Group 1

1. cells (n) a. so shocking or surprising that it is hard to believe

2. staggering (adj.) b. something e.g., a building that you can see which lets you know
where you are
3. discarded (v) c. the process of being destroyed by natural forces

4. decay (n) d. smallest units of living matter that can exist on its own

5. landmark (n) e. got rid of something you didn’t need

Group 2

1. encounter (v) a. experience something while you are doing something else,
usually something negative
2. glistening (adj.) b. making you feel really upset, usually related to somebody else’s
suﬀering
3. distressing (adj.) c. able to use your senses and your brain to understand what is
going on
4. conscious (adj.) d. continue to do something despite diﬃcult conditions

5. persist (v) e. shining, sparkling brightly

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THE ENDLESS MYSTERY OF EVEREST

Part B: Put the vocabulary into the correct gaps in the following sentences.

cell conscious decay discarded distressing

encountered glistening landmark persisted staggering

1. While we were walking into the city centre, we a gang of drunk teenagers.

2. The huge rock out at sea acted as a for boats that were coming into shore.

3. I was so tired that I just my clothes on the ﬂoor and got into bed.

4. I with my studies even though I knew I was going to fail the exam.

5. I love the way that the ice is in my drink.

6. My white blood count started to go up quickly again.

7. The doctor told me that I would remain throughout the whole operation.

8. Even though I took good care of my teeth, they were showing signs of .

9. Some of the images in the documentary were incredibly .

10. It was that they tried to escape from jail more than once.

7 Skimming for general understanding

You are going to read an article about people who have passed away on Mt. Everest. Match the
following paragraph titles below to the paragraphs in the article (A-H).

1. Sad shoes
2. Left behind
3. Dead cells
4. Single-minded mountaineers
5. Life and death debate
6. Fatal area
7. Napping princess
8. Left to die but still alive

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THE ENDLESS MYSTERY OF EVEREST

The lost souls of Everest

Hundreds of bodies lie up on the mountain

If you ever ﬁnd yourself climbing the giant that is Mt. Everest and you manage to get yourself as high as 8,000m
you should probably take a moment, pat yourself on the back and then take an exceptionally deep breath. The
reason for this is because the 900m that follows has been gifted the quite terrifying nickname of "The Death
Zone".

The oxygen levels above 8,000m are so limited that your body’s cells begin to die, and this can lead to a whole
catalogue of horriﬁc things like extreme altitude sickness, heart attacks, strokes and ultimately death.

It is believed that since the 1920s over 300 people have lost their lives while trying to get to the top and due
to the staggering eﬀort that is required to bring the bodies back down, most of them are discarded. Around 200
bodies are presently on the mountain and due to the freezing temperatures, most of them are perfectly preserved
and show no signs of decay.

The most written about lost soul on Everest was given the name "green boots". Since 1996, the body of this
climber was located on the Northeast of the mountain and due to the eye-catching nature of his footwear, became
somewhat of a desperate landmark. Up until the body was moved in 2014, every climber who went up the north
side of Everest would encounter this fallen climber.

"Sleeping beauty" was a body of a female climber that was visible for nine years from 1998 to 2007. Francys
Arsentiev had become the ﬁrst female American to get to the top without the extra oxygen, but this lack of
oxygen would eventually lead to her death as she became disorientated and lost on her way down. Fellow climbers
who encountered Arsentiev just before she passed away had remarked that the frostbite had given her a skin a
glistening wax-like texture which was the reason for her distressing nickname.

One of the most controversial deaths on Mt. Everest is in relation to the passing of David Sharp who lost his
life at the age of just 34 in 2006. Sharp died shielding himself in the same cave as Green Boots and what makes
this circumstance such a burning issue is that it is believed that many hikers walked past Sharp while he was still
conscious but for reasons unspeciﬁed decided not to help him.

Sharp’s death brought on a moral debate around the ethics of mountaineering as it has been suggested around 40
climbers ignored Sharp and were more intent to get themselves to the top.

The great Sir Edmund Hillary even spoke up to rant against the selﬁshness of modern mountaineers. He strongly
stated "On my expedition, there was no way that you would have left a man under a rock to die.", and while the
debate persists, there can be no debate about the risks a person takes when they try to conquer the might of
Everest.

Sources: National Geographic, Business Insider, Big Think, NDTV, Ultimate Kilimanjaro, Alpine Eco, All That’s Interesting,
Eight Summits

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THE ENDLESS MYSTERY OF EVEREST

8 Reading comprehension
Read the following statements and decide if they are True (T) or False (F).

1. Even though everything above 8,000m is unsafe, you won’t die.

2. It is challenging to get bodies down from the mountain.

3. You cannot ﬁnd many articles written about green boots.

4. Francis Arsentiev was the ﬁrst woman from the USA to get to the summit.

5. People don’t know why fellow mountaineers did not help David Sharp.

6. Sir Edmund Hillary thinks the problem lies with climbers these days, not from his generation.

9 Discussion
Look at the questions and discuss with your partner.

1. Did you think the article was too dark or did you ﬁnd it interesting?
2. Why do you think the climbers didn’t stop to assist David Sharp? What would be the correct thing
to do morally?
3. Why do you think that people still choose to go into situations in which they might die? Can you
think of any other situations where people push themselves like trying to summit Mt. Everest?

10 Optional extension: vocabulary for conversation

Look at the expressions from the listening and the article, and with your partner try to guess the
meaning of each one. Then, to help you remember the language, have a chat with your partner, and
use them to talk about your life.

• ... but one mystery stands head and shoulders above the rest and that is the doomed 1924
expedition ...
• ... to get yourself as high as 8,000 m you should probably take a moment, pat yourself on the back
...
• ... Sir Edmund Hillary even spoke up to rant against the selﬁshness of modern mountaineers ...

Let’s chat

1. Is there any activity in which you think you stand head and shoulders above the rest of your family?
What is it?
2. In which situations do you often pat yourself on the back? Why do you do it at that time?
3. Are there any negative issues that you would like to stand up and rant against? What are they?

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THE ENDLESS MYSTERY OF EVEREST

Transcripts

3. Listen for predictions

Narrator: The mystery of the camera - A discovery that could change mountaineering history

Narrator: Mt. Everest is not short of a mystery or two. Tales of disappearing snowboarders,
disappearing astronauts and even mountain ghosts are legendary, but one mystery stands
head and shoulders above the rest and that is the doomed 1924 expedition of Mallory and
Irvine.

Narrator: George Mallory and Andrew Irvine were mountaineers from England who took part in the
third British expedition to Everest. The British climbers were heroic in their battle to be the
first individuals to get to the top. So, on June 6th at a height of 7,000m the fearless duo
would set off on their final push to the top fuelled only by a breakfast of tinned sardines.

Narrator: Two days later Noel Odell, a fellow mountaineer believed that he had spotted the two
successfully negotiate the Second Steep a hazardous five-metre vertical section. Odell
reported seeing two dots move towards the final pyramid of Everest and that is believed
to be the final sighting of either Mallory or Irvine.

Narrator: Unfortunately, neither Mallory nor Irvine survived as not long after Odell got a glimpse of
them the mountain was hit by a blizzard and the climbers never returned to camp. With
their untimely passing, it then became impossible to tell whether they were successful in
their enterprise.

Narrator: The question of whether Mallory and Irvine were triumphant is one that has kept people
hooked for years, especially in relation to a missing camera. It was believed that Mallory
was carrying a camera and if his body was found then the evidence on the ﬁlm could prove
once and for all if they made it to the top.

Narrator: In 1999 experienced mountaineer Conrad Anker used his climber’s intuition to wander oﬀ
the beaten path a little bit, and when he bent down to adjust his boot something caught
his eye. There lying face down on the mountain side was Mallory’s body. Anker gently
searched Mallory’s possessions but unfortunately, there was no camera to be found.

Narrator: The latest theory is that as Irvine was the more junior of the two it would have been more
likely that he would be carrying the camera to take photos of the more famous Mallory.
However, despite several searches Irvine’s body has never been found and this particular
mystery of Everest lives on.

THE ENDLESS MYSTERY OF EVEREST

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students to share their knowledge of
Everest.

1. 8,850 2. 60 3. 1953 4. Sherpa 5. 39-40 6. 40

Tenzing Norgay
& Sir Edmund
Hillary
7. 28

2. Focus on keywords

5 mins.
Make sure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrstly, and then compare answers with a partner.

1. → d. 2. → e. 3. → b. 4. → a. 5. → g. 6. → h. 7. → f. 8. → c.

3. Listen for predictions

Part A
5 min.
Put the students in pairs and ask them to make connections between the terms below and Mt. Everest. They then
listen to the audio to check and then share their answers with the class.

Part B
5 mins.
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the audio and ask the students to check their predictions.

1. hooked 2. fuelled 3. hazardous 4. doomed 5. triumphant

Sources for the audio:

www.watchmojo.com/articles/top-10-creepiest-mount-everest-mysteries
en.wikipedia.org/wiki/Mallory_and_Irvine_Research_Expedition
www.climbing.com/people/george-mallory-ﬁrst-to-climb-everest/
www.pbs.org/wgbh/nova/everest/lost/mystery/
thewire.in/history/mallory-irvine-second-step-everest
www.staeudtner.com/allgemein/second-step/
en.wikipedia.org/wiki/1924_British_Mount_Everest_expedition
jakenorton.com/noel-odells-ﬁnal-view-of-mallory-irvine-june-8th1924/

THE ENDLESS MYSTERY OF EVEREST

english.elpais.com/sports/2023-06-13/the-most-sought-after-camera-in-the-world-that-could-rewrite-the-history-
of-everest.html
www.hamilton.edu/news/story/conrad-anker-discusses-ﬁnding-mallory-on-mt-everest

4. Listen for details

5 mins.
Tell students that they are going to listen to the audio again, ask them to answer the questions and then compare
their answers with their partner.

1. "...top fuelled only by a breakfast of tinned sardines..."

2. "...Two days later Noel Odell, a fellow mountaineer..."
3. "...the mountain was hit by a blizzard...."
4. "...It was believed that Mallory was carrying a camera and if his body..."
5. "...used his climber’s intuition to wander oﬀ the beaten path a little bit..."
6. "...The latest theory is that as Irvine was the more junior of the two it would have been more likely that he
would be carrying the camera..."

5. Discussion

5 mins.
Students discuss talking points from the recording share their opinions and think about what might be coming up
in the second part of the lesson.

6. Focus on vocabulary

Part A
5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrstly, and then compare answers with a partner.
Group 1

1. → d. 2. → a. 3. → e. 4. → c. 5. → b.

Group 2

1. → a. 2. → e. 3. → b. 4. → c. 5. → d.

Part B
5 mins.
Ask students to identify which parts of speech could ﬁll the gaps before completing the exercise. Circulate and
help as needed.

1. encountered 2. landmark 3. discarded 4. persisted 5. glistening

6. cell 7. conscious 8. decay 9. distressing 10. staggering

THE ENDLESS MYSTERY OF EVEREST

7. Skimming for general understanding

5 mins.
Students should be encouraged to skim through the article and not to spend too much time reading, perhaps set
a time limit if your group of learners are comfortable with it.

A. 6. Fatal area B. 3. Dead cells

C. 2. Left behind D. 1. Sad shoes
E. 7. Napping princess F. 8. Left to die but still alive
G. 4. Single-minded mountaineers H. 5. Life and death debate

Sources:
education.nationalgeographic.org/resource/mount-everest/
www.businessinsider.com/mount-everest-death-zone-what-happens-to-body-2019-5
bigthink.com/strange-maps/everest-deaths/
www.ndtv.com/world-news/germs-coughed-and-sneezed-out-by-climbers-on-mount-everest-last-for-centuries-
3864306
www.ultimatekilimanjaro.com/green-boots-on-mount-everest-who-was-he-how-did-he-die/
alpineecotrek.com/blog/green-boots-in-mount-everest
allthatsinteresting.com/francys-arsentiev
allthatsinteresting.com/david-sharp
eightsummits.com/bills-articles/the-tragic-death-of-david-sharp/

8. Reading comprehension

5 mins.
Ask students to read in more detail and complete the exercise. Ask them to underline where they ﬁnd the answer.

1. False. ["...strokes and ultimately death..."]

2. True. ["...due to the staggering effort, that is required to bring the bodies back down..."]
3. False. ["...The most written about lost soul on Everest..."]
4. False. ["...the first female American to get to the top without the extra oxygen..."]
5. True. ["...while he was still conscious but for reasons unspecified decided not to help him..."]
6. True. ["...the selfishness of modern mountaineers..."]

9. Discussion

5 mins.
Students discuss talking points from the article and share their opinions with each other about the article, they
also link it to their own lives.

10. Optional extension: vocabulary for conversation

THE ENDLESS MYSTERY OF EVEREST

pat yourself on the back - congratulate yourself for something you’ve achieved
spoke up to rant against- expressed an opinion in a strong way

BRUCEPLOITATION

QrrkoD Scan to review worksheet

Expemo code:
1FRM-R1L5-262

1 Warm up

In pairs, discuss the following questions.

1. How many martial arts can you name? Have you ever tried any?

2. Do you think taking up a martial art can be good for your wellbeing?

3. Have you ever seen any ﬁlms that contain martial arts?

4. Why do you think that this type of ﬁlm is so popular?

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BRUCEPLOITATION

2 Focus on vocabulary 1

Match the words in bold to the deﬁnitions below.

1. The thought that he would never be successful had been ingrained in him since childhood.

2. Several people were injured in skirmishes on the other side of town.

3. He always yearned for a boat he could sail on the lake.

4. She had become disheartened at work because there was no chance of promotion.

5. A number of minorities continue to be persecuted within this country.

6. She had been an enigmatic dancer, and that is what made her so popular at the time.

7. I didn’t like the way the ﬁlm gloriﬁed violence.

8. My boss was annoyed with me but from my point of view, I thought I asked a legitimate question.

a. (n) short ﬁghts between small groups of people

b. (v) really want something, especially something that is diﬃcult to get

c. (adj.) mysterious and diﬃcult to ﬁgure out

d. (adj.) having lost hope

e. (v) treated someone in a cruel way often due to race, religion or political beliefs

f. (adj.) reasonable and acceptable

g. (v): describe or represent something in a way that makes it seem better or more important than it
really is

h. (adj.) deeply ﬁxed and not likely to change

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BRUCEPLOITATION

3 Listening for predictions

Part 1: Look at the information related to Bruce Lee in the box below. With your partner try to predict
how this information relates to him, then listen and check your predictions.

information your prediction correct answer

1
newborn baby

2
local gangs

3
University of Washington

4
Asian stereotypes

5
the age of just 32

Part 2: Read the sentences from the script and think about which words from the vocabulary section
could go in the gaps, only ﬁve are needed. Afterwards listen to the audio and check your predictions.

1. ... Bruce’s elegant and ﬁghting style became his trademark ...

2. ... Despite the success of his teaching Bruce still for a career in Hollywood ...

3. ... and had with the police...

4. ... smashed all kinds of box oﬃce records and in Asia, Bruce Lee was now a megastar
...

5. ... He felt that he was being because of his race ...

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BRUCEPLOITATION

4 Listening for details

Listen to the audio again and answer the following questions.

1. Who did Bruce get involved with when he was living in Hong Kong?

2. What did Bruce teach at the University of Washington?

3. What role did he take in 1966?

4. Which Bruce Lee movie was released in 1971?

5. What did The Chinese Connection smash?

6. According to the audio, how did Bruce Lee die?

5 Vocabulary for conversation 1

Look at the examples of natural language taken from the audio. With your partner, guess the meaning
of each one. To help you remember the expressions, have a discussion with your partner and use them
to talk about your life.

• ... It was primarily for this reason that his parents decided to send him to the USA to keep
his nose out of trouble ...
• ... and it has gone on to have an inﬂuence that spreads far beyond the movie industry ...
• ... Sadly though, Bruce Lee was not around to bask in the success ...

Let’s chat.

1. Did you keep your nose out of trouble when you were at school?
2. Can you think of any other person whose inﬂuence spreads far beyond the area that they work
in?
3. Can you remember a time in your life when you basked in your success?

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BRUCEPLOITATION

6 Focus on vocabulary 2

Part A: Match the following vocabulary to the deﬁnitions.

accelerated (v) burst onto (phr. v) exploitation (n)

(movie) marathon (n) renaissance (n) copycats (n)
genre (n) passing (n) ultimately (adv.)

1. in the end, ﬁnally

2. the act of something ending, or somebody dying

3. a particular style of music, movie etc.

4. a situation in which someone treats somebody else in an unfair way

5. made something happen faster

6. appear somewhere suddenly in a way that attracts a lot of attention

7. a situation where there is new interest in something from the past

8. people who adopt the behaviour of another person

9. a time spent watching many movies with a shared theme in a row

Part B: Put the vocabulary into the correct gaps in the following sentences.

accelerate burst onto copycats

exploitation genre marathon
passing renaissance ultimately

1. When I was younger, I loved action movies but now I would say my favourite is
comedy.

2. They use special chemicals to the growth of crops.

3. They are opening a Steven Spielberg ﬁlms at the cinema next week.

4. In the movie, the sudden of the main character caught many people by surprise.

5. Many believe that musicals are currently enjoying a long-awaited .

6. The of migrant workers is a serious problem for the government.

7. When she was about 18, she the hip-hop scene with her amazing rhyming skills.

8. It was the correct decision to leave my partner and move back home.

9. The artist’s impact has become so inﬂuential that soon many poor appeared on
the market.

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BRUCEPLOITATION

7 Skimming for general understanding

You are going to read the article about Bruce Lee and his lasting legacy. Scan the text and match the
following paragraph titles to the correct gap.

1. Exploring the mystery around Lee’s death

2. Talented copycat
3. Everlasting demand for more
4. Shifting from imitation to inspiration
5. Similar names start to take over
6. The rise of Bruceploitation ﬁlms
7. Filling the void in martial arts cinema

8 Reading for details

Scan the text again and decide if the following sentences are True or False. Justify your answers.

1. Bruce Lee’s limited number of ﬁlms contributed to a renewed interest in Bruceploitation ﬁlms in
indie cinemas today.

2. Bruce Lee’s sudden death led many ﬁlmmakers to create Bruceploitation ﬁlms, trying to capitalize
on his legacy.

3. Bruce Li’s ﬁlms mainly focused on Bruce Lee’s professional achievements rather than personal
controversies.

4. The popularity of Bruceploitation ﬁlms lasted through the 1980s without any challenges.

5. Jackie Chan became well-known in the late 1970s for his ability to imitate Bruce Lee’s style.

6. According to the article, there are more than forty Bruceploitation ﬁlms, indicating a high demand
for Bruce Lee-style adventures.

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BRUCEPLOITATION

Bruceploitation in the post-Bruce Lee world

Is imitation the sincerest form of ﬂattery?

A. __________ The impact that Bruce Lee had in the E. __________ Following hot on the heels of Bruce
world of both martial arts and cinema cannot be Li came Bruce Le, an actor who unlike the other
questioned, and while this impact was ultimately unskilled copycats managed to mirror Bruce Lee’s
positive, his sudden passing did leave a large hole in mannerisms almost perfectly. He starred in several
the movie industry. For many movie makers, they saw films starting with The Big Boss Part II in 1976 and
this as an opportunity to make their mark, and the ending with Return of Bruce in 1987. It was clear
simplest way to do this was through imitation. that Le was a skilled actor and he went on to have a
long and varied career even when the Bruceploitation
B. __________ The fact that there are over forty movies
movies started drying up in the eighties.
that fall within the genre of Bruceploitation is clear
evidence of the desire for moviegoers to experience F. __________ Despite their initial success, audiences
a Bruce Lee-style adventure one more time. Directors eventually got bored of this type of exploitation
from Hong Kong, Taiwan and South Korea were keen film and they moved onto something else. This
to hire Bruce Lee lookalikes and use them in their change was accelerated by another talented actor
films to attract big audiences. from Hong Kong who burst onto the scene in the late
seventies. Chan Kong-sang, professionally known as
C. __________ Of all the imitators it was probably the
Jackie Chan, took over where Bruce Lee left off and
renamed Bruce Li who initially attracted a lot of
ran with it. Chan was less about imitation and more
attention. A number of the original Bruceploitation
about inspiration and this might be one of the main
films were about Bruce Lee himself, with many
reasons that he became a superstar in his own right.
moviemakers being more interested in the events
Chan himself stated "I never wanted to be the next
that contributed to his death as opposed to the
Bruce Lee. I just wanted to be the first Jackie Chan."
events that lit up his life.
G. __________ These days there has been a renaissance
D. __________ Bruce Li, whose real name is Ho Chung-
in Bruceploitation films, and you can find indie
tao, starred in two movies that focused on Bruce
cinemas playing marathons some weekends in which
Lee’s relationship with Taiwanese actor Betty Ting
you can watch three or four movies in a row.
Pei. Bruce Lee was at Ting’s apartment when he
The demand for these pictures may come down
passed away and because of the sudden nature of his
to the fact that during his short life, Bruce Lee
death, a number of fingers were pointed at Ting. The
only completed four feature-length films, and for
Bruceploitation directors often used the conspiracy
someone so talented this portfolio of work was never
theories surrounding the affair as inspiration when
going to satisfy the millions that continue to adore
plotting their scripts.
him.

sources: clonesofbrucelee.info, screenslate.com, coolasscinema.com

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BRUCEPLOITATION

9 Vocabulary for conversation 2

Look at the examples of natural language. Using the context, guess the meaning of each phrase in
bold. Then, to help you remember the expressions, have a discussion with your partner. Use the
phrases to talk about your life.

• ... movie makers saw this as an opportunity to make their mark ...
• ... moviemakers being more interested in the events that contributed to his death ...
• ... as opposed to the events that lit up his life ...
• ... when the Bruceploitation movies started drying up in the eighties ...

Let’s chat.

1. Who do you think was the last actor to really make their mark in the movie industry?
2. What lifestyle choices can contribute to someone’s death?
3. What kind of things can light up your life when you are having a bad time?
4. What kind of jobs started drying up in your country?

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BRUCEPLOITATION

Transcripts

3. Listening for predictions

Speaker: The legendary life of Bruce Lee - a genuine 20th-century icon.

Speaker: Born in America but raised in Hong Kong, Bruce Lee is one that was ingrained in the
entertainment industry from the very beginning. In fact, his ﬁrst role was as a newborn
baby in Golden Gate Girl, which, despite only appearing in two scenes, provides us with a
historical screenshot of someone who became a Hollywood legend.

Speaker: Growing up as a teenager in Hong Kong wasn’t easy for Bruce or his parents. He got
involved with local gangs and had skirmishes with the police. It was primarily for this reason
that his parents decided to send him to the USA to keep his nose out of trouble. However,
there was one positive side eﬀect to hanging out with gangs - Bruce learnt the art of kung-
fu to protect himself.

Speaker: Back in America, Bruce ﬁnished high school and started studying Philosophy at the
University of Washington. When he was at the university, he started teaching the Wing
Chun style of martial arts to his fellow students, and quickly realised he had the charm to
entertain. It was this that encouraged him to open up two martial arts schools once he had
moved to California. Despite the success of his teaching, Bruce still yearned for a career in
Hollywood and in 1966 he took on the role of Kato, the sidekick to the Green Hornet in a
popular TV show.

Speaker: While auditioning for more acting jobs in California, Bruce started to feel more and more
disheartened with the type of roles he was being offered. He felt that he was being
persecuted because of his race and he was only being offered jobs that glorified Asian
stereotypes. Bruce did not want to be associated with that kind of world, and, as a result,
he packed up and flew back to Hong Kong.

Speaker: Bruce’s first release in Hong Kong was The Big Boss aka Fists of Fury in 1971. The
overwhelming success of the movie was music to his ears. Bruce’s elegant and enigmatic
fighting style became his trademark, and the Hong Kong audiences couldn’t get enough of
it. His next movie - The Chinese Connection - smashed all kinds of box office records and in
Asia, Bruce Lee was now a legitimate megastar.

Speaker: Unfortunately, achieving success in America was still painfully slow, but this was all due
to change with the release of Enter the Dragon. This ﬁlm was a success everywhere it
was released, and it has gone on to have an inﬂuence that spreads far beyond the movie
industry. Sadly though, Bruce Lee was not around to bask in the success that his prestigious
talent had presented him with, because at the age of just 32 Bruce Lee went for a nap, and
never woke up.

BRUCEPLOITATION

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to share their previous
knowledge and their opinions in relation to martial arts and the movie industry. Monitor and provide on-the-spot
feedback when appropriate.
You may want to elicit the phrase: martial art (n)- any of the ﬁghting sports that include judo, karate, taekwondo
etc.

2. Focus on vocabulary 1

5 mins.
Make sure students can correctly pronounce the target vocabulary. First, ask them to complete the task by
themselves, then compare answers with a partner.

1. → h. 2. → a. 3. → b. 4. → d.
5. → e. 6. → c. 7. → g. 8. → f.

3. Listening for predictions

Part 1
10 mins.+
Put the students in pairs and ask them to fill in the prediction column, then listen to the audio and fill in the correct
answer. Students compare their answers with their partner.
You may want to provide the students with the fact that the official cause of Bruce Lee’s death was cerebral oedema
(brain swelling). The brain swelling is believed to have been triggered by an adverse reaction to a painkiller he had
taken for a headache, after which he fell asleep and did not wake up again.

1. "his first role was as a newborn baby in a movie called Golden Gate Girl"
2. "he got involved with local gangs"
3. "started studying Philosophy at the University of Washington"
4. "and he was only being offered jobs that glorified Asian stereotypes"
5. "because at the age of just 32 Bruce Lee went for a nap, and never woke up"
Part 2
5 - 10 mins.
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the audio and ask the students to check their predictions.

1. enigmatic 2. yearned
3. skirmishes 4. legitimate
5. persecuted
Audio sources:
https://bruceleewashere.com/timeline
https://en.wikipedia.org/wiki/Bruce_Lee

BRUCEPLOITATION

https://www.scmp.com/magazines/style/celebrity/article/3167557/bruce-lees-forgotten-child-star-start-enter-dragon-
and
https://artsandculture.google.com/story/11-amazing-facts-about-bruce-lee/NwJS7wlTt5sELw
https://www.britannica.com/biography/Bruce-Lee
https://www.imdb.com/name/nm0000045/
https://www.biography.com/actors/bruce-lee
https://people.com/bruce-lee-death-what-to-know-7562905
http://www.clonesofbrucelee.info/

4. Listening for details

10 mins.
Tell students that they are going to listen again. Ask them to answer the questions and then compare their answers
with their partner.

1. "...he got involved with local gangs..."

2. "...he started teaching the Wing Chun style of martial arts..."
3. "... in 1966 he took on the role of Kato, the sidekick to the Green Hornet..."
4. "...The Big Boss aka Fists of Fury..."
5. "...all kinds of box oﬃce records..."
6. "...Bruce Lee went for a nap, and never woke up..."

5. Vocabulary for conversation 1

5 mins.
Ask students to look through the paragraph together and try to guess the meaning. Monitor to support. Then
allow them to personalise the vocabulary with a quick discussion.
keep his nose out of trouble - avoid becoming involved in someone else’s problem(s)
spreads far beyond - extend over a larger area of space or time
bask in the success - enjoy the attention that comes with being successful

6. Focus on vocabulary 2

Part A
5 mins.+
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare their answers with a partner.

1. ultimately (adv.) 2. passing (n)

3. genre (n) 4. exploitation (n)
5. accelerated (v) 6. burst onto (phr. v)
7. renaissance (n) 8. copycats (n)
9. (movie) marathon (n)
Part B
5 mins.
Ask students to identify which parts of speech could ﬁll the gaps before completing the exercise. Circulate and
help as needed.

BRUCEPLOITATION

1. genre 2. accelerate
3. marathon 4. passing
5. renaissance 6. exploitation
7. burst onto 8. ultimately
9. copycats

7. Skimming for general understanding

10 mins.
Tell the students that they are going to read the article about Bruce Lee and his lasting legacy. You may want
to set a time limit and highlight the diﬀerences between skimming and scanning at this point. Ask the students
to match the paragraph titles to the correct paragraph of the article on page seven. You may want to elicit the
phrases: conspiracy theory - a theory that explains how an event happened usually as the result of a secret plot;
void - a large hole or an empty space.
Answers:
A. Filling the void in martial arts cinema
B. The rise of Bruceploitation ﬁlms
C. Exploring the mystery around Lee’s death
D. Similar names start to take over
E. Talented copycat
F. Shifting from imitation to inspiration
G. Everlasting demand for more

8. Reading for details

5 - 10 mins.
Ask the students to scan the text on page seven again and decide if the following sentences are true (T) or false
(F). Monitor the task, then check their answers together as the class. Ask them to justify their answers with the
correct passages / information from the text.

1. True.
2. True.
3. False. [Bruce Li’s ﬁlms often focused on Bruce Lee’s personal controversies]
4. False. [the popularity of Bruceploitation ﬁlms eventually declined]
5. False. [Jackie Chan was known for his unique style and inspiration rather than imitation]
6. True.
Article sources:
https://en.wikipedia.org/wiki/Bruceploitation
http://www.clonesofbrucelee.info/
https://www.screenslate.com/articles/golden-age-bruceploitation-spectacle
https://en.wikipedia.org/wiki/Bruce_Le
https://mydramalist.com/people/48623-bruce-le
https://www.screenslate.com/articles/double-dragon-interview-bruce-le
http://www.coolasscinema.com/2024/01/imitating-dragon-historical.html
https://en.wikipedia.org/wiki/Jackie_Chan

BRUCEPLOITATION

https://grandillusioncinema.org/series/bruceploitation-bonanza/

9. Vocabulary for conversation 2

5 mins.
Ask students to look through the sentences together and guess the meaning of the phrases in bold. Monitor to
support and then allow them to personalise the vocabulary with a quick discussion.
make their mark - become noticed or famous for doing something impressive
contributed to his death - the reasons that somebody passed away
lit up his life - positive events that made him feel happy
started drying up - the gradual reduction of something until there isn’t any left

EXPERIENCE
MACHINE

QrrkoD Scan to review worksheet

Expemo code:
1FRM-R1LB-001

1 Warm up
In pairs, discuss the following situation.

You are oﬀered the chance to be plugged into a machine. The machine will keep you alive
and healthy and it will make you convinced that you are experiencing all of the most
incredible things you can imagine doing in your life without you being aware that you are
attached to a machine while they are happening.

Would you choose to be attached to the machine? Why/Why not?

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EXPERIENCE MACHINE

2 Reading for accuracy

Choose the correct word A - C to complete the gaps 1 - 10 in the article below.

1. a. option b. statement c. question

2. a. theory b. opinion c. thought
3. a. ending b. conclusion c. ﬁnale
4. a. view b. outlook c. sight
5. a. awareness b. situation c. experience
6. a. defeat b. breakdown c. failure
7. a. sliced b. chopped c. cut
8. a. eaten b. consumed c. fed
9. a. underestimate b. underage c. underscore
10. a. down b. on c. up

In or out?

The experience machine

In his book, Anarchy, State and Utopia, Robert Nozick, an American philosopher, posed a
1
. He asked whether, given the choice, people would happily plug themselves into
a machine that allowed them to live their dreams without being aware that that’s what they were
2
doing. In their minds, the experience would be entirely real. It was designed as a
experiment to show that hedonistic pursuits were not really what motivated people, nor should they
be. His position was that they would not as authenticity of experience is valuable to humans, even
when it creates diﬃculty. Yet since it was ﬁrst published half a century ago, there have been some
3
developments that throw his into question.

The first game console was sold two years prior to Nozick’s book being published. It wasn’t long before
they’d become a global phenomenon and the 2D platform games had given way to fully immersive
4
worlds that players were able to experience from a first-person point of . In addition,
5
the internet meant that people were able to collaborate online in games and share the
with friends. While not exactly the same as Nozick’s machine, there have been signs that some people
were lulled into the pleasure of the experience of gaming in much the same way. Several people have
6
died following extended sessions of gaming, from exhaustion, dehydration and heart .
The inability to focus on the most basic of their real-life needs lends itself to their premature deaths.
Some of the deaths followed binges lasting for well over 24 hours and in some cases as many as 50.
7
Gaming cafes provide an environment where players can be physically off from human
interaction and be supplied with food and drink which is as close to Nozick’s machine as you can get.
Several deaths have happened in such establishments.

In everyday life, machines in the form of algorithms are already impacting our lives and changing our
experience of the world. Most of us see the news stories and events that will most attract our interest
8
which are to us via social media and search engines which know our preferences.
All of this tends to confirm our biases and make us view the world in a particular political and social
light. In the form of our devices, we carry the machines we’re plugged into with us and it’s difficult to
9
the effect this has on our feelings. There have been numerous studies showing the
negative effect that social media can have on our state of mind, yet its popularity persists.

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EXPERIENCE MACHINE

When Nozick’s question was posed, we did not have the technology or the world we have now. It’s
10
interesting that he was able to oﬀer a choice as to whether or not we should be hooked
to the experience machine. Since then, video games have created worlds that allow gamers to escape
reality which they have willingly paid money to enter, even when it was at odds with their own health
and needs. So perhaps more people would entertain the experience machine than he thought? The
other possibility is that the machine will slowly take over our reality without us really noticing or
caring. Just as we obsessively record and manufacture our own experiences, we consume the curated
experiences of others. Perhaps alongside technology, we will be both the machine and its willing
captive.

Sources: thegamer.com, bbc.com, ncbi.nlm.nih.gov

3 Finding vocabulary

Find vocabulary in the article on page three that has the same meaning as the following deﬁnitions.

1. being according to the idea that pleasure is the most important element of
life (adj., para. A)
2. making you feel entirely involved in, or surrounded by, an experience (adj.,
para. B)
3. make someone feel relaxed and conﬁdent, particularly when they are not
aware that something negative is about to happen (phr. v, para. B)
4. the state of not having enough water in your body (n, para. B)

5. a period of time when you do something much more than is usual or healthy
(n, para. B)
6. keep going despite something making it more diﬃcult (v, para. C)

7. being chosen carefully to present to an audience (adj., para. D)

8. a person who can not escape from the place or situation that they are in (n,
para. D)

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EXPERIENCE MACHINE

4 Reading comprehension
Decide which paragraphs A - D the following ideas and information can be found in. Write A, B, C or
D for each one.

1. People tend to ignore the warnings regarding how social media impacts us negatively.

2. A clariﬁcation of whether gaming or Nozick’s question came ﬁrst.

3. The length of time that some people indulged in video games without rest.

4. The reason for Nozick’s question being asked.

5. The suggestion that people in future may not realise that they are attached to an ‘experience
machine’.

6. Reasons for fatalities connected to gaming.

7. The suggestion that the way life appears online isn’t genuine.

8. The suggestion that certain types of business may have added to the issues around gaming for
extended periods.

5 Focus on vocabulary
Complete the deﬁnitions with the phrases below.
a large amount a period of time become healthier computer screen
make people think the reality very powerful without any hope

1. narcotic (n) - an illegal drug that is

2. propaganda (n) - ideas that aim to a certain way without giving a full picture of a
situation

3. revolutionary (adj.) - requiring of change

4. arduous (adj.) - requiring a lot of eﬀort over

5. sham (n) - a situation where is not the same as how it appears

6. despondent (adj.) - feeling unhappy and

7. pixel (n) - a small area on a which makes up a whole image

8. detox (n) - the process of going without something to

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EXPERIENCE MACHINE

6 Listening for gist

Listen to three people talk about the experience machine. Which of the following questions do you
think they are answering?
1. What do you think the experience machine question tells us about
humans?
2. Do you think most people these days would plug into the experience
machine, or not?
3. What would you do if you were oﬀered the chance to use the
experience machine?

4. Do you think people’s answers to the experience machine question

have changed over time?

7 Listening comprehension
Complete the following table by ticking the correct boxes to answer the questions.

8 Talking point
In pairs, discuss the following questions.

1. What do you think the experience machine question tells us about humans?
2. Do you think most people these days would plug into the experience machine, or not?
3. What would you do if you were oﬀered the chance to use the experience machine? Why?
4. Do you think people’s answers to the experience machine question have changed over time?
5. What activities do you do that remove you from reality for a period of time? Do you try to limit
the amount of time you spend doing them? Why/Why not?

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EXPERIENCE MACHINE

9 Extended activity/Homework

Read the following question.

‘Action may not always bring happiness, but there is no happiness

without action.’ - William James

To what extent do you agree with the above quote? How does it relate to the idea of the
Experience Machine?

You should:

• Write at least 250 words.

• Check your grammar, spelling and punctuation.

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EXPERIENCE MACHINE

Transcripts

6. Listening for gist

Narrator: Speaker A

Speaker A: I think everybody already does, don’t you? I mean, the experience machine comes in lots
of forms: narcotics, ﬁlms, social media, and even holidays if you think about it. For most
people, a holiday is an escape from their real life to a place where they like the weather
more and they don’t have to deal with the usual demands. There’s a real feeling I think for
a lot of people that we’ve lost control over our societies, over our governments, over the
media. Corporate interests have used propaganda to create a world for millions where
there’s just endless work with little hope of having meaningful free time or being able to
have your own home. There’s not enough healthcare, millions are suﬀering from poor
mental health, and communities are no longer what they were. People are lonely. So
yeah, I think a lot of people, given the choice, would plug in. It’s the world we’ve created
for ourselves. It’s so bad, we need to escape it. It’s either taking revolutionary action or
that. The powers that be will never let a real revolution happen.

Narrator: Speaker B

Speaker B: I think that most people wouldn’t want to. Don’t get me wrong, life is arduous. But
everyone has those moments of happiness. It could be just sitting down to a meal at the
end of the day, or doing really well at your job or something you’ve created, or falling
in love. Those things are real. Real happiness, when it happens, is like nothing else and
even if it can be manufactured, plugging into a machine knowing that nothing was going
to be real, I think most people would reject it. I was prescribed antidepressants some
time ago when I was going through a rough patch. I ended up not taking them because,
as bad as I felt, I didn’t want to feel fake, OK? I wanted to know that if I felt good, it was
genuine. I think it is the same thing. Better to have a small dose of real happiness than a
large dose of something that’s a sham.

Narrator: Speaker C

EXPERIENCE MACHINE

Speaker C: I have to admit that there have been days when I’ve rushed home from work desperate
to log on to Call of Duty. I love it because when I’m playing, I’m not thinking about any of
the stupid stuff I deal with in the office. I’ll often play it from when I get home until, well,
past when I’m meant to go to bed. I do feel a bit despondent when I switch off though as
I suppose I’m acutely aware that I’ve just been playing with pixels and none of it is real.
I did go on a social media detox a while back and I noticed how much better I felt about
the world, but also more isolated from it. I felt a bit like an outsider. You realise though
that when you read a lot of news stories, they want you to read the stories so they make
them sensational when they are usually just someone’s opinion or even worse, someone
trying to sell you something, whether it’s a product or a political belief. I think getting
to the level of happiness that the machine could offer in real life is hard, but you know,
sometimes, contentment is enough. There are still good books and kittens and ice cream.
You don’t have to be doing well in all areas of life to be happy.

EXPERIENCE MACHINE

Key

1. Warm up

5 mins.
This task poses the central question that the lesson is based on. This allows students to consider their own point of
view ahead of reading about the history of the question and its implications. Ask students to discuss the questions
in pairs and small groups. You may want to list with the class some of the reasons why people would and wouldn’t
choose to be attached to the machine.

2. Reading for accuracy

5 mins.
You may want to set a strict time limit on this task in order to encourage students to skim and scan rather than
read in detail.

1. question 2. thought 3. conclusion 4. view 5. experience

6. failure 7. cut 8. fed 9. underestimate 10. up
Sources:
https://www.thegamer.com/15-people-who-have-died-playing-video-games/
https://www.bbc.com/future/article/20240321-experience-machines-thought-experiment-that-inspired-matrixs-
greatest-question
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9789564/

3. Finding vocabulary

5 mins.
This task highlights some of the higher-level vocabulary and will aid with comprehension.

1. hedonistic (adj.) 2. immersive (adj.) 3. lull into (phr. v) 4. dehydration (n)

5. binge (n) 6. persist (v) 7. curated (adj.) 8. captive (n)

4. Reading comprehension

10 mins.
Ask students to read more carefully and underline where they ﬁnd the answer. Afterwards, ask students to use
the context of the text to understand the meaning of the idioms and phrases.

1. C - There have been numerous studies showing the negative eﬀect that social media can have on our state of
mind, yet its popularity persists.
2. B - The ﬁrst games console was sold two years prior to Nozick’s book being published.
3. B - Some of the deaths followed binges lasting for well over 24 hours, and in some cases as many as 50.
4. A - It was designed as a thought experiment to show that hedonistic pursuits were not really what motivated
people, nor should they be.
5. D - The other possibility is that the machine will slowly take over our reality without us really noticing or caring.

6. B - Several people have died following extended sessions of gaming, from exhaustion, dehydration and heart
failure.

EXPERIENCE MACHINE

7. D - Just as we obsessively record and manufacture our own experiences, we consume the curated experiences
of others.
8. B - Gaming cafes provide an environment where players can be physically cut oﬀ from human interaction and be
supplied with food and drink which is as close to Nozick’s machine as you can get. Several deaths have happened
in such establishments.

5. Focus on vocabulary

5 mins.
Ask students to complete the vocabulary unaided in the ﬁrst instance, but allow them to check with a reference
later if needed.
Be sure that students can correctly pronounce the target language.

1. very powerful 2. make people think 3. a large amount 4. a period of time

5. the reality 6. without any hope 7. computer screen 8. become healthier

6. Listening for gist

5 mins.
This oﬀers students a chance to get a general idea of the content of the audio ahead of the main comprehension.

2. ✓ Do you think most people these days would plug into the experience machine, or not?

7. Listening comprehension

10 mins.
Ask students to complete the table after the ﬁrst listening. Then allow them to listen again to check their answers.
You may want to point out that it’s possible for a question to have more than one answer.

8. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups. Circulate and help as needed.

EXPERIENCE MACHINE

9. Extended activity/Homework

40 mins+.
Ask the students to consider their own reaction to the quote and how it relates to the work and discussions they
have had during the lesson about the Experience Machine. Be sure to give them feedback on their work.

CASIO
RELEASES AI
PET
QrrkoD Scan to review worksheet

Expemo code:
1FRM-N1LE-701

1 Warm up
Look at the pictures below. Why do people have these kinds of pets? Which type of pet do you think
requires the least amount of work? Can a relationship with a pet replace human relationships? Would
you like to have a robotic pet, or would you prefer a real one? Discuss the questions in pairs.

picture A picture B

picture C picture D

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CASIO RELEASES AI PET

2 Pre-listening task: general vocabulary

Part A: Match words with the correct deﬁnitions.

Group 1:

1. creature (n) a. a living thing, real or imaginary, that can move around, such as
an animal
2. bond (n) b. made to appear to exist by the use of computer software, for
example on the internet
3. anxiety (n) c. needing a lot of your time, attention, or eﬀort

4. virtual (adj.) d. used to say that something may develop into something

5. demanding (adj.) e. to or in a foreign country, especially those separated from your

country by the sea or ocean
6. overseas (adv.) f. ﬁx the price of something at a particular level

7. price (v) g. an interest, experience, or feeling that makes two people feel
connected
8. potentially (adv.) h. the state of feeling nervous or worried that something bad is
going to happen

Group 2:

1. dementia (n) a. a place where people live and are cared for when they cannot
live at home or look after themselves
2. pixellated (adj.) b. covered with fur

3. furry (adj.) c. a pet

4. companion animal (n) d. look like or be similar to another person or thing

5. resemble (v) e. a feeling of being unhappy because you have no friends or

people to talk to
6. care home (n) f. helping to cure a disease or improve your health

7. loneliness (n) g. describing a low-resolution digital image of something

8. therapeutic (adj.) h. a brain condition, mostly aﬀecting older people, in which a

person has diﬃculties with memory, thinking, control of the
body, etc. that are severe enough to aﬀect daily life

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CASIO RELEASES AI PET

Part B: Discuss these questions in pairs.

1. Why do you think people started having companion animals instead of using animals for work?

2. Can a pet help with loneliness? Why/why not?

3. In which ways could owning a pet be therapeutic?

4. Do you think it would be a good idea to give robotic pets to older people in care homes? Why/why
not?

5. If a robotic pet resembles a real animal, are users more likely to treat it like a real pet?

3 Listening for specific information

Part A: Listen to the report. Tick the items you hear mentioned. Which three items were not mentioned
in the audio?

solution rabbit

machine plans

computer device

screen app

robot society

Part B: Look at the underlined phrase in the sentence below. What do you think the phrase means?
Have you followed in the footsteps of your parents? Discuss in pairs.

It’s unlikely that another animal on Earth will ever follow in our footsteps.

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CASIO RELEASES AI PET

4 Listening comprehension

For each question, select the answer that most accurately reﬂects the information given in the audio.
Listen to the report again to check your answers.

Group 1:

1. Where is Casio based?

a. South Korea

b. Japan

c. United States of America

2. What did Casio make its name producing?

a. computers and video games

b. products for pets

c. calculators and digital watches

3. How much does the Moﬂin cost?

a. 54,900 yen b. 59,400 yen c. 94,500 yen

4. What is Aibo?

a. a digital watch b. a video game c. a robotic dog

5. When was Aibo released?

a. 1999 b. 2009 c. 2023

Group 2:

1. Who produced the Tamagotchi?

a. Sony b. Bandai Namco c. Casio

2. Which animals does the Moﬂin resemble?

a. a rabbit or a chinchilla

b. a hamster or a guinea pig

c. a cat or a duck

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CASIO RELEASES AI PET

3. How can Moﬂins communicate with their owners?

a. by making noises or through an app

b. with a camera and a small LCD screen

c. through a series of ﬂashing lights

4. How many pet cats live in Japan?

a. 7.1 million b. 9.7 million c. 8.9 million

5. What type of animal is Paro?

a. a robotic cat b. a robotic seal c. a robotic hamster

5 Pre-reading task: general vocabulary

Part A: You are going to read an article in which four individuals share their opinions on robotic and
AI pets. Scan the text quickly and ﬁnd words that match the synonyms and deﬁnitions below in each
paragraph.

Group 1:

1. (adj., para. 1): busy

2. (adj., para. 1): loving or caring very much about someone or something

3. (n, para. 2): a large dog that can be yellow, black or brown in colour

4. (v, para. 2): (of dogs) making a short, loud sound

5. (v, para. 2): (of a dog, wolf, etc.) to make a long, loud call

6. (adj., para. 2): loving

7. (v, para. 2): move your hand gently and slowly over an animal’s fur or hair

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CASIO RELEASES AI PET

Group 2:

1. (adv., para. 2): greatly

2. (n, para. 3): dementia

3. (v, para. 3): always thinking and talking about somebody/something in a way
that is not reasonable
4. (adj., para. 3): furry

5. (adv., para. 4): rarely

6. (n, para. 4): love and care

7. (n, para. 4): the chemical structure and behaviour of a particular substance

Part B: Look at the underlined phrase in the sentence below. What do you think the phrase means?
Can you think of a time when you tried to do something even though you thought you would probably
fail? Discuss in pairs.

I’m going to take the exam anyway, even though I

haven’t studied much, as I think it’s worth a shot.

Are robot pets here to stay?

Four individuals share their opinions

1. Chris, 42

My marriage broke down last year, and I found myself spending a lot of time alone. My wife took the dog, which
was fair enough, as she used to walk him every day, but I still felt like I was missing something. Friends suggested
getting a new pet, but I have quite a hectic working life, so I thought it wouldn’t be fair on the animal. That’s when
I found Jossy, from RealityEX. Jossy is about the size of a small cat and covered in fur. She moves around the
apartment with her robotic legs. She makes cat-like noises when she wants attention, but I don’t need to feed her
or anything like that. Jossy doesn’t scratch the furniture or disturb the neighbours. She’s loyal and devoted to me,
which is what I need at the moment.

2. Fiona, 21

We’ve always been a dog family, although we did have a cat when I was very young. We’ve had our current
labrador, Jack, for twelve years now. He’s a bit slower than he used to be, but just as loving. When he was a
puppy, he went through a phase of barking a lot, but he’s generally very well-behaved. Jack likes to watch football
on TV. He howls if somebody in the family is upset, or if the phone rings. He’s very aﬀectionate, and he loves to
be stroked behind the ears. I can’t imagine replacing him with a machine. When he’s no longer with us, we’ll all
miss him dearly, but the memories we’ll have of his silly old face will last us for our whole lives.

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3. Rachael, 38

My father was diagnosed with Alzheimer’s in his late fifties. Although my brother and I live on opposite sides of
the country, we spend as much time as possible with him. He tends to get a little confused when we visit, and
kept talking about our old dog, Bryan. Bryan died over two decades ago, but my father seemed fixated on him.
My brother, Dan, saw an advert by chance about robotic pets for people with dementia. When we discussed it
with dad’s medical team, they thought it was worth a shot. We bought him an AI pet called Rex-9, which looks a
bit like a dog. It’s soft and fluffy, but can move around a little bit and make noises. My father seems a lot calmer
since Rex-9 arrived, although he does still ask about Bryan, sometimes.

4. Michael, 27

A friend from school, Billy, posted on social media about his new AI dog. I sent him a message and it turns out
Billy spends most of his time playing video games. He works from home, and barely leaves his bedroom. Now, I’m
not a psychologist, but I don’t think a fake pet is going to help him. A real dog would get him out of the house. A
living, breathing cat would at least give him some genuine aﬀection. Studies have shown that our brain chemistry
changes when we interact with animals, and that having a pet can help with depression and anxiety. AI pets, on
the other hand, are just taking advantage of lonely, desperate people. I invited Billy out for a drink, but he said
he’s busy with his robot dog.

Sources: BBC, The Guardian, The Verge

6 Reading comprehension
Part A: Read the article again. Match statements with the correct speakers. Some statements can be
matched to more than one speaker. One of the statements cannot be matched to any of the speakers
and should be marked ‘Not given’.

Chris Fiona Michael Michael not given Rachael

i. They know somebody who has an AI or robotic pet. → and

ii. They think AI pets shouldn’t be given to children. →

iii. They own an AI or robotic pet. →

iv. They own a real pet. →

v. They are worried about somebody who owns an AI or robotic pet. →

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Part B: For each question, choose the answer you believe best suits the speaker.

1. What does Chris like the most about Jossy?

a. that she reminds him of a former pet

b. that she’s loyal and devoted to him

c. that she looks like a real cat

2. What does Fiona’s dog like to do?

a. bark a lot b. play football in the park c. watch sports on TV

3. What does Rachael’s father talk about when she visits him?

a. a robotic dog called Rex-9

b. a friend called Bryan

c. a dog called Bryan

4. Why does Michael think that a real dog would be more helpful for Billy than an AI pet?

a. he thinks it would get him out of the house

b. he thinks that it would remind Billy of his old dog

c. he believes it would help him to meet a new girlfriend

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7 In-depth discussion: companion animals

Imagine you and your partner are therapists. You believe that pets can often help to improve your
patients’ lives, and are open to using new technology. For each scenario below, decide what the best
solution for your patient would be. Should they get a dog or cat? Would a robotic or virtual pet be a
better ﬁt? Do they need to get a pet at all? Discuss in pairs.

1. A recently divorced man in his ﬁfties wants to keep ﬁt. The man works from home and
doesn’t have many friends.

2. A young woman has moved to a new country and suﬀers from anxiety and depression.
The woman, in her twenties, doesn’t speak the language of her new country and feels
anxious about meeting new people.

3. A businessman wants to buy a pet for his children. The man and his wife both work long
hours, and the children have lots of schoolwork and not much free time, but want a pet.

4. An elderly woman suﬀering from dementia wants to see more of her children. Her
children both have hectic lifestyles and live far away, but visit when they can.

5. A teenage girl spends too much time at home playing video games. The girl doesn’t like
going to school and avoids interacting with her family, spending most of her time in her
room.

6. A couple in their thirties enjoy travelling but miss their cat. The couple used to have a
cat that they gave to a family member. They have lived in over twelve diﬀerent countries
in the last three years, and plan to keep travelling.

8 Talking point

In pairs or small groups, discuss the following questions.

1. Why do you think some people would prefer a robotic pet to a real one?

2. In the future, will robotic pets completely replace real companion animals? Why/why not?

3. Do you think it’s a good idea to give children robotic pets or toys? Could anything go wrong?

4. Why might robotic pets be more suitable than real ones for people with dementia?

5. Do you think that robots will ever be as intelligent as humans? Should we try to achieve this?

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CASIO RELEASES AI PET

9 Extension activity: essay and group presentation

Task A: Write an opinion essay on ONE of the topics below. Your essay should agree with or disagree
with the statement, and should be between 260 – 320 words.

• Caring for a living creature teaches children about life.

• Inviting a robot into your home is a terrible idea, no matter

how ﬂuﬀy the product appears to be.

• Keeping a living creature as a pet isn’t fair to the animal.

Robotic pets oﬀer a more ethical alternative.

Task B: Split into groups. Your group has been tasked with designing a new robotic or AI pet. Think
of a name for your pet, and decide what it will look like. Will it be ﬂuﬀy? Will it resemble a particular
animal? Will it exist on a computer or phone screen, or will it be a robot with a special app that
customers can use to communicate with it? Who will the pet be aimed at? Will it have any therapeutic
uses? How much will it cost? After designing your new pet, present it to the class.

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CASIO RELEASES AI PET

Transcripts

3. Listening for speciﬁc information

Newsreader: If you’re thinking of getting a pet, but you’re worried about taking care of a living
creature, then Japanese company Casio may have the perfect solution. Their new AI
pet – a fur-covered robot called a Moﬂin – hit shelves earlier this month.

Newsreader: Casio, which made its name producing calculators and digital watches, has priced the
Moﬂin at 59,400 yen.

Newsreader: The “pet” is only available in Japan at the moment, and there are no plans to stock the
item overseas.

Newsreader: The Moﬂin is the latest example of a robot companion animal, following in the
footsteps of Sony’s Aibo – a robotic puppy that was released in 1999.

Newsreader: Early versions of AI pets include Bandai Namco’s Tamagotchi, a small, plastic device
that could be held in the hand. The Tamagotchi, which had a tiny LCD screen that
displayed a pixellated* image of a virtual pet, has sold over ninety-four million units
worldwide.

Newsreader: Whereas Tamagotchis needed to be cared for, fed and played with, Moﬂins are less
demanding. The product resembles a small, furry animal, like a hamster or guinea pig,
and can move in response to touch. Moﬂins can communicate with their owners by
producing noises or through a special app.

Newsreader: Although Moflins don’t need to be walked or fed, the app offers owners a score based
on how they interact with their new pet. The AI that powers the device also allows
the Moflin to “develop” through “life stages” over time, potentially forming a bond with
their humans.

Newsreader: According to a 2023 survey, there are more pets in Japan than children under ﬁfteen.
The country is home to 7.1 million pet dogs and 8.9 million cats.

Newsreader: Although the Moﬂin is being marketed as a pet, similar products, such as Paro –
a therapeutic robot seal – are aimed at older members of society suﬀering from
loneliness and dementia. Studies have shown that virtual companion animals can
reduce anxiety levels among residents in care homes.

CASIO RELEASES AI PET

Key

1. Warm up

5 mins.
Tell the students they will be listening to a report about a new AI pet, and reading an article in which four members
of the public share their opinions on the story. The discussion activity is suitable for pairs or small groups.

2. Pre-listening task: general vocabulary

Part A:
5 mins.
Ask students to match the words with the correct deﬁnitions.
Group 1:

1. → a. 2. → g. 3. → h. 4. → b. 5. → c. 6. → e. 7. → f. 8. → d.
Group 2:

1. → h. 2. → g. 3. → b. 4. → c. 5. → d. 6. → a. 7. → e. 8. → f.
Part B:
5 mins.
Students should discuss the questions in pairs.

3. Listening for speciﬁc information

Part A:
5 mins.
Individually or in pairs, ask students to listen to the report and tick the items they hear mentioned. Students should
identify the three items that were not mentioned in the recording.
Items not mentioned: machine, computer, rabbit

✓ solution ✓ plans ✓ device ✓ screen

✓ app ✓ robot ✓ society
Part B:
5 mins.
Deﬁnition of follow in somebody’s footsteps - do the same job, have the same style of life, etc. as somebody else,
especially somebody in your family

4. Listening comprehension

5 mins.
Individually or in pairs, ask students to select the answer that best ﬁts each question, before listening again to
check.
Group 1:

1. b. 2. c. 3. b. 4. c. 5. a.

CASIO RELEASES AI PET

Group 2:

1. b. 2. b. 3. a. 4. c. 5. b.

5. Pre-reading task: general vocabulary

Part A:
5 mins.
Ask students to skim through the text quickly and match the synonyms and deﬁnitions to the key vocabulary in
each paragraph.
Group 1:

1. hectic 2. devoted 3. labrador 4. barking

5. howls 6. aﬀectionate 7. stroked
Group 2:

1. dearly 2. Alzheimer’s 3. fixated 4. fluffy

5. barely 6. affection 7. chemistry
Part B:
5 mins.
Definition of worth a shot / go / try: worth trying as there is a chance of success.
Sources:
https://www.theverge.com/2024/10/11/24268063/casio-robot-pet-moflin
https://www.theguardian.com/technology/2024/nov/20/fluffy-robot-weird-emotional-week-ai-pet-moflin
https://www.bbc.com/news/uk-england-lancashire-68664518

6. Reading comprehension

Part A:
5 mins.
Students should complete the task individually or in pairs. For part A, encourage students to closely read the text
and match the statements to the correct speakers.

i. Rachael ≀ Michael ii. not given iii. Chris iv. Fiona v. Michael
Part B:
5 mins.
For part B, ask students to choose the answer that most accurately reﬂects the question.

1. b. 2. c. 3. c. 4. a.

7. In-depth discussion: companion animals

15 mins.
In pairs, students should discuss each case below and decide on the best solution for the ﬁctional patients.
Encourage students to consider whether a pet is good ﬁt in each scenario. You may wish to follow this up with
a class discussion on pet ownership, asking your students if pets are suitable for everyone, or if they’re best for
families, couples, single people, etc.

CASIO RELEASES AI PET

8. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups.

9. Extension activity: essay and group presentation

Task A:
40 mins+
For the ﬁrst option, students should write an opinion essay based on one of the given topics. Encourage students
to choose a side and argue in favour of that position. Essays should be between 260 – 320 words.
Task B:
15 mins.+
For the second option, students should split into groups and design their own robotic or AI pet. For older groups,
you may wish to encourage students to focus more on the marketing side of the exercise, such as the target
audience, etc. For younger groups, you may wish to highlight the creative aspect by getting groups to design their
own posters or ﬂyers.

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TRACK
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1 Warm up

In pairs, discuss the following questions.

1. Are you interested in cars? What is your favourite type of car?

2. Have you ever seen a motor race, either on TV or in real life?

3. Why do you think that motorsport as a spectator sport is so popular?

4. Do you think that racing cars at a high speed is too dangerous?

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2 Focus on keywords
Match the underlined words to the deﬁnitions below.

1. We compromised and bought the green cup, even though she wanted the blue one and I wanted
the yellow one.
2. They set up a dedicated phoneline between the school and the parents of the children.
3. They spend a long time preparing their horriﬁc zombie costumes.
4. The government planned to signiﬁcantly raise the income tax rate, and everyone was really worried
about it.
5. In the aftermath of the storm, people had a lot of cleaning up to do.
6. That movie was really boring, the characters were terrible and the acting was dreadful.
7. It transpired that the dog was the one that ate the last biscuit and not my sister.

a. (adj.) very bad or unpleasant

b. (v) something became known or shown to be true
c. (n) the situation that exists as the result of an important event
d. (v) gave up some of your demands to ﬁnd an agreement with somebody else
e. (adv.) in a way that is large enough to have an eﬀect and be noticed
f. (adj.) designed to do one purpose
g. (adj.) extremely bad and making you feel shocked or frightened

3 Listen for predictions

Part 1: Look at the expressions related to numbers and with your partner try to predict what happened
at the race on that day, then listen to the podcast and see if your ideas were similar.

Part 2: Read the sentences from the script and think about which words from the vocabulary section
could go in the gaps, only four are needed. Afterwards, listen to the podcast and check your predictions.

1. ... and with injuries numbering more than one hundred

2. ... of pieces of racetrack with closed oﬀ sections of public roads.
3. ...to increase safety shortly after the events...
4. ...however, what afterwards asked questions of not only the other drivers...

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4 Listen for details

Listen to the podcast one more time and try to answer the following questions.

1. How often is the race held?

2. Who wins the race?

3. What rule did organisers introduce after the events of 1955?

4. How many people were injured in the horrible accident?

5. Who did many people want to blame for the accident?

5 Discussion
Read through the questions then talk about them with your partner.

1. Have you heard about this race before you listened to the podcast?
2. Would you like to go and watch this race one day?
3. What were you most shocked about in this podcast? Have you heard about this story before?
4. Why do you think many people blamed Pierre Levegh for the accident?

6 Focus on vocabulary
Part A: Match the following vocabulary to the deﬁnitions.

amiss (adj.) condemnation (n) fundamental (adj.)

inquiry (n) pits (n) swerve (v)
passed away (phr. v) spiralling (n) untarnished (adj.)

1. very serious or important

2. not damaged or spoiled

3. died

4. a place beside a racetrack where cars refuel and get new tires

5. change direction suddenly

6. a situation or event that is quickly getting worse in a way that is out of control

7. not how something should be

8. oﬃcial process to ﬁnd out the reason something happened

9. an expression of very strong disapproval

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Part B: Put the vocabulary from Part A into the correct gaps in the following sentences. You may need
to change the form of the word.

1. The crews that work in the are highly skilled and amazing under pressure.

2. When I got home from work, something seemed in the kitchen, but I couldn’t
ﬁgure out what it was.

3. Her record of perfect exam scores remained throughout her whole time at school.

4. The government was full of distrust due to a of lies which had been developing.

5. There was a lot of in relation to the politician falling asleep while driving.

6. For the participants, there were many rules that needed to be followed

7. The government set up an to ﬁnd out more about cheating in football.

8. After my dog , I decided I needed some time away from animals.

9. A rabbit jumped in front of my car once, so I had to dramatically to miss the little
thing.

7 Skimming for general understanding

Read the following paragraph titles for the article on page ﬁve and match them to the correct paragraph.

1. Stopping suddenly

2. The show must, unfortunately, go on

3. We need answers

4. They’ve got the wrong guy

5. Tears of honesty

6. A wrong turn

7. The start of the terror

8. The safe legacy of Le Mans

9. Faulty design

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The dark side of the track: Part 2

The aftermath and the blame game

A. F.
When the dust began to settle on the tragic events Quite remarkably the race continued, and this was
of June 11th, 1955, people were furiously upset down to the fact that there were vast sections of
and they quite rightly started demanding answers spectators on the other side of the track who were
to some pretty fundamental questions: how could unaware that anything was amiss or had gone badly
something like this happen, who is to blame and how wrong. Amazingly, Hawthorn emerged victorious and
can we make sure nothing like this ever happens in the subsequent inquiry he was reported as having a
again? huge grin across his face while he drank and sprayed
B. champagne in the victory celebration. In the days
and weeks that followed, the French press printed
In the inquiry that followed the race, it became
photos of Hawthorn’s reaction to winning the race
pretty obvious that Pierre Levegh was not at fault
and this was shown as the primary piece of evidence
for anything that occurred on that day. He had lost
to prove that he was to blame for what had happened.
his life, but his reputation remained untarnished and
However, it later came out that Hawthorn felt under
despite this being of small consequence to someone
pressure to complete the race as the organisers did
who had just passed away, it meant that someone
not want to cancel the event.
else would need to be held responsible.
G.
C.
Mike Hawthorn was the driver who was believed to Nevertheless, the oﬃcial inquiry ruled that Hawthorn

have set oﬀ the events that would lead to the tragedy. was not to blame; eyewitnesses stated that when

As the race entered its third hour Hawthorn was he pitted one lap after the accident, he had tears

absolutely ﬂying and doing over 150mph when he streaming down his face and seemed to be in

was quickly called into the pits by his crew. Due to absolute shock.

the fact, he was travelling at such a speed, he needed H.

to break suddenly in order to get into the pitlane and The final blame was placed on the design of the track
unknown to him at the time, this manoeuvre would and the point that it fell well below safety standards,
cause a serious issue for the driver following him on as there had been little restructuring of the track in 30
the track. years. There was also condemnation that there were
D. no barriers between the pit lane and the spectators
Lance Macklin, driving an Austin Healey on that day, with only a small mound of mud constructed to leave
had been easily overtaken by Hawthorn’s speedy the fans with little protection.
Mercedes but was then shocked to see him brake so I.
quickly. As Macklin became aware of what Hawthorn In the following years, huge improvements were
was doing, he knew he needed to take evasive action. made at Le Mans in relation to track safety and both
His car was unable to brake as fast as Hawthorn’s and drivers and the spectators were better protected.
as a result, he needed to swerve dramatically to make However, the horrific nature of the events of that
sure he didn’t hit Hawthorn, unfortunately this was day left a lasting effect on motorsport in Europe.
the worst decision he could’ve possibly made. Many countries banned motor sports that day and
E. while the length of the bans varied from country to
Levegh would have been unable to see Macklin’s car country, some took it more seriously than others with
until it was too late and travelling at such a speed Switzerland only lifting the ban in 2022.
his car, after making contact with Macklin’s, would Sources: theneweuropean.co.uk, conceptcarz.com,
be catapulted into the air and the spiralling of horror hebbonair.com, en.wikipedia.org
would occur.
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8 Reading comprehension

Read the following statements and decide if they are True (T) or False (F)

1. Pierre Levegh was responsible for causing part of the accident.

2. Hawthorn had to brake suddenly because he was driving so fast.

3. Hawthorn had found it diﬃcult to pass Macklin.

4. All the fans at the course had heard about the awful accident.

5. The race organisers wanted Hawthorn to complete the race.

6. The barriers between the pit lane and spectators were non-existent.

7. Switzerland started their ban in 2022.

9 Discussion

Look at the questions and discuss them with your partner.

1. What did you think of the article? What was the most interesting thing?
2. Why was it diﬃcult for them to discover who was responsible for the accident?
3. Do you think that a complete ban on motor sport is a good idea?
4. Should countries do more to make sure people feel safe at sports events? How about your own
country?

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10 Vocabulary for conversation

Look at the examples of natural language from the podcast and the article with your partner and from
the context, try to guess the meaning of each one. To help you remember the expressions, have a chat
with your partner and use them to talk about your life.

• ... The aftermath of this dreadful accident was packed full of blame ...
• ... with many looking for one person to point their ﬁnger at ...
• ... When the dust began to settle on the tragic events of...
• ...it became pretty obvious that Pierre Levegh was not at fault for anything...

Let’s chat.

1. How do you feel when you are on a bus or train that is packed full of other people?
2. Do you remember people pointing their ﬁnger at you when you were at school?
3. How do people usually feel when the dust begins to settle after a big argument?
4. Have you ever been accused of something that you were not at fault for?

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Transcripts

3. Listen for predictions

Podcaster: Arguably the most famous sports car race in the world, the 24 Hours of Le Mans has been
held annually since 1923 in the northwest of France. Taking place on a track comprised
of dedicated pieces of racetrack with closed oﬀ sections of public roads, the race attracts
a quarter of a million spectators every year. The main objective of the race is not who
can go the fastest, but which car can travel the furthest in 24 hours and as the race is
non-stop, each team must contain a number of drivers that can keep them going across
the full 24 hours.

Podcaster: The organisers of the race introduced the rule of team drivers to increase safety,
shortly after the horriﬁc events that were to occur during the1955 race, which is now
remembered as the worst event ever to hit motor sport. On June 11th of that year,
an accident occurred which resulted in the death of 83 spectators, one driver, and with
injuries numbering signiﬁcantly more than one hundred.

Podcaster: The aftermath of this dreadful accident was packed full of blame and counter blame with
many looking for one person to point their ﬁnger at. Pierre Levegh, the driver of the car
that crashed into the crowd was for many the man responsible, however what transpired
afterwards asked questions of not only the other drivers but also the race organisers
themselves.

THE DARKER SIDE OF THE TRACK

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to talk about their previous
knowledge in relation to motorsport and the dangers of it. Monitor and provide on the spot feedback when
appropriate.

2. Focus on keywords

5 mins.
Make sure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrstly, and then compare answers with a partner.

1. → d. 2. → f. 3. → g. 4. → e.
5. → c. 6. → a. 7. → b.

3. Listen for predictions

Part 1
5 min.
Put the students in pairs and ask them to make connections that might appear in the story from the podcast. They
listen to the podcast to check and then share their answers with the class.
Part 2
5 mins.
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the podcast and ask the students to check their predictions.

1. signiﬁcantly 2. dedicated 3. horriﬁc 4. transpired

Podcast sources:
https://en.wikipedia.org/wiki/24_Hours_of_Le_Mans
https://bmw.com/en/performance/24-hour-race-le-mans.html
https://www.gq-magazine.co.uk/lifestyle/article/le-mans-1955-disaster

4. Listen for details

5 mins.
Tell students that they are going to listen to the podcast again, ask them to answer the questions and then compare
their answers with their partner.

1. "...Le Mans has been held annually ..."

2. "...but which car can travel the furthest in 24 hours..."
3. "... the rule of team drivers..."
4. "...with injuries numbering signiﬁcantly more than one hundred ..."
5. "...Pierre Levegh, the driver of the car that crashed into the crowd was for many, the man responsible ..."

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5. Discussion

5 mins.
Students discuss talking points from the podcast, share their opinions and think about what might be coming up
in the second part.

6. Focus on vocabulary

5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare answers with a partner.
Part A:

1. fundamental (adj.) 2. untarnished (adj.) 3. passed away (phr. v)

4. pits (n) 5. swerve (v) 6. spiralling (n)
7. amiss (adj.) 8. inquiry (n) 9. condemnation (n)
5 mins.
Ask students to identify which parts of speech could ﬁll the gaps before completing the exercise. Circulate and
help as needed.
Part B:

1. pits 2. amiss 3. untarnished

4. spiralling 5. condemnation 6. fundamental
7. inquiry 8. passed away 9. swerve

7. Skimming for general understanding

5 mins.
You may want to set a time limit and highlight the diﬀerences between skimming and scanning at this point.

A. We need answers B. They’ve got the wrong guy

C. Stopping suddenly D. A wrong turn
E. The start of the terror F. The show must unfortunately, go on
G. Tears of honesty H. Faulty design
I. The safe legacy of Le Mans
Sources:
https://www.theneweuropean.co.uk/enduring-injustice-the-man-wrongly-blamed-for-motorsports-worst-day/
https://www.conceptcarz.com "Mike Hawthorn & the 1955 24 Hours of Le Mans: The Cause and the Eﬀect"
https://hebbonair.com/le-mans-the-deadliest-crash/
https://en.wikipedia.org/wiki/Mike_Hawthorn

8. Reading comprehension

5 mins.
Ask students to read in more detail and complete the exercise. Ask them to underline where they ﬁnd the answer.

1. False "...was not at fault for anything that occurred on that day..."
2. True. "...Due to the fact he was travelling at such a speed ..."
3. False "...had been easily overtaken by Hawthorn’s speedy Mercedes"

THE DARKER SIDE OF THE TRACK

4. False "...vast sections of spectators on the other side of the track who were unaware that anything was amiss
..."
5. True "Hawthorn felt under pressure to complete ..."
6. True "...there were no barriers between the pit lane and the spectators ..."
7. False "...it more seriously than others with Switzerland only lifting the ban in 2022. ..."

9. Discussion

5 mins.
Students discuss talking points from the article and share their opinions with each other about the dangers of
racing and safety in general

10. Vocabulary for conversation

5 mins.
Ask students to look through the sentences together and try to guess the meaning, monitor to support and then
allow them to personalise the vocabulary with a quick discussion.
Packed full of- completely ﬁlled
To point the ﬁnger at- accuse or blame somebody
The dust began to settle – what happens when things become clear
Not at fault- not responsible for something bad that has happened

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RELEASE DOG
PERFUME

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Expemo code:
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1 Warm up
In pairs, look at the images below. Which one of these pet products is not real? Why do you think
people buy unusual accessories for their pets? Have you ever bought a pet accessory for your own
pet? Discuss in pairs.

1. 2.

3. 4.

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DOLCE GABBANA RELEASE DOG PERFUME

2 Pre-listening task: general vocabulary

Match words with the correct deﬁnitions.

Group 1

1. mist (n) a. the foot of an animal that has claws or nails

2. fragrance (n) b. covered with fur

3. paw (n) c. a liquid that you put on your skin in order to make yourself smell
nice
4. infamous (adj.) d. having a strong pleasant smell

5. furry (adj.) e. a ﬁne spray of liquid

6. carat (n) f. more beautiful by adding decoration to it

7. embellished (adj.) g. a unit for measuring how pure gold is

8. scented (adj.) h. well-known for being bad or evil

Group 2

1. quirky (adj.) a. an attempt to become involved in a diﬀerent activity or

profession
2. undertone (n) b. a smell, often one that is unpleasant

3. foray (n) c. a feeling or quality that exists but is not obvious

4. spritz (n) d. an amount of liquid that is sprayed as a mass of very small drops
of liquid out of a container
5. odour (n) e. a little strange

6. crest (n) f. painted with a liquid that forms a hard, shiny surface when it
dries
7. replete with (adj.) g. ﬁlled or supplied with something

8. lacquered (adj.) h. a design used as the symbol of a particular family, organisation,

etc.

Now, discuss these questions in pairs.

1. Are there any odours you strongly dislike?

2. Why do you think perfumes are sometimes described as having an undertone of something?

3. Can you think of any companies that had a foray into an area they weren’t well-known for?

4. Do you have a friend or family member you would describe as quirky?

5. Why do you think some people spend a lot of money on perfumes and fragrances?

6. Can you think of an actor or musician you would describe as infamous?

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3 Listening for specific information

Listen to the report. Tick the items you hear mentioned. Which three items were NOT mentioned in
the audio?

brand bottle

website silver

glass collar

cats perfumes

shop report

4 Listening comprehension

For each question, select the answer that most accurately reﬂects the information given in the audio.
Listen to the report again to check your answers.

Group 1

1. How much does Dolce & Gabbana’s dog perfume cost?

a. €900 b. €9 c. €99

2. What is the dog perfume called?

a. Pooch b. Fefé c. Pawfume

3. According to the brand’s website, what does the perfume feature "notes" of?

a. sandalwood b. musk c. ylang ylang

4. What colour is the bottle that the perfume is being sold in?

a. green b. gold c. white

5. What is the bottle embellished with?

a. a golden bone

b. a golden paw print

c. a golden dog

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Group 2

1. What will customers receive for free when pre-ordering the perfume?

a. nothing

b. a bottle of human perfume

c. a collar

2. According to Alice Potter, why do dogs rely on their sense of smell?

a. to ﬁnd their way around b. to communicate c. to discover food

3. Which London-based shop launched a dog fragrance in 2007?

a. Harrod’s b. Marks & Spencer c. Selfridges

4. Who introduced the Happy Hounds dog cologne?

a. Dolce & Gabbana b. Kiehl’s c. Queen Elizabeth II

5. How much is the global pet industry expected to be worth in 2030?

a. $500 million a year b. $500 billion a year c. $320 billion a year

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5 Pre-reading task: general vocabulary

You are going to read an article about strange pet accessories (page six). Scan the text quickly and
ﬁnd words that match the synonyms and deﬁnitions below in each paragraph.

Group 1

1. (adj., introduction): going well

2. (n, para. 1): how far or well you can see, especially as aﬀected by the light or
the weather
3. (n, para. 1): drivers

4. (v, para. 2): relieve

5. (n, para. 2): a system of communication by phone or radio inside an oﬃce,

plane, etc.
6. (v, para. 2): give out

7. (adj., para. 2): calming

8. (v, para. 3) hides

Group 2

1. (adj., para. 3): loyal

2. (n, para. 4): an alcoholic drink

3. (n, para. 4): any type of drink except water

4. (n, para. 5): a cream that is used to make the skin less dry

5. (n, para. 5): a liquid, cream, etc. that has a pleasant smell and is used to make
wounds less painful or skin softer
6. (n, para. 5): range

7. (n, para. 5): something that you buy although it costs a lot of money, perhaps
more than you can aﬀord or than is necessary
8. (n, para. 5): gloves without ﬁngers

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The strange world of pet accessories

Five products for our furry friends

With the pet industry thriving, we look at ﬁve products aimed at enhancing your pet’s quality of life.

1. Light-up collars

The Blazin’ Bison Safety LED Dog Collar is aimed at dog owners who walk their pets in low light conditions.
The collar is rechargeable and available in nine colours and oﬀers up to one thousand feet of visibility, allowing
owners, motorists and passers-by to spot your dog should he or she wander oﬀ. With three light options, including
a blinking feature, you should be able to locate your pet at any time of day or night. The product is the latest in
a long line of tech-heavy dog collars, including anti-barking devices and collars that "translate" barks into human
speech.

2. Webcams for pets

For owners who have to leave their pets at home for extended periods, devices such as PetChatz could help
alleviate anxiety. The camera serves as a sort of intercom, allowing two-way audio and visual interaction between
you and your furry friend. With an optional add-on accessory, your pet can call or message you, and the standard
device even allows owners to dispense treats or release "soothing" aromas remotely.

3. Puzzles and pet games

From interactive paw-friendly puzzles that release treats to doggy game consoles, there are a variety of
entertainment options for your pet. The Outward Hound Dog Brick Puzzle conceals snacks beneath a series
of panels that your faithful hound can interact with. The CleverPet Hub, a device that looks like something out of
a science-fiction film, claims to be the first games console for dogs and can scale in difficulty as your pet progresses
through puzzle levels.

4. Dog beer and cat wine

If you’d like to treat your pet to a tipple, a number of companies oﬀer alcohol-free beverages for your dog or cat.
Bowser Beer, which comes in packs of six bottles, is designed for dogs in particular. Healthier than the human
equivalent, this dog-friendly brew contains vitamins that promote joint health and comes in chicken or pork ﬂavour.
For cat lovers, a bottle of catnip wine might prove an enticing reward for your feline friend. If you have both cats
and dogs, you might wish to purchase a bottle of Pawsecco, a rose "wine" made from herbal ingredients.

5. Soothing paw balm

Many of us may ﬁnd ourselves reaching for moisturisers and balms to soothe cracked hands, but what about our
pets? A wide array of paw balm products is available, often comprising a mixture of natural oils, such as coconut
or olive, and may also be suitable for use on your pet’s nose. While this may sound like an extravagance, some
vets do recommend the use of balms for your pet’s paws, particularly for elderly dogs and cats. Other paw-related
products include wet wipes and even mittens for kittens.

Sources: BBC, iﬂscience.com, NY Times, The Guardian

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6 Reading comprehension

Part A: Read the article again (page six). For each question, select the correct option to ﬁnish the
sentence according to the information given in the article.

Group 1

1. The Blazin’ Bison Safety LED Dog Collar is aimed at dog owners who like wasting money / have
visual problems / walk their pets in low light conditions.

2. Other tech-heavy collars include anti-barking devices and collars that help dogs understand human
beings / translate barks into human speech / play music or other sounds that dogs like.

3. Devices such as PetChatz could help to make your pet famous / alleviate anxiety / stop your dog
from barking.

4. The add-on accessory allows your pet to call or message you / open the door / communicate with
other animals.

5. Dogs using the Outward Hound Dog Brick Puzzle can ﬁnd snacks by chasing the accessory around
the room / interacting with panels / destroying the device.

Group 2

1. The CleverPet Hub claims to be something out of science fiction / the first puzzle aimed at dogs /
the first game console for dogs.

2. Bowser Beer is aimed at dogs / cats / humans.

3. "Pawsecco" is for dogs / cats / both dogs and cats.

4. Paw balm products are often made of a mixture of natural oils, such as coconut and olive oil /
sunﬂower and vegetable oil / sesame and peanut oil.

5. Some vets recommend the use of paw balms for young dogs and cats / dogs and cats who have
health problems / elderly dogs and cats.

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Part B: Using the text on page six for reference, complete the deﬁnitions of the pet vocabulary below
by ﬁlling in the gaps with the correct words from the list.

1. hound (n): a dog used for , or an alternative word for dogs in general

2. feline (adj.): connected with an animal of the family

3. bark (n): the short loud made by dogs and some other animals

Part C: Complete the sentences with the missing words from Part B. You may need to change the
form of the word.

1. The tiger is the largest member of the family.

2. I heard a , followed by a shout. My neighbour is struggling with

his new dog.

3. You should walk your at least twice a day.

Why do you think some dogs bark more than others? Can you think of any way to stop a dog from
barking without being cruel to the animal? Discuss in pairs.

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7 Talking point

In pairs or small groups, discuss the following questions.

1. Which pet product from the article do you think is the most useful?

2. Which is the least useful?

3. Do you think Dolce & Gabbana’s Fefé perfume is a good idea? Why/why not?

4. Why do we tend to treat our pets as if they are people? Is this healthy or unhealthy?

5. Do you think people who spend lots of money on pet accessories are wasting their money?
Why/why not?

6. If dogs and cats could talk, what do you think they’d say about their owners?

7. What do you think is the best thing about having a pet? Are there any disadvantages to pet
ownership?

8 Optional extension: group discussion and presentation

Split into groups. Choose ONE of the group tasks below. Ensure each group member has talking time!

Task 1:

You work for a luxury brand and have been tasked with designing a new pet perfume. The
perfume could be aimed at dogs, cats, or another pet of your choice. Together, think of a name
for your perfume, a price point, what it will smell like, and how you will present the perfume.
Then, create a marketing release to announce your perfume. Present your new fragrance to
the class, before voting on the best perfume.

Task 2:

You have been given €1 million in order to invent and market a new pet accessory. Your
investors hope that the product will become very successful, so it should have wide appeal.
You may wish to think of something new, something useful or something quirky and strange
that people are likely to buy for their pets. The accessory could be aimed at dogs, cats or pets
in general. What will it be called? What is its price point? Present your pet accessory to the
class.

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Transcripts

3. Listening for speciﬁc information

Newsreader: Dolce & Gabbana, a luxury Italian brand, has revealed a new “scented mist for dogs”,
available for €99 a bottle.

Newsreader: The perfume has been named Fefé, after the dog owned by co-founder Domenico
Dolce. Fefé features notes of ylang-ylang, a touch of musk and undertones of
sandalwood, according to the brand’s website.

Newsreader: The doggy fragrance is being sold in green lacquered glass bottles, embellished by a
24-carat gold-plated paw print. Customers who pre-order the product will receive a
free gold-fringed collar for their pet.

Newsreader: The quirky announcement has drawn concern from some animal charities. Alice Potter,
senior scientiﬁc oﬃcer of the RSPCA, warned that dogs rely on their sense of smell to
communicate, and pointed out that some smells can be unpleasant for dogs.

Newsreader: Professor Daniel Mills of the University of Lincoln noted that changing a dog’s odour
can cause “signiﬁcant issues”, adding that “overall, it’s a very bad idea.”

Newsreader: Fefé is not the ﬁrst foray into the world of pet perfumes. Harrods, an infamous London
department store for the wealthy, launched a dog fragrance in 2007. More recently,
the late Queen Elizabeth II introduced Happy Hounds dog cologne, replete with the
crest of the royal estate.

Newsreader: More reasonably-priced products include a dog spray by Space NK, available for £20,
and an £18 cuddly-coat cleansing spritz by Kiehl’s.

Newsreader: According to a Bloomberg intelligence report, the global pet industry is expected to
reach $500 billion a year by 2030. We currently spend a combined $320 billion on our
furry companions annually.

DOLCE GABBANA RELEASE DOG PERFUME

Key

1. Warm up

5 mins.
Tell the students they will be listening to a report about a luxury new perfume for dogs, and reading an article
examining ﬁve strange pet accessories. The discussion activity is suitable for pairs or small groups.

1. real 2. not real 3. real 4. real

2. Pre-listening task: general vocabulary

10 mins.
Ask students to match the words with the correct deﬁnitions. For the second part, students should discuss the
questions in pairs.
Group 1

1. → e. 2. → c. 3. → a. 4. → h. 5. → b. 6. → g. 7. → f. 8. → d.
Group 2

1. → e. 2. → c. 3. → a. 4. → d. 5. → b. 6. → h. 7. → g. 8. → f.

3. Listening for speciﬁc information

5 mins.
Individually or in pairs, ask students to listen to the report and tick the items they hear mentioned. Students should
identify the three items that were not mentioned in the recording.
Items not mentioned: silver, cats, shop

✓ brand ✓ bottle ✓ website

✓ glass ✓ collar ✓ perfumes
✓ report

4. Listening comprehension

5 mins.
Individually or in pairs, ask students to select the answer that best ﬁts each question, before listening again to
check.
Group 1

1. c. 2. b. 3. c. 4. a. 5. b.
Group 2

1. c. 2. b. 3. a. 4. c. 5. b.

5. Pre-reading task: general vocabulary

15 mins.

DOLCE GABBANA RELEASE DOG PERFUME

Ask students to skim through the text quickly and match the synonyms and deﬁnitions to the key vocabulary in
each paragraph.

Group 1

1. thriving 2. visibility 3. motorists 4. alleviate

5. intercom 6. dispense 7. soothing 8. conceals
Group 2

1. faithful 2. tipple 3. beverages 4. moisturisers

5. balms 6. array 7. extravagance 8. mittens
Sources:
https://www.iﬂscience.com/dolce-gabanna-launch-new-108-dog-perfume-but-should-you-spritz-your-pooch-75456

https://www.theguardian.com/uk-news/article/2024/aug/05/delicate-authentic-charismatic-dolce-gabbana-launch-
perfume-for-dogs
https://www.nytimes.com/2024/08/06/business/dolce-gabbana-dog-perfume.html
https://www.bbc.co.uk/news/newsbeat-35243542

6. Reading comprehension

Part A:
10 mins.
Students should read the text again, and use the article to select the correct ending for each sentence.
Group 1

1. walk their pets in low light conditions

2. translate barks into human speech
3. alleviate anxiety
4. call or message you
5. interacting with panels
Group 2

1. the ﬁrst game console for dogs

2. dogs
3. both dogs and cats
4. coconut and olive oil
5. elderly dogs and cats
Part B:
5 mins.
Ask students to complete the deﬁnitions of the target vocabulary items with the correct words from the list.

1. hunting 2. cat 3. sound

Part C:
5 mins.
Students should complete the sentences with the correct vocabulary items.

1. feline 2. bark 3. hound

DOLCE GABBANA RELEASE DOG PERFUME

7. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups.

8. Optional extension: group discussion and presentation

40 mins.+
Students should choose one of the group tasks below. Encourage students to imagine that they are either designing
a luxury pet perfume, or a pet accessory. Ensure students share an equal amount of talking time during the group
activity. Students should present their projects to the class. For younger groups, you may wish to emphasise the
creative aspect of these tasks by asking students to design a poster for their project.

THAT’S
EMBARRASSING!

QrrkoD Scan to review worksheet

Expemo code:
1FRM-S1L9-E45

1 Warm up

Read the following situations and rate them from 1 (least embarrassing) to 10 (most embarrassing).

✷ You walk into a room with people you don’t know and realise that your shoelace is undone.
✷ You’re walking your dog and see someone you think is very attractive. Your dog goes to the
toilet just as they get near to you.

✷ You accidentally call your female teacher ‘Mum’.

✷ You’re walking down a busy street and trip over your own feet.
✷ You lean in to give a relative a kiss and hit them with your head.
✷ You’re on a ﬁrst date and you accidently burp loudly.
✷ You’re with your friends and you accidently burp loudly.
✷ You forget your father’s birthday.
✷ A stranger speaks to you in English and you don’t understand, even when they’ve repeated it
three times.

✷ You use a friend’s toilet without realising that it is broken and won’t ﬂush.

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THAT’S EMBARRASSING!

2 Focus on vocabulary

Part A: Match the vocabulary items to their correct deﬁnitions.

a) exacerbate (v) b) incongruous (adj.) c) resentful (adj.) d) foolish (adj.)

e) po-faced (adj.) f) humiliation (n) g) dignity (n) h) self-importance (n)

1. a feeling of being ashamed because you look stupid in front of other people
and have lost respect
2. not being suitable in a particular situation

3. feeling angry about a situation that you think was unfair

4. make a situation worse

5. looking as though you do not approve of something

6. not making sensible decisions or showing proper judgement

7. a belief that you are superior to other people

8. respect and honour given to someone by other people

Part B: Complete the following sentences with the vocabulary from Part A. You may need to change
the form of the word.

1. In retrospect, the decision to run naked into the police station was a pretty one.

2. Any sense of I had was lost when I angrily walked out and hit myself in the face
with the door.

3. When he emerged from the toilet to realise he was still on the video call, his was
complete.

4. After all these years, my brother is still of the time I pulled his swimming trunks
down in front of a group of girls he liked.

5. I thought it was hilarious when my sister farted loudly in church, but I turned around to see my
mother looking very about it.

6. Not realising he’d ripped the back of his trousers was made all the funnier by his .

7. The kids’ laughter over the chair collapsing only served to the teacher’s anger.

8. With him being well over six foot and her being just over four feet tall, they made for a rather
couple.

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3 Focus on idioms

For each of the following sentences, write the meaning of the words in bold.

1. He was so full of self-importance that people couldn’t resist taking him down a peg or two.

2. I ended up with an egg on my face when it turned out that she’d been right all along.

3. I was sitting there minding my own business when a cow came over to me and started eating my
lunch.

4. When he walked into the room with toilet paper stuck to his shoe, everyone fell about laughing.

5. When everyone turned around to look at me, I wanted to curl up and die.

6. I was trying to enjoy being with my friends, but the situation at work was preying on my mind.

7. I fell over in the middle of the dance ﬂoor which everyone saw. I wished the ground would open
up and swallow me.

8. He tried to regain some dignity after he’d squirted ketchup in his face, but there was no coming
back from that one.

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THAT’S EMBARRASSING!

4 Listening for details

Listen to the podcast about an embarrassing situation and possible reasons for its humour. Which of
the following idioms were not mentioned by the speakers?

1. minding your own business

2. curl up and die

3. egg on your face

4. fall about laughing

5. take someone down a peg or two

6. no coming back from that one

7. prey on someone’s mind

8. wish the ground would open up and swallow me

5 Listening comprehension

Listen to the podcast again and choose the best answer a - c for each of the questions 1 - 7.

1. In the anecdote, the train was

a. crowded.

b. virtually empty.

c. about half-full.

2. The ﬁrst man to use the toilet was ... the second man.

a. unable to get out for

b. shouted at by

c. disturbed by

3. Why does the male host describe the situation as "beautiful"?

a. Strangers worked together to solve a problem.

b. It brought together a group of strangers in laughter.

c. There was respect for the ﬁrst man’s dignity.

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THAT’S EMBARRASSING!

4. What does the female host think causes the laughter in that situation?

a. The enjoyment derived from seeing a ﬁgure of authority looking foolish in front of other
people.
b. The physical comedy involved in a very public situation that was a complete surprise for
everyone.
c. Its unexpected nature and observers who felt relieved that it was someone else who was
embarrassed.

5. The ﬁrst man reacted to the situation with

a. shock.
b. irritation.
c. amusement.

6. How does the female host think that culture plays a part in the episode?

a. There’s a lot of jokes based around going to the toilet which is inherently funny to a lot of
people.
b. There’s a particular love of people being humiliated, no matter who they are.
c. People get a lot of enjoyment from watching people who think they are better than others
look silly.

7. What does the male host think everyone was laughing about?

a. The general circumstances.

b. The ﬁrst man’s reaction.
c. The ﬁrst man’s embarrassment.

6 Reading for accuracy

Choose the best word A - C to complete the gaps 1 - 10 in the article on page six.

1. A. convenient B. convenience C. inconvenience

2. A. Unbelievable B. Unbeknown C. Unbecoming

3. A. left B. right C. straight

4. A. wide B. deep C. long

5. A. make-up B. glasses C. coat

6. A. really B. extremely C. very

7. A. oﬀ B. out C. away

8. A. blamed B. shamed C. named

9. A. disappear B. appear C. reappear

10. alarm B. alert C. emergency

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THAT’S EMBARRASSING!

Everyone knows!
Viral embarrassing situations
1
a. One morning, Anne Hughes was waiting to start work at a store in her hometown in Wales
when a life-changing accident happened. When her boss opened up the shop to begin the day, she was leaning
2
against the shutter with her shopping trolley. to her, her coat had got caught on the metal
screen and, as it went up, she was hoisted into the air with it. In a panic, she grabbed her shopping trolley, but to
no avail. The trolley went with her. She shouted to her boss to close the shutter, but she was drowned out by the
3
noise and was hanging several feet above the ground.

b. The entire incident was caught on security CCTV and, as is the way in these modern times, it wasn’t
4
before it found its way onto TikTok bringing Mrs Hughes’ awkward encounter to the attention of
an international audience. Fortunately, she wasn’t hurt, just shaken. Her boss quickly realised what was happening
and came out to save her from the ordeal. Anne was able to see the funny side of the situation. She joked that
5
she would now have to always have her on, thanks to her newfound fame. ‘I’ll never hear the
end of it,’ she said. ‘My boss has said he’s never liked his staﬀ hanging around.’ Shortly afterwards, a local graﬃti
6
artist was paid to depict ‘shop shutter gran’ in a mural at the place where it happened. Mrs
Hughes says she’s very proud of it.

c. In terms of embarrassment, this situation undoubtedly pales in comparison to another viral episode in 2017. Liam
7
Smith went with a woman he’d met on Tinder for a second date, enjoying dinner along with
a few beers. They had a good evening and decided to return to his flat to end the evening. After they got in,
8
the woman, who was not for reasons which will become clear, asked to use the toilet. What
happened next is perhaps one of the worst possible scenarios on an early date.
9
d. Having used the toilet, she tried to flush it, but the poo she had just done refused to . In a
panic, she scooped it out of the toilet in a plastic bag and attempted to throw it out of the window into the garden.
Unfortunately, it became wedged between two non-opening windows instead. In an attempt to save the rapidly
deteriorating situation, she climbed up and tried to retrieve the unpleasant package, but got stuck herself. She
10
finally had to Liam to the situation and, as he was unable to pull her out, he was forced to call
the fire brigade. They had to carefully break the window to get the hapless woman out, but only once they had
finished giggling.

sources: bbc.com

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THAT’S EMBARRASSING!

7 Reading comprehension

Part A: Decide if the following sentences are true (T), false (F) or not given (NG).

1. Anne Hughes worked as a sales assistant at the shop.

2. Her boss immediately responded when she shouted for help.

3. There is ﬁlm footage of what happened to Anne Hughes.

4. She received injuries during the incident.

5. Anne’s boss paid for the painting of her famous incident.

6. The viral incident was the ﬁrst time Liam Smith had met the woman.

7. The ﬁre ﬁghters were amused by the situation when they arrived.

Part B: Answer the following questions in your own words.

1. What does to no avail mean in paragraph A?

2. What did Anne Hughes mean when she said I’ll never hear the end of it in paragraph B?

3. What does pales in comparison mean in paragraph C?

8 Talking point

In pairs, discuss the following questions.

1. What is the most embarrassing situation that you have ever been in?
2. What is the most embarrassing situation that you have seen someone else in?
3. What situations generally have the potential to embarrass you?
4. Is there anything you avoid doing because you’re worried about embarrassment?
5. What do you think is the best way to react to an embarrassing situation? Why?
6. What would you have done in any of the situations described in the reading article or the podcast?

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THAT’S EMBARRASSING!

9 Optional extension / homework

Complete the crossword using vocabulary from the lesson.

FOOOOTERLEFT Learn without forgetting! 8/8

THAT’S EMBARRASSING!

Transcripts

4. Listening for details

Jamie: ... Talking of embarrassment, I’ve got a perfect example for you. So you know the fairly
modern trains in the UK where the toilet is close to the door and it’s operated by buttons?
Inside there’s a button that opens and closes the door and another that locks it? They’re
quite large and wheelchair accessible?

Dakota : Oh yeah, with the thing above the sink that gives you water, and soap and dries your hands?

Jamie: Yes. So I was on one of those recently and it was quite busy, so a lot of people were standing
up because they couldn’t get a seat. So this guy comes through and goes into the toilet.
Everyone was just looking at their phones and minding their own business. He disappears
into the toilet and the door shuts. So far, so good. No problem.

Dakota: Oh no. I’m feeling embarrassed already and I don’t know what happens.

Jamie: About a minute after he’d gone in, another guy comes around the corner and goes to use
the toilet too. He pushes the button and it slowly opens to reveal the ﬁrst guy, sitting on
the toilet, trousers around his ankles. He’d forgotten to lock the door. He looks up to see
about ﬁfteen strangers looking at him. He can’t do anything about it because he’s too far
away from the door. The second guy apologises and hits the button again and the door -
very slowly - closes again.

Dakota: (laughs) Oh my word! I’d want to curl up and die! What happened?

Jamie: Fifteen strangers fell about laughing is what happened. It was kind of beautiful as everyone
bonded over this poor guy’s humiliation. Of course, he then had to come out of the toilet
in front of everyone when he’d ﬁnished. When he came out, he said something like ‘Ha ha,
very funny,’ but very quickly got out of there, unsurprisingly.

Dakota: It’s interesting, isn’t it? Because I think anyone listening to that story would ﬁnd it funny
and it’s because there’s a couple of things going on. Firstly, there’s the incongruous element
of seeing someone in such a personal situation in a public setting. Then there’s the relief
that you’re not the one that it’s happening to.

Jamie: That’s right. And later I wondered if he ever saw the funny side. He seemed quite resentful
when he came out, and you can understand why. No one wants to be laughed at by people,
but in a lot of ways he exacerbated the situation by being so po-faced about it. Some
people started laughing even more when he reacted against the situation which made him
look even more foolish.

Dakota: Well, yes. There’s quite a tradition in our culture of laughing at self-importance too. We
love to take people down a peg or two. So, by trying to regain some dignity, he made
everyone want to laugh at him more. Everyone’s just seen you on the toilet. I mean, there’s
just no coming back from that one, is there?

THAT’S EMBARRASSING!

Jamie: Yes, and the thing is, people don’t remember details in situations like that. I’m sure it preyed
on his mind for days afterwards. But I’d be willing to bet that if the people there saw him
half an hour later, they wouldn’t have recognised him. The humour came from the situation,
there was nothing personal about it. You could have swapped him for absolutely anyone
else and it would still have been funny.

THAT’S EMBARRASSING!

Key

1. Warm up

5 mins.
This task is a light-hearted introduction to the subject of embarrassment. People are embarrassed by diﬀerent
things, so it will be interesting to note how students react to the diﬀerent situations. Note that there will be
the chance to discuss more personal examples of embarrassment at the end, so try to keep this focused on
hypothetical situations.

2. Focus on vocabulary

10 mins.
Part A
Students match the vocabulary items to their correct deﬁnitions.

1. f) humiliation (n) 2. b) incongruous (adj.)

3. c) resentful (adj.) 4. a) exacerbate (v)
5. e) po-faced (adj.) 6. d) foolish (adj.)
7. h) self-importance (n) 8. g) dignity (n)
Part B
Students complete sentences with the vocabulary from Part A. They may need to change the form of the word to
ﬁt the sentence.

1. foolish 2. dignity
3. humiliation 4. resentful
5. po-faced 6. self-importance
7. exacerbate 8. incongruous

3. Focus on idioms

5 mins.
Students write the meaning of the words in bold. Monitor the task.
Note that fall about laughing (laugh without being able to stop) is a phrasal verb.

1. make someone realise that they are not as important or as good as they believe themselves to be
2. made to look stupid
3. not being nosy or showing interest in anyone else’s aﬀairs (note: not to be confused with ‘mind your own
business’ which is telling someone not to interfere or be nosy)
4. laughed a great deal
5. feel a great deal of embarrassment
6. constantly worry about something
7. want to ﬁnd some relief from a very embarrassing situation
8. no ability to recover from a very embarrassing situation

THAT’S EMBARRASSING!

4. Listening for details

5 mins.
Students listen to the podcast and tick all idioms not mentioned in the recording.

3. ✓ egg on your face 8. ✓ wish the ground would open up and swallow me

5. Listening comprehension

10 mins.
Students listen to the podcast again and choose the best answer a - c for each of the questions. Ask students to
answer the questions after the ﬁrst listening, then listen again to check their answers.

1. a. 2. c. 3. b. 4. c. 5. b. 6. c. 7. a.

6. Reading for accuracy

10 mins.
Students read an article about viral embarrassing situations and choose the best word A - C to complete the gaps
1 - 10 in the text. You may want to set a strict time limit on this task to encourage students to skim the text.

1. convenience 2. Unbeknown
3. left 4. long
5. make-up 6. very
7. out 8. named
9. disappear 10. alert
Article sources:
https://www.bbc.com/news/uk-wales-68480196
https://www.bbc.com/news/uk-wales-68582018
https://www.bbc.com/news/uk-england-bristol-41167296

7. Reading comprehension

10 mins.
Part A
Students decide if the following sentences are true (T), false (F) or not given (NG). Ask them to underline where
they ﬁnd the answer. If they are unable to do this, the answer is likely to be not given.

1. Not given. (She was actually a cleaner)

2. False. "She shouted to her boss to close the shutter, but she was drowned out by the noise and was left dangling
several feet above the ground."
3. True. "The entire incident was caught on security CCTV..."
4. False. "Fortunately, she wasn’t hurt, just shaken."
5. Not given. It doesn’t say who paid for the mural.
6. False. "Liam Smith went out with a woman he’d met on Tinder for a second date..."
7. True. "They had to carefully break the window to get the hapless woman out, but only once they had ﬁnished
giggling."
Part B
Ask the students to answer the questions based on the context of the highlighted phrases.

THAT’S EMBARRASSING!

1. It didn’t make any diﬀerence / had no eﬀect.

2. That people will never stop talking about it.
3. It means seems less serious / important than something else.

8. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups. Circulate and help as needed.

9. Optional extension / homework

10 mins.
Students complete the crossword using vocabulary from the lesson.
Answers:
Across: 4) shutter, 6) ordeal, 7) scoop
Down: 1) hapless, 2) deteriorate, 3) mural, 4) shaken, 5) hoist

PEN PALS FROM

DIFFERENT
WORLDS
QrrkoD Scan to review worksheet

Expemo code:
1FRM-S1LD-978

1 Warm up

In pairs, discuss the following questions.

1. What enters your head when you hear the word pen pal?
2. Did you ever have a pen pal? What can you remember about them?
3. Why do you think that some people prefer to receive a handwritten letter instead of an email?
4. What things are easier to say in a letter compared to a face-to-face conversation?

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PEN PALS FROM DIFFERENT WORLDS

2 Pre-listening vocabulary

Match the words in bold to the deﬁnitions below.

1. Cassette tapes are now seen as relics from my dad’s youth.

2. The fans were eagerly awaiting the start of the match.

3. My bank still makes me use snail mail to communicate with them.

4. He managed to sustain his career despite the fact that he suﬀered many setbacks.

5. We endured another horrible winter this year.

6. When I came to this company, I wanted to be a catalyst for improvements.

7. It was hoped that the increased funding would bring on a signiﬁcant change.

a. (n) used to describe the sending of letters by ordinary mail

b. (v) dealt with something unpleasant without giving up

c. (adv.) in a way that shows excitement about something that is going to happen

d. (v) continue for a period of time

e. (n) a person or thing that causes a change

f. (n) objects or traditions that have survived from the past

g. (adj.) large enough to make a diﬀerence or have an eﬀect

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PEN PALS FROM DIFFERENT WORLDS

3 Watching for predictions

Part 1: Look at the words below and with your partner try to predict the connection between each
term and pen pals. Then listen or watch a video and see if you were correct.

1931 / Tupac Shakur / COVID pandemic / 295 million views / stationery companies

Part 2: Read the sentences from the audioscript and think about which words from the vocabulary
section could go in the gaps. Only ﬁve are needed. Afterwards, listen or watch the video again and
check your predictions.

1. ...the life of the scribbling pen pal is about to be reborn?...

2. ...the COVID pandemic seem to have been the in encouraging people to pick up
a pen...

3. ...deﬁne a friend who would write to you in pen and send it to you via snail ...

4. ...The popularity of from the past like vinyl records and cassette tapes...

5. ...famous relationships that have been through this old-school communication

method...

4 Watching for details

Listen or watch the video again and try to answer the following questions.

1. How has technology impacted communication compared to handwritten letters?

2. What examples of "relics" are mentioned by the speaker?

3. Who are some famous historical ﬁgures who maintained relationships through handwritten letters?

4. What role have social media platforms played in the revival of traditional correspondence?

5. Where were pen pal communities being formed?

FOOOOTERRIGHT Learn without forgetting! 3/7

PEN PALS FROM DIFFERENT WORLDS

5 Talking point

Discuss the following questions in pairs or groups.

1. What was the most interesting thing you heard?

2. Were you surprised about any of the famous pen pals that were mentioned?
3. Why do you think COVID-19 encouraged people to write more?
4. Are you a fan of TikTok? Have you ever come across any interesting communities on there?
5. After listening to this do you think you would like to start writing letters to somebody? Why/ Why
not?

6 Pre-reading vocabulary

Part A: Match the following vocabulary to the deﬁnitions.

1. immensely (adv.) a. went beyond the usual limits of something

2. benefactor (n) b. surprising in such a way that it causes people to pay

attention
3. dispatched (v) c. inﬂuence someone or something emotionally

4. transcended (v) d. completely and in an enthusiastic way

5. sparser (adj.) e. a person who gives money or help to another, often

anonymously
6. remarkable (adj.) f. extremely, a lot

7. wholeheartedly (adv.) g. present in smaller amounts and spread over a larger

area
8. touch (v.) h. sent somebody/something somewhere for a speciﬁc
purpose

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PEN PALS FROM DIFFERENT WORLDS

Part B: Put the vocabulary below into the correct gaps in the following sentences.

benefactor dispatched immensely remarkable

sparser touched transcended wholeheartedly

1. Her artwork is loved by so many that it has through all generations.

2. He cheered for his daughter to win the running race.

3. She was happy that her poem won an award at the festival.

4. The teacher was by the thank you letters their students had left for them.

5. It said my parcel was ﬁve days ago but I still haven’t received it.

6. It was to think that I hadn’t been back to my hometown in over forty years.

7. The equipment at the hospital was funded by a generous .

8. Due to the lack of jobs in the area the population had become .

7 Skimming for general understanding

You are going to read an article titled "Pen pals from diﬀerent worlds". Match the following paragraph
titles below to the correct paragraphs in the article (A-H). Then check your answers by listening to
the story.

1. A thank you starts a friendship

2. Kindness from a stranger
3. Surprise arrival
4. Reunited by fond memories
5. Face-to-face truths
6. A gift from back home
7. Drifting apart
8. Deep long-lasting feelings

FOOOOTERRIGHT Learn without forgetting! 5/7

PEN PALS FROM DIFFERENT WORLDS

The pen pals from diﬀerent worlds

The unlikely friendship that lasted half a century

A. For American soldiers serving in E. Despite maintaining contact with

Vietnam, any correspondence they received from each other for over a decade, once Felder returned
home was a little sliver of light that they looked to the USA and started his career as a military judge
forward to immensely. Most letters and packages communication with Olson became sparser. Olson
would be sent by family members or close friends but herself had moved to New York and real life had just
from time to time the people serving in the military caught up with her.
would have their hearts warmed by a generous
F. Nevertheless, over 50 years later
benefactor.
a truly remarkable thing happened. Olson decided
B. In 1967, Colonel Ned Edward Felder that she wanted to meet Felder in the flesh, and
was 10,000 miles away from his home in South she started taking steps to turn this pipe dream into
Carolina’s Lowcountry when out of the blue a care a reality. She had such fond memories of Felder
package arrived marked "any soldier". Col. Felder and once said of him- "He made me want to be a
took it upon himself to open the parcel and what he better person, which is the best thing I can say about
saw inside led him to believe that it arrived through anyone."
"divine guidance".
G. Appropriately the pair met for the
C. 7th-grade student, Kristina Olson
first time in person this year on Veteran’s Day and
was the generous soul who had dispatched this
Olson wasted no time in letting Felder know how she
small symbol of hope all the way from her home in
truly felt about him. She wholeheartedly confessed
Michigan. Olson had collected donations from her
that she had "everything he’s ever sent me" and "he’s
kind-hearted neighbours, but it wasn’t the contents
just one of the most significant people in the world".
of the package that touched Felder, it was the
thoughtfulness and warmth behind the idea. H. For Felder, who is now in his mid-
D. The Colonel felt it was only right to eighties, the uniqueness and rarity of his relationship
reply with a thank you letter, and this small symbol of with Olson also touched him somewhere deep down
politeness is what kickstarted a friendship which over inside. He described the situation as having a feeling
the years transcended boundaries of race, gender, of "wonder" that exists all the way up to the present
distance and culture. Olson adored the gifts that day.
Felder sent, gifts that would allow her a glimpse of a
world a million miles away from her quiet hometown.

sources: washingtonpost.com, thetandd.com, people.com

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PEN PALS FROM DIFFERENT WORLDS

8 Reading comprehension
Read the following statements and decide if they are true (T) or false (F). Justify your answers.

1. In 1967, Ned Felder was expecting a care package to arrive.

2. Kristina Olson had bought everything that she sent to Felder.

3. Colonel Felder phoned Olson to say thank you.

4. The gifts Felder sent Olson allowed her to think of a world outside her own town.

5. The pair kept a friendship going for over ten years.

6. After 50 years, Olson wanted to meet Felder face to face.

7. When Olson met Felder, she took a long time to tell him how she felt. -

8. Felder felt that the fact that the relationship was so uncommon was what made it meaningful.

9 Vocabulary for conversation

Look at the natural expressions taken from the article. With your partner, guess the meaning of each
one. Then, to help you remember the language, have a chat together. Use the expressions to talk
about your life.

Nevertheless, over 50 years later a truly remarkable thing happened. Olson decided that she
wanted to meet Felder in the ﬂesh, and she started taking steps to turn this pipe dream into
a reality. She had such fond memories of Felder and once said of him- "He made me want to
be a better person, which is the best thing I can say about anyone."

Discuss the following questions.

1. Which famous person would you like to meet in the ﬂesh?

2. What steps have you taken to improve your English?
3. Do you think humans will ever live on other planets or is that kind of thing just a pipe dream?
4. Do you have fond memories of your school days?

10 Talking point
Discuss the following questions together in pairs on groups.

1. Do you think it is important for soldiers to receive gifts or letters from back home?
2. What would you do if you received a package from someone you didn’t know?
3. How do you think Felder and Olson felt when meeting each other after 50 years?

FOOOOTERRIGHT Learn without forgetting! 7/7

PEN PALS FROM DIFFERENT WORLDS

Transcripts

3. Watching for predictions

Newsreader: It is hard to dispute the fact that the internet has made communication simpler and
more convenient, but could it also be said that technology has removed the feeling of
warmth and closeness that we used to get with a handwritten letter? The popularity
of relics from the past like vinyl records and cassette tapes have has grown over the
past few years, so is there a possibility that the life of the eagerly scribbling pen pal is
about to be reborn?

Newsreader: The term pen pal still exists these days, of course, and it is presently used to describe
people who communicate electronically. However, the term was originally created in
1931 to deﬁne a friend who would write to you in pen and send it to you via snail mail.
Over the centuries there have been a number of famous relationships that have been
sustained through this old-school communication method these include Catherine the
Great and the French philosopher Voltaire, J.R.R Tolkien and C.S. Lewis and more
recently the actor Tony Danza shared correspondence with the rapper Tupac Shakur.

Newsreader: While the handwritten letter may be somewhat of a lost art form there is some
evidence that it is gaining in popularity with younger generations. The lockdowns that
many people endured during the COVID pandemic seem to have been the catalyst
in encouraging people to pick up a pen and scribble down their thoughts. It was
discovered in 2021 that the hashtag #penpal had over 295 million views on TikTok and
pen pal communities had started springing up all over the world. Also, a large number
of old school stationery companies have reported signiﬁcant growth in sales and part
of this has been attributed to the re-emergence of this once-treasured traditional form
of correspondence.

7. Skimming for general understanding

Narrator: The pen pals from diﬀerent worlds: the unlikely friendship that lasted half a century.

Narrator: A gift from back home. For American soldiers serving in Vietnam, any correspondence
they received from home was a little sliver of light that they looked forward to immensely.
Most letters and packages would be sent by family members or close friends but from time
to time the people serving in the military would have their hearts warmed by a generous
benefactor.

PEN PALS FROM DIFFERENT WORLDS

Narrator: Surprise arrival. In 1967 Colonel Ned Edward Felder was 10,000 miles away from his home
in South Carolina’s Lowcountry when out of the blue a care package arrived marked "any
soldier". Col. Felder took it upon himself to open the parcel and what he saw inside led
him to believe that it arrived through "divine guidance"

Narrator: Kindness from a stranger. 7th-grade student Kristina Olson was the generous soul who
had dispatched this small symbol of hope all the way from her home in Michigan. Olson
had collected donations from her kind-hearted neighbours, but it wasn’t the contents of
the package that touched Felder it was the thoughtfulness and warmth behind the idea.

Narrator: A thank you starts a friendship. The Colonel felt it was only right to reply with a thank
you letter, and this small symbol of politeness is what kickstarted a friendship which over
the years transcended boundaries of race, gender, distance and culture. Olson adored the
gifts that Felder sent, gifts that would allow her a glimpse of a world a million miles away
from her quiet hometown.

Narrator: Drifting apart. Despite maintaining contact with each other for over a decade, once Felder
returned to the USA and started his career as a military judge communication with Olson
became sparser. Olson herself had moved to New York and real life had just caught up
with her.

Narrator: Reunited by fond memories. Nevertheless, over 50 years later a truly remarkable thing
happened. Olson decided that she wanted to meet Felder in the ﬂesh, and she started
taking steps to turn this pipe dream into a reality. She had such fond memories of Felder
and once said of him- "He made me want to be a better person, which is the best thing I
can say about anyone."

Narrator: Face-to-face truths. Appropriately the pair met for the ﬁrst time in person this year on
Veteran’s Day and Olson wasted no time in letting Felder know how she truly felt about
him. She wholeheartedly confessed that she had "everything he’s ever sent me" and "he’s
just one of the most signiﬁcant people in the world".

Narrator: Deep long-lasting feelings. For Felder, who is now in his mid-eighties the uniqueness and
rarity of his relationship with Olson also touched him somewhere deep down inside. He
described the situation as having a feeling of "wonder" that exists all the way up to the
present day.

PEN PALS FROM DIFFERENT WORLDS

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to share their experiences
and opinions in relation to the concept of a pen pal. Monitor and provide on the spot feedback when appropriate.

2. Pre-listening vocabulary

5 mins.
Make sure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare answers with a partner.

1. → f. 2. → c. 3. → a.
4. → d. 5. → b. 6. → e.
7. → g.

3. Watching for predictions

10 mins.
Part 1
Put the students in pairs and ask them to make connections between the terms below and pen pals. They then
listen or watch the video to check and share their answers with the class.
Answers:
1931 - the year when term ’pen pal’ was originally created to deﬁne a friend who would write to you in pen and
send it to you via snail mail
Tupac Shakur - a rapper known for his correspondence with the actor Tony Danza
COVID pandemic - ’the lockdowns that many people endured during the COVID pandemic seem to have been
the catalyst in encouraging people to pick up a pen and scribble down their thoughts’
295 million views - ’the hashtag #penpal had over 295 million views on TikTok and pen pal communities had
started springing up all over the world’
stationery companies - ’reported signiﬁcant growth in sales and part of this has been attributed to the re-emergence
of this once treasured traditional form of correspondence’
Part 2
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the audio and ask the students to check their predictions.

1. eagerly 2. catalyst 3. mail

4. relics 5. sustained
Audio sources:
https://facts.net/lifestyle/entertainment/20-unbelievable-facts-about-write-a-letter-to-a-pen-pal/
https://blog.penpal.me/what-is-a-pen-pal-from-then-to-now/
https://blog.penpal.me/famous-pen-pals/

PEN PALS FROM DIFFERENT WORLDS

https://www.realsimple.com/health/mind-mood/beneﬁts-of-hand-writing-letters
https://www.businesswire.com/news/home/20230831323724/en/Global-Stationery-Products-Market-Poised-for-
Strong-Growth-Fueled-by-Education-Innovation-and-Consumer-Trends—ResearchAndMarkets.com

4. Watching for details

5 mins.
Tell students that they are going to listen or watch the video again. Ask them to answer the questions and then
compare their answers with their partner.

1. "...technology has removed the feeling of warmth and closeness that we used to get with a handwritten letter"
2. "...like vinyl records and cassette tapes..."
3. "Catherine the Great and the French philosopher Voltaire, J.R.R Tolkien and C.S. Lewis and more recently the
actor Tony Danza shared correspondence with the rapper Tupac Shakur"
4. "It was discovered in 2021 that the hashtag #penpal had over 295 million views on TikTok and pen pal
communities had started springing up all over the world."
5. "...pen pal communities had started springing up all over the world..."

5. Talking point

5 mins.
Students discuss talking points from the video, share their opinions and think about what might be coming up in
the second part of the lesson.

6. Pre-reading vocabulary

10 mins.
Part A
Students match the following vocabulary to the deﬁnitions. Ensure they can correctly pronounce the target
vocabulary. Ask them to complete the task by themselves ﬁrst, and then compare answers with a partner.

1. → f. 2. → e. 3. → h.
4. → a. 5. → g. 6. → b.
7. → d. 8. → c.
Part B
This task may be done as an optional extension / homework. Ask students to identify which parts of speech could
ﬁll the gaps before completing the exercise. Circulate and help as needed.

1. transcended 2. wholeheartedly 3. immensely

4. touched 5. dispatched 6. remarkable
7. benefactor 8. sparser

7. Skimming for general understanding

5 - 10 mins.
Students read an article titled "Pen pals from diﬀerent worlds" and match the paragraph titles to the correct
paragraphs in the article (A-H). They should be encouraged to skim through the article and not to spend too much
time reading - perhaps set a time limit if your group of learners are comfortable with it. Then ask them to check
their answers by listening to the story.

PEN PALS FROM DIFFERENT WORLDS

A. 6. A gift from back home B. 3. Surprise arrival

C. 2. Kindness from a stranger D. 1. A thank you starts a friendship
E. 7. Drifting apart F. 4. Reunited by fond memories
G. 5. Face-to-face truths H. 8. Deep long-lasting feelings
Article sources:
https://www.washingtonpost.com/dc-md-va/2023/11/25/vietnam-war-soldier-care-package-letters/
https://thetandd.com/news/local/scsu-alumnus-meet-finally-meets-pen-pa
https://campfire.org/blog/article/alumni-story-a-soldier-in-vietnam-and-a-girl-wrote-letters-decades-later-they-finally-
met/
https://people.com/vietnam-veteran-and-decades-old-pen-pal-meet-for-first-time-8406874
https://anyuakmedia.com/a-soldier-in-vietnam-and-a-girl-wrote-letters-decades-later-they-finally-met/

8. Reading comprehension

5 - 10 mins. Ask students to read in more detail and complete the exercise. Ask them to underline where they
ﬁnd the answer.

1. False - "...when out of the blue a care package arrived marked "any soldier"...
2. False - "...Olson had collected donations from her kind-hearted neighbours..."
3. False - "...The Colonel felt it was only right to reply with a thank you letter..."
4. True - "...would allow her a glimpse of a world a million miles away from her quiet hometown..."
5. True - "...Despite maintaining contact with each other for over a decade..."
6. True - "...Olson decided that she wanted to meet Felder in the ﬂesh..."
7. False - "...Olson wasted no time in letting Felder know how she truly felt about him..."
8. True - "...rarity of his relationship with Olson also touched him somewhere deep down..."

9. Vocabulary for conversation

5 mins.
Ask students to look through the sentences together and try to guess the meaning. Monitor to support. Allow
them to personalise the vocabulary with a quick discussion.
in the ﬂesh - in person, face-to-face
taking steps to - do something with a view of achieving something at the end
pipe dream - an unattainable hope or scheme
fond memories - remember something as being a happy time

10. Talking point

5 mins.+
Students discuss talking points from the article and share their opinions about it. They also link it to their own
lives.

ROBIN
HOOD OF
RENTERS
QrrkoD Scan to review worksheet

Expemo code:
1FRM-S1L1-EBA

1 Warm up

Look at the images below and answer the following questions.

Picture A Picture B

Discuss the questions in pairs or small groups.

1. How do you think the people in each photograph feel about the future?
2. What might the word ‘home’ mean to the people in pictures A and B?
3. Is homelessness a big problem in your country?
4. Do many people own second houses in your hometown?

FOOOOTERRIGHT Learn without forgetting! 1/10

ROBIN HOOD OF RENTERS

2 Pre-listening vocabulary

Part A: Match words with the correct deﬁnitions.

1. squatting (n) a. the act of living in a building or on land that is not yours,
without the owner’s permission
2. trespassing (n) b. the system of wires that is used for carrying electricity
around a building or machine
3. breaking and entering (n) c. a person who is living in a building or on land without
permission and without paying rent
4. wiring (n) d. the crime of entering a building illegally and using force

5. squatter (n) e. covered with or containing a substance that grows on

old food or objects that are left in warm, wet air
6. mouldy (adj.) f. entering a land or a building that you do not have
permission or the right to enter

Part B: Discuss the following questions together in pairs.

1. Can you think of any health problems that could be triggered by living in a mouldy home?
2. In your country, are squatters generally seen in a positive or negative manner? What is your
opinion of squatting?
3. Are there strict laws against trespassing in your country?
4. What is your opinion of squatting? Is it legal in your country?

FOOOOTERLEFT Learn without forgetting! 2/10

ROBIN HOOD OF RENTERS

3 Listening for specific information

Listen to the report. Tick the words you hear mentioned, then match them to their correct deﬁnitions.
Then listen to the audio again to check your answers.

Group 1

anonymous (adj.) dire (adj.) disintegrating (adj.) endure (v)

impersonates (v) prominence (n) sarcastic (adj.)

1. the state of being important, well-known or easy to notice

2. with a name that is not known or that is not made public

3. very bad

4. experience and deal with something that is painful or unpleasant without

giving up
5. broken into small parts or pieces and destroyed

6. describing a way of using words that are the opposite of what you mean in
order to be unpleasant to somebody or to make fun of them
7. pretend to be somebody in order to trick people or to entertain them

Group 2

antics (n) frustration (n) incitement (n) murky (adj.)

outstripping (v) ridicules (v) sterner (adj.)

1. make somebody/something look silly by laughing at them or it in an unkind

way
2. behaviour that is silly and funny in a way that people usually like

3. not clearly known

4. become larger, more important, etc. than somebody/something

5. the feeling of being annoyed or impatient because you cannot do or achieve

what you want
6. the act of encouraging somebody to do something violent, illegal or
unpleasant
7. serious and often showing that you do not approve of somebody/something

FOOOOTERRIGHT Learn without forgetting! 3/10

ROBIN HOOD OF RENTERS

4 Listening for comprehension

Part A: For each question, select the answer that most accurately reﬂects the information given in
the audio. Listen to the report again to check your answers.

1. How old is Jordan van den Berg, and what is his job?

a. Jordan is a 32-year-old insurance salesman.

b. Jordan is a 28-year-old lawyer.

c. Jordan is a 25-year-old photographer.

2. How did Jordan become famous?

a. after creating a database to expose bad rentals

b. after being arrested for breaking and entering

c. after creating an app similar to TikTok

3. What examples of ’dire conditions’ does the report give?

a. mouldy ﬂoors, exposed walls and disintegrating wiring

b. mouldy walls, exposed wiring and disintegrating ﬂoors

c. mouldy wiring, exposed ﬂoors and disintegrating walls

4. What does van den Berg do to landlords in his TikTok videos?

a. tell his followers how to ﬁnd them

b. attack them

c. imitate and mock them

5. Where have van den Berg’s supporters been gathering addresses of vacant houses from?

a. Australia and other countries

b. Australia

c. the US

6. Is squatting legal or illegal in Australia?

a. legal

b. illegal

c. legal, but it will be illegal soon

FOOOOTERLEFT Learn without forgetting! 4/10

ROBIN HOOD OF RENTERS

7. How many empty houses are there in Australia, according to the latest ﬁgures?

a. around 10,000,000

b. around 1,000,000

c. around 100,000

8. What is the least aﬀordable city on the planet?

a. Sydney

b. Melbourne

c. not given

9. What does James Macpherson think van den Berg should be charged with?

a. incitement to murder

b. trespassing

c. incitement to break and enter

Part B: Look at the underlined phrases in the sentences below. What do you think the phrases in bold
mean in each sentence? In pairs, answer the questions below.

• During the match, my opponent upped his ante and I found myself losing.
• My housemates have a rule that, if any beers are left in the fridge for more than a week,
they are fair game.

1. Can you think of a time when you upped your ante, perhaps during a competition?
2. Do you think that, if a house isn’t being used, it should be fairgame for squatters? Why/why not?

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ROBIN HOOD OF RENTERS

5 Reading for gist

You are going to read an article in which four members of the public discuss the renting situation in
Australia. Scan the text on page seven and match statements with the correct speakers.

1. They own at least one home.

2. They plan to have children in the future.

3. They have been homeless.

4. They inherited property from family members.

5. They are sharing a home with people they aren’t related to.

6 Reading: general vocabulary

Read the article again and ﬁnd words that match the synonyms and deﬁnitions below in each paragraph.

1. (n, para. A): ﬂatmates

2. (adj. para. B): upsetting

3. (n, para. B): unfair, cruel or violent treatment of somebody

4. (v, para. B): disappear gradually

5. (v, para. C): died

6. (adj. para. D): caring

7. (n, para. D): long seats for two or more people, usually made of wood

8. (v, para. D): living or sleeping outdoors, usually because you have no home
and no money

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ROBIN HOOD OF RENTERS

A home or an investment?
Four members of the public discuss Australia’s rental crisis

A. Neil, 33

I graduated from university over ten years ago and went straight into a well-paid job. I considered myself fortunate
to find a nice apartment in the middle of Melbourne, which I could comfortably afford on my salary. They used to
say that your rent should eat up no more than one-third of your wages. Well, things started to change when the
pandemic hit. I managed to keep my job but had to work reduced hours. My landlord was initially understanding,
but after I began burning through my savings, I realised I would have to move out. I found a much more modest
apartment in the suburbs, sharing with two flatmates. When everything started opening up again, my new landlord
decided to raise the rent, claiming that his costs had increased. Things just got worse and worse. One of my
housemates had to move back in with her family. I’m hanging on by my fingernails, but if the rent rises again and
my salary remains the same, I’ll be out on the streets.

B. Martha, 48

I inherited my home from my parents, and consider myself lucky. For the last decade or so I’ve been working for a
homeless charity, and the situation has worsened dramatically in recent years. The heartbreaking thing is seeing
so many youngsters come in, often in rather bad shape. Sometimes they are escaping domestic abuse or a diﬃcult
situation at the family home, but often they actually have jobs and just can’t aﬀord to pay rent anymore. We used
to have the concept of the Australian Dream, which was humbler than the American version: the idea that anyone
can own a small amount of land and a reasonably-sized house if they work hard enough. That dream is beginning
to fade, isn’t it? I don’t have children myself, but if I did, I would worry night and day for their future. We should
all have the right to a roof over our heads.

C. Lucas, 57

Although my first house came to me when my father passed away, my second home was due to my own hard
work. Friends often describe me as a dog with a bone – I don’t give up easily! My first home was a two-bedroom
in the suburbs of Sydney. As a teenager, I promised myself that one day I’d be living in a luxury house, and set
about working on that dream. I’m a firm believer that anyone can achieve anything with a bit of determination.
When I see stories in the news about squatters, it makes me furious. It’s theft, isn’t it? Stealing a house from
someone else. If I own a house, it doesn’t matter how I got hold of it, or how many other properties I have. It’s
mine. Not yours. If you want your own place to live, you should start at the bottom and work your way up, like I
did. There’s no shortcut to success.

D. Myleene, 25

I left home at sixteen, and I won’t go into the reasons, but let’s just say I didn’t have a loving family. At first, I stayed
on a friend’s sofa while I looked for jobs. I found something straight away, but it wasn’t very stable, and, after a
disagreement with my friend, I found myself living on the street for the first time. I slept on benches, in doorways,
parks – anywhere I could set my sleeping bag down. It was hard, and I became quite ill at one point. I lost my job
after a few weeks, when the manager realised that I was sleeping rough. A friend I met during that period took
me to a homeless shelter, and eventually, I was put on a waiting list for assisted accommodation. Now, I have a
better job, but I’m sharing a room with another woman. In total, there are twelve of us in the flat. It’s not ideal,
but it’s better than living in a tent or on a bench. I just can’t understand how our government can allow people to
own several houses, many of which are vacant, while so many people have no home at all.

sources: bbc.co.uk, abc.net.au, theguardian.com

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ROBIN HOOD OF RENTERS

7 Reading comprehension

For each question, choose the answer you believe best suits the speaker.

1. In which situation does Neil think he might become homeless?

a. if he loses his job

b. if his rent increases but his salary doesn’t

c. if his landlord sells the house he lives in

2. What does Martha consider to be heartbreaking?

a. the idea that she might not be able to give her home to her children

b. that the government is failing to provide housing to ordinary people

c. seeing young people who have no homes and are in bad shape

3. According to Lucas, how did he acquire his second house?

a. through his own hard work

b. from his father

c. through marrying a rich person

4. Where did Myleene stay ﬁrst after leaving her family home?

a. with her boyfriend

b. on a bench

c. with a friend

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ROBIN HOOD OF RENTERS

8 Reading: expressions and idioms

Part A: Using the article on page seven for reference, select the most accurate deﬁnition for each
idiom or expression in bold.

1. If someone is described as a dog with a bone, they

a. are very determined and won’t give up easily.

b. are very aggressive and want to start an argument.

c. are likely to give up easily.

2. If you work your way up, you

a. start working at an early age.

b. start at a lower position or rank and improve your position.

c. work for a lower salary than other people.

3. If someone is in bad shape, they

a. are not in a good condition or health.

b. are in a bad mood.

c. are physically weak but mentally strong.

4. Someone who is hanging on by their ﬁngertips is

a. managing to succeed in a new situation because they have worked hard.

b. hoping to succeed in a new situation.

c. managing to survive in a diﬃcult or dangerous situation, but at risk of failing.

5. If you have a roof over your head, you

a. don’t have a place to live.

b. have a place to live.

c. own your own house.

6. If you work night and day, you

a. work all the time.

b. have a job in the night and a diﬀerent one in the daytime.

c. feel as though you work harder than you do.

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ROBIN HOOD OF RENTERS

Part B: Complete the sentences with the correct idiom or expression from Part A. You may need to
change its form.

1. Mick is in his new job. He thinks he’ll be ﬁred any day now.

2. Our mother so that we could have a good education.

3. As long as we have , we’ll be okay.

4. Did you see Ben last night? He’s in really , I don’t think he’s very
happy.

5. Betty is like a . She won’t stop asking me about the job!

6. My grandfather to become the head of the company.

9 Talking point

In pairs or small groups, discuss the following questions.

1. Do you think van den Berg is right to encourage people to squat in vacant homes? Why/why not?
2. Have housing prices, for both buying and renting, increased in your country in recent times?
3. Do you think that Generation Alpha (the youngest generation, born from 2010 onwards) will be
able to aﬀord their own homes? Why/why not?
4. Should people be allowed to have more than one home? Why/why not?
5. Is homelessness a sign of a broken society? If so, how?

10 Optional extension / homework

Option 1: Write an opinion essay on one of the topics below. Your essay should agree with or disagree
with the statement, and should be between 260 – 320 words long.

1. Nobody should be allowed to have more than one home, but everyone should have a roof over
their heads.
2. Once you own a home, you shouldn’t have to pay any related taxes or community fees, as the
home belongs to you.

Option 2: Split into two groups. One group should argue in favour of the statement below, and the
other against. Each group should think of ﬁve points to support their argument and consider what
the other side might say. Present your argument to the class, ensuring that each group member has
talking time.

The government should take vacant houses from rich owners and give them to the homeless.

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ROBIN HOOD OF RENTERS

Transcripts

3. Listening for speciﬁc information

Newsreader: An Australian TikTok star has drawn controversy by encouraging his audience to occupy
empty properties.

Newsreader: Jordan van den Berg, a 28-year-old lawyer, rose to prominence online after creating
a database to expose low-quality rentals. The database features over three thousand
reviews from anonymous users, who often post images of dire conditions renters are
expected to endure, such as mouldy walls, exposed wiring and disintegrating ﬂoors.
Coupled with his sarcastic videos in which he impersonates and ridicules landlords,
van den Berg’s antics have led to the nickname “the Robin Hood of renters”.

Newsreader: With Australia – like much of the world – struggling with a rental crisis, van den Berg
has upped his ante in recent months, focusing on landlords who have empty homes.
His supporters have been gathering addresses of vacant properties from Australia and
beyond, which van den Berg then passes on to those without a home. The idea is
that, if the house isn’t being used by the owner, it should be fair game for squatters.
Squatting remains legal in Australia, but, as with many countries, the laws are murky,
and breaking and entering or trespassing on private property is prohibited.

Newsreader: According to the latest figures, around a million Australian homes are sitting empty,
while homelessness is on the rise. Home ownership has remained constant across the
population, but has dropped significantly for younger generations. Sydney, Australia’s
most populous city, is the second-least affordable on the planet. Meanwhile, average
home prices have tripled in the last twenty-five years. With the dream of buying
a house increasingly distant, many are forced into a competitive rental market, with
demand rapidly outstripping supply.

Newsreader: Despite growing frustration surrounding the housing situation, many are angry with
van den Berg’s methods, with Sky News presenter James Macpherson stating that
van den Berg should be “charged by police for incitement to break and enter”. The
reaction in the US has been sterner, with some threatening to stake out the homes
that van den Berg lists as vacant with the aim of shooting anyone who approaches.
Others have tagged the FBI in the property posts, or sent death threats to van den Berg
himself. More reasonable criticism centres around the safety of squatters themselves,
with some pointing out that properties may be vacant because they are awaiting
refurbishments to make them safe to live in.

Newsreader: For Jordan van den Berg, the important thing is ﬁnding homes for those without any
options. He says he feels like he has an “obligation” to people, and calls his work “heart-
breaking”.

ROBIN HOOD OF RENTERS

Key

1. Warm up

5 mins.
Tell the students they will be listening to a report about an Australian TikTok star who is encouraging people to
occupy empty houses, and reading an article in which four members of the public give their opinions on the topic.
The discussion activity is suitable for pairs or small groups.

2. Pre-listening vocabulary

10 mins.
Part A
Ask students to match the words with the correct deﬁnitions.

1. → a. 2. → f. 3. → d.
4. → b. 5. → c. 6. → e.
Part B
For the second part, students should discuss the questions in pairs.

3. Listening for speciﬁc information

10 mins.
Ask students to listen to the report and tick the items they hear mentioned before matching them to the correct
deﬁnitions. They can work individually or in pairs. Students may need to listen to the report twice for this exercise.
You may also want to elicit the phrase stake out (pv) - watch a place secretly, especially for signs of illegal activity.
Group 1

1. prominence (n) 2. anonymous (adj.)

3. dire (adj.) 4. endure (v)
5. disintegrating (adj.) 6. sarcastic (adj.)
7. impersonates (v)
Group 2

1. ridicules (v) 2. antics (n)

3. murky (adj.) 4. outstripping (v)
5. frustration (n) 6. incitement (n)
7. sterner (adj.)

4. Listening for comprehension

10 mins.
Part A
Ask students to select the answer that best ﬁts each question, before listening again to check.

1. b. 2. a. 3. b.
4. c. 5. a. 6. a.

ROBIN HOOD OF RENTERS

7. b. 8. c. 9. c.
Part B
5 mins.
Students should discuss the meanings of the phrases in bold in pairs.
up the ante - increase the level of something, especially your demands or the risks in a situation
fair game - describes someone or something that is considered acceptable to have jokes played on them, be
criticised, taken advantage of, etc.

5. Reading for gist

5 - 10 mins.
Students should complete the task individually or in pairs. Ask students to skim through the text and match the
statements to the correct speakers. Note that some statements can be matched to more than one speaker and
one statement cannot be matched to any of the speakers and should be marked ‘Not given’.

1. Martha, Lucas 2. Not given

3. Myleene 4. Martha, Lucas
5. Neil, Myleene

6. Reading: general vocabulary

5 - 10 mins.
Ask students to read the article on page seven again and match the synonyms and deﬁnitions to the key vocabulary
in each paragraph.

1. housemates 2. heartbreaking 3. abuse 4. fade

5. passed away 6. loving 7. benches 8. sleeping rough
Aticle sources:
https://www.bbc.co.uk/news/world-australia-67723760
https://www.bbc.com/news/world-australia-68758681
https://www.abc.net.au/news/2024-04-23/anglicare-australia-rental-aﬀordability-report/103754274
https://www.theguardian.com/australia-news/2024/jan/30/australian-properties-for-lease-record-low-rents-soar-
proptrack-report

7. Reading comprehension

5 - 10 mins.
Ask students to choose the answer that most accurately reﬂects the question.

1. b. 2. c. 3. a. 4. c.

8. Reading: expressions and idioms

10 mins.
Part A
Ask students to select the correct deﬁnition for each idiom or expression written in bold.

1. a. 2. b. 3. a.
4. c. 5. b. 6. a.

ROBIN HOOD OF RENTERS

Part B
Students should complete the sentences with the missing expressions and idioms.

1. hanging on by his ﬁngertips 2. worked night and day

3. a roof over our heads 4. bad shape
5. dog with a bone 6. worked his way up from the bottom

9. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups.

10. Optional extension / homework

At least 40 mins.
For the ﬁrst option, students should write an opinion essay based on one of the given topics. Encourage students
to choose a side and argue in favour of that position. For the second option, students should split into two groups
and debate the given statement. Encourage groups to share talking time equally, and to predict and respond to
the opposing team’s arguments. You may wish to emphasise the competitive aspect of this debate task by voting
on the strongest argument as a class. Essays should be between 260 – 320 words long.

WHAT
HAPPENS
AFTER THE WIN
QrrkoD Scan to review worksheet

Expemo code:
1FRM-S1L5-185

1 Warm up
In pairs, discuss the following questions.

1. Do you ever play the lottery? Have you ever won a decent prize?

2. Why do some people think that playing the lottery is a waste of money?

3. Have you ever heard any stories about famous lottery winners in your country?

4. Do you think that winning a huge prize in the lottery is always a good thing?

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WHAT HAPPENS AFTER THE WIN

2 Focus on keywords
Match the underlined words to the deﬁnitions below.

1. They were the recipients of an award from the company’s CEO.

2. Tom bought 100 lottery tickets and thought this gave him a good chance of winning the jackpot.
3. People had started dumping their refuse in the farmer’s fields.
4. Instead of splashing money left and right, think about investing it.
5. The mansion on the edge of the village was about the same size as a castle.
6. The derelict building had once been a popular department store.
7. I finally realised it was a foolish decision to buy a bright pink car.
8. The leader of the club asked for more teamwork at the grassroots.
9. On the day before payday, I usually find myself to be completely broke.

a. (n) waste that has been thrown away

b. (n) ordinary people in a society or organisation
c. (n) the most valuable prize in a competition, usually a lot of money
d. (n) people who receive something
e. (adj.) not used or not well taken care of
f. (n) the act of spending a lot of money
g. (adj.) lacking good sense or judgement
h. (n) a large, impressive house
i. (adj.) having little or no money

3 Listen for predictions 1

You are going to listen to a podcast about two lottery winners. The table below shows you what they
did with their winnings, predict what word goes in each gap and then listen to the podcast and check
your predictions.

Michael Carroll Pearlie Mae Smith

Won close to £10 million on the Won over $400 million on the
1 2
lottery lottery

3 4
a mansion Started a foundation

5 6 7
Bought fast the
community

8 10
£1 million in his favourite Paid oﬀ her loans and
9
team

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WHAT HAPPENS AFTER THE WIN

4 Listen for predictions 2

Read the sentences from the script and think about which words from the vocabulary section could
go in the gaps, only four are needed. Afterwards, listen to the podcast and check your predictions.

1. ... we are going to be looking at two people who were the of huge cash prizes...

2. ... had a day job as a collector...

3. ...the mansion lay for ten years...

4. ...to support local, organisations...

5 Listen for details

Listen to the podcast one more time and try to answer the following questions.

1. What happened to Carroll’s favourite football team?

2. How long did it take Carroll to lose all his money?

3. What did Pearlie Mae Smith teach her children?

4. Where did her children volunteer?

5. What happens to 70% of lottery winners?

6 Discussion

Read through the questions and then talk about them with your partner.

1. What were you most surprised about in this podcast?

2. If you won, the lottery do you think you would be more like Michael Carrol or Pearlie Mae Smith?
3. Do you think it is important for lottery winners to give some money to people who have less than
them?
4. Do you think winning the jackpot in the lottery would be a positive or negative experience?

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WHAT HAPPENS AFTER THE WIN

7 Focus on vocabulary

Part A: Match the following vocabulary to the deﬁnitions.

1. developed (v) a. began to have something such as a disease or a problem

2. condition (n) b. make something that happened in the past

3. prescribed (v) c. the state of somebody’s health

4. severe (adj.) d. told somebody to take a certain type of medicine

5. coma (n) e. a card with a foil box that you can rub away to reveal if you have
won a prize
6. ordeal (n) f. a serious unconscious state usually caused by illness or injury

7. scratch card (n) g. a diﬃcult or terrible experience

8. recreate (v) h. strong desire to do something

9. urge (n) i. extremely bad or serious

Part B: Put the vocabulary from Part A into the correct gaps in the following sentences. You may need
to change the form of the word.

1. After I lost my job, I found myself in a ﬁnancial situation.

2. He had lost a lot of blood, so his started to get worse.

3. I always had the to travel to France and drink loads of cheap wine.

4. After being in a for six weeks, Nigel suddenly woke up.

5. The of long ﬂights never gets any easier.

6. Issues with my breathing had into a more serious problem in my lungs.

7. When I broke my leg, the doctor some strong painkillers.

8. I used to always buy , but I stopped because I never won anything.

9. They tried to the style that had been popular in the 1920s.

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WHAT HAPPENS AFTER THE WIN

8 Skimming for general understanding

Read the following paragraph titles for the article on page six and match them to the correct paragraph.

1. A medical miracle

2. A four-wheel prize

3. Serious medical issues

4. Morgan hits the big one

5. Happiness spread online

6. A recording of the win

7. Living the simple life

8. Will you marry me?

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WHAT HAPPENS AFTER THE WIN

The man who struck gold twice

The wonderful story of Bill Morgan

This story takes place in the late nineties in Australia where Bill Morgan was working as a truck driver and living
in a caravan park just outside Melbourne. The thing about Morgan’s story is that it is quite an amazing story even
before we look at his success with the lottery.

In June 1998, Morgan was crushed in a terrible accident with a truck, he then developed a heart condition and
had an allergic reaction to the drugs that he was prescribed. The reaction was so severe that it caused Morgan to
have a severe heart attack and quite horriﬁcally his heart stopped for a full 14 minutes. Due to the seriousness of
his condition, Morgan sadly slipped into a coma.

Unfortunately, Morgan’s recovery wasn’t seen as hopeful with the doctors stating that he had zero chance of
survival and even advising his family to switch oﬀ his life support. As Morgan’s coma looked like it was going to
continue into a third week there really seemed to be no light at the end of the tunnel. However, quite amazingly,
and to the surprise of all around him, after 12 days Morgan woke up, and even more amazingly, he seemed
absolutely ﬁne.

After such a traumatic ordeal, Morgan was on the lookout for something positive in his life. The year after his
accident, Morgan decided it was about the right time to propose to his girlfriend Lisa Wells, she said "yes", and it
seemed like his life was ﬁnally going in the right direction.

With a happier spirit in his heart, Morgan decided to chance his luck and bought himself a scratch card at a local
shop. Unbelievably, he struck gold, and won a brand-new Toyota Corolla worth $17,000. Unsurprisingly, the story
of the man who came back from the dead and won the lottery caught the attention of local news channels, and it
wasn’t long until Morgan found himself in front of a camera.

The creative news channel that interviewed Morgan wanted him to recreate the time he won the car for the
viewers at home, so they took him to the nearest shop and asked him to buy another scratch card. What happened
next was simply unbelievable.

As Morgan started scratching at the card with a coin, he suddenly turned around and with a shocked look on his
face said, "I just won 250,000, I’m not joking". Quite unbelievably Morgan wasn’t joking, and he had hit the jackpot
again. Visibly shaken by the whole thing, the staﬀ at the shop he was in managed to calm him down enough that
he was able to call his partner and tell her the good news.

The video of Morgan’s lucky day is still online and every now and then it goes viral putting a smile on the face of
whoever is watching it. As for Morgan, he is now in his sixties and still living in the house that he was able to buy
with his winnings from all those years ago. He told a local newspaper recently that while he is a happy man, he
still has the urge to buy the odd scratch card from time to time.

Sources: dailymail.co.uk, knowwhois.com, edition.cnn.com, theuijunkie.com, youtube.com

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WHAT HAPPENS AFTER THE WIN

9 Reading comprehension

Read the following statements and decide if they are True (T) or False (F).

1. Morgan took the prescribed drugs to help with his allergy.

2. The doctors never thought Morgan would survive.

3. After 12 days Morgan woke up from the coma, but he still had many medical problems.

4. Morgan bought a scratch card in a big supermarket just outside town.

5. Morgan was extremely surprised when he won $250,000.

6. The people working in the shop helped Morgan to relax.

7. Since the big win, Morgan has lived in a lot of diﬀerent houses.

10 Discussion

Look at the questions and discuss them with your partner.

1. What did you think of the article? What was the most interesting thing?
2. How do you think Morgan felt after waking up from the coma?
3. How would you feel if you saw the video of Morgan winning $250,000 dollars?
4. Are scratch cards popular in your country? Have you ever bought a scratch card?
5. How rare do you think it is to win on a scratch card more than once?

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WHAT HAPPENS AFTER THE WIN

11 Synonyms: phrasal verbs

Look through the article (A) and the transcript from the podcast (P) and ﬁnd phrasal verbs that have
a similar meaning to the words below.

Hi everyone and welcome to today’s episode of "Oﬀbeat Oddballs". On today’s show, we are going
to be looking at two people who were the recipients of huge cash prizes in the lottery and how
their lives changed after they got their hands on the jackpot, one for good and one for bad.

So, let’s start with the bad. Michael Carroll had a day job as a refuse collector when he was lucky
enough to win almost £10 million on the British lottery. Now you would think with that kind of
sum you would be set for life, but for Carroll, his only thoughts were on splashing the cash.

He bought a mansion, fast cars and invested over £1 million in his favourite football club.
Unfortunately, the mansion lay derelict for ten years and his football team went into
administration, but this didn’t do anything to stop Carroll’s spending. He continued to make
decisions that were foolish and within ten years he had poured all his money down the drain.

On the other end of the scale, we have a feel-good story and ideals that perhaps we should all aim
for. Pearlie Mae Smith was a mother of seven living in New Jersey who had always taught her kids
about the importance of the people around you and giving back to your community.

As a result of this, many of her kids volunteered at soup kitchens and gardens for the community
so when the jackpot of $429 million came crashing into their lives almost everyone agreed that
they were certainly deserving.

So, what did they do? First, they balanced their own books, paid oﬀ all their student loans and
other debts. Then this super generous family used a large portion of the money to help their local
community and set up the Smith Family Foundation to support local, grassroots organisations.

While stories of giving like the one above should be the norm, unfortunately, statistics say that it is
quite the opposite. It is estimated that an unbelievable 70% of lottery winners end up broke within
just 7 years, so if you ever strike it lucky remember to put some away for a rainy day would you?

1. enter (P) → 4. start (P) →

2. returning (P) → 5. fell (A) →

3. colliding (P) → 6. halt (A) →

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WHAT HAPPENS AFTER THE WIN

12 Vocabulary for conversation

• ...Now you would think with that kind of sum you would be set for life...
• ...if you ever strike it lucky, remember to put some away for a rainy day, would you...
• ... was going to continue into a third week, there really seemed to be no light at the end of the tunnel.
• ... Morgan was on the lookout for something positive in his life ...

Let’s chat.

1. How much money do you think you would need to be set for life?
2. Do you think it is important to put some away for a rainy day?
3. Is it important to always remember there is light at the end of the tunnel?
4. Are you happy with your current job or are you on the lookout for something better?

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WHAT HAPPENS AFTER THE WIN

Transcripts

3. Listen for predictions 1

Podcaster: Hi everyone and welcome to today’s episode of “Oﬀbeat Oddballs”. On today’s show,
we are going to be looking at two people who were the recipients of huge cash prizes in
the lottery and how their lives changed after they got their hands on the jackpot, one for
good and one for bad.

Podcaster: So, let’s start with the bad. Michael Carroll had a day job as a refuse collector when he
was lucky enough to win almost £10 million on the British lottery. Now you think with
that kind of sum you would be set for life, but for Carroll, his only thoughts were on
splashing the cash.

Podcaster: He bought a mansion, fast cars and invested over £1 million in his favourite football club.
Unfortunately, the mansion lay derelict for ten years and his football team went into
administration, but this didn’t do anything to stop Carroll’s spending. He continued to
make decisions that were foolish and within ten years he had poured all his money down
the drain.

Podcaster: On the other end of the scale, we have a feel-good story and ideals that perhaps we
should all aim for. Pearlie Mae Smith was a mother of seven living in New Jersey who
had always taught her kids about the importance of the people around you and giving
back to your community.

Podcaster: As a result of this, many of her kids volunteered at soup kitchens and gardens for the
community so when the jackpot of $429 million came crashing into their lives almost
everyone agreed that they were certainly deserving.

Podcaster: So, what did they do? First, they balanced their own books, paid oﬀ all their student loans
and other debts. Then this super generous family used a large portion of the money to
help their local community and set up the Smith Family Foundation to support local,
grassroots organisations.

Podcaster: While stories of giving like the one above should be the norm, unfortunately, statistics say
that it is quite the opposite. It is estimated that an unbelievable 70% of lottery winners
end up broke within just 7 years, so if you ever strike it lucky remember to put some
away for a rainy day would you?

WHAT HAPPENS AFTER THE WIN

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to talk about their previous
knowledge in relation to the lottery and famous lottery winners. Monitor and provide on-the-spot feedback when
appropriate.

2. Focus on keywords

5 mins.
Make sure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst and then compare answers with a partner.

1. → d. 2. → c. 3. → a.
4. → f. 5. → h. 6. → e.
7. → g. 8. → b. 9. → i.

3. Listen for predictions 1

5 min.
Put the students in pairs and ask them to try and predict which words go in the gaps. They listen to the podcast
to check and then share their answers with the class.
Podcast sources:
https://www.nytimes.com/ "Seven Siblings and Their Mother Win $429 Million Powerball Jackpot"
https://www.nbcnews.com/ "Meet the Smith Family: Winners of the $429.6 Million Powerball"
https://www.liveabout.com/lottery-success-stories-to-inspire-you-to-buy-a-ticket-4158108
https://en.wikipedia.org/wiki/Michael_Carroll_(lottery_winner)
https://www.mirror.co.uk/news/real-life-stories/king-chavs-who-blew-10m-27895060
https://blog.gitnux.com/lottery-winner-statistics/

1. British 2. American 3. Bought 4. family 5. cars

6. Helped 7. local 8. Invested 9. football 10. debts

4. Listen for predictions 2

5 mins.
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the podcast and ask the students to check their predictions.

1. recipients 2. refuse 3. derelict 4. grassroots

5. Listen for details

5 mins.

WHAT HAPPENS AFTER THE WIN

Tell students that they are going to listen to the podcast again, ask them to answer the questions and then compare
their answers with their partner.

1. "...it went into administration..."

2. "...and within ten years..."
3. "... always taught her kids about the importance of the people around..."
4. "...volunteered at soup kitchens and gardens for the community..."
5. "...end up broke within just 7 years ..."

6. Discussion

5 mins.
Students discuss talking points from the podcast, share their opinions and talk about what they would do if they
won the lottery.

7. Focus on vocabulary

5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare answers with a partner.
Part A:

1. → a. 2. → c. 3. → d.
4. → i. 5. → f. 6. → g.
7. → e. 8. → b. 9. → h.
5 mins.
Ask students to identify which parts of speech could ﬁll the gaps before completing the exercise. Circulate and
help as needed.
Part B:

1. severe 2. condition 3. urge

4. coma 5. ordeal 6. developed
7. prescribed 8. scratch cards 9. recreate

8. Skimming for general understanding

5 mins.
You may want to set a time limit and highlight the diﬀerences between skimming and scanning at this point.

A. Living the simple life B. Serious medical issues

C. A medical miracle D. Will you marry me?
E. A four-wheel prize F. A recording of the win
G. Morgan hits the big one H. Happiness spread online
Sources:
https://www.dailymail.co.uk/news/article-8622591/Lotto-winner-Bill-Morgan-won-250-000-car-COMA.html
https://knowwhois.com/post/who-is-bill-morgan
http://edition.cnn.com/WORLD/asiapcf/9905/27/fringe/australia.luckiest.man/
https://theuijunkie.com/bill-morgan-lottery/
https://www.youtube.com/watch?v=Se8VM0j5B6A

WHAT HAPPENS AFTER THE WIN

9. Reading comprehension

5 mins.
Ask students to read in more detail and complete the exercise. Ask them to underline where they ﬁnd the answer.

1. False "...had an allergic reaction to the drugs that he was prescribed..."

2. True. "...doctor’s stating that he had zero chance of survival..."
3. False "...after 12 days Morgan woke up, and even more amazingly, he seemed absolutely ﬁne..."
4. False "...bought himself a scratch card at a local shop..."
5. True "...he suddenly turned around and with a shocked look on his face ..."
6. True "...staﬀ at the shop he was in managed to calm him down..."
7. False "...and still living in the house that he was able to buy with his winnings from all those years ago. ..."

10. Discussion

5 mins.
Students discuss talking points from the article and share their opinions with each other about the dangers of
racing and safety in general.

11. Synonyms: phrasal verbs

5 mins (ﬂexible stage).

Explain and demonstrate the meaning of a synonym to your students, then give them time to ﬁnd the phrasal
verbs in the script and article. Review as a class and if time permits instruct them to make sentences using the
phrasal verbs.

1. went into 2. giving back 3. crashing into

4. set up 5. slipped into 6. switch oﬀ

12. Vocabulary for conversation

5 mins.
Ask students to look through the sentences together and try to guess the meaning, monitor to support and then
allow them to personalise the vocabulary with a quick discussion.
Be set for life- have enough money not to have to work again
Put some away for a rainy day- save some money for the future
Light at the end of the tunnel – hope at the end of a diﬃcult period
Was on the lookout for - watch or search for something

BABY
REINDEER
SUES NETFLIX
QrrkoD Scan to review worksheet

Expemo code:
1FRM-S1LB-18F

1 Warm up

Discuss the questions in pairs or small groups.

1. Have you seen the Netflix series Baby Reindeer? If so, what did you think of it?
2. Are you interested in books/television series/films about real-life crimes?
3. Why do you think films and television programmes inspired by real-life crimes are so popular?
4. Have you ever received unwanted attention from somebody? If so, how did you react?
5. Do you enjoy talking to strangers, or do you try to avoid it?
6. Have you ever regretted being kind to a stranger? If so, why?
7. Why do you think some crimes aren’t treated as seriously as others?

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BABY REINDEER SUES NETFLIX

2 Pre-listening: legal and general vocabulary

Part A: Match words with the correct deﬁnitions.

Group 1

defamation (n) emotional distress (n) stalk (v)

negligence (n) punitive damages (n)

1. : the act of damaging somebody’s reputation by saying or writing bad or false

things about them
2. : illegally follow and watch somebody over a long period of time, in a way
that is annoying or frightening
3. : the act of causing injury or a loss to someone else through careless
behaviour
4. : mental suﬀering caused by an event/experience, or memory of the
event/experience
5. : an amount of money that a court decides a person or an organisation has
to pay to somebody as punishment for having harmed them

Group 2

compensatory (adj.) compliance department (n) protagonist (n)

critically-acclaimed (adj.) stalking (n)

1. : intended to make up for something such as damage, loss, injury, etc.

2. : the part of a business that ensures the business follows external laws and
internal rules
3. : approved of and praised by critics

4. : the crime of following and watching somebody over a long period of time
in a way that is annoying or frightening
5. : the main character in a play, ﬁlm or book

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Part B: Discuss these questions in pairs.

1. Why do you think defamation is a crime in most countries? Should companies be protected by
defamation laws?

2. Can you think of an example in which a consumer might sue a business for emotional distress?

3. Are stalking laws strict in your country? Why do you think that the police might not take stalking
seriously?

4. If you became seriously ill after eating in a restaurant, would you seek any compensatory damages?

5. If a television company creates a ﬁctional series that presents a real person in a negative way, are
they guilty of negligence? What factors could be important in this situation?

3 Listening for specific information

Listen to the report. Tick the items you hear mentioned. Which three items were not mentioned in
the audio?

1. woman

2. character

3. corporation

4. ﬁlm

5. title

6. actor

7. message

8. director

9. speculation

10. comedian

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BABY REINDEER SUES NETFLIX

4 Listening for comprehension

Part A: For each question, select the answer that most accurately reﬂects the information given in
the audio. Listen to the report again to check your answers.

1. Who is Fiona Harvey?

a. an actress who plays the character Martha Scott in Baby Reindeer

b. the woman who claims to have inspired a character in Baby Reindeer

c. the name of a character in the series Baby Reindeer

2. Who created Baby Reindeer?

a. Richard Gadd

b. Donny Dunn

c. Scott Harvey

3. What is the nationality of the actor who plays the protagonist in Baby Reindeer?

a. English

b. Scottish

c. not given

4. How many messages did Harvey say that she sent to Gadd on Twitter/X?

a. 46

b. 28

c. 18

5. How many viewers did Baby Reindeer acquire in its ﬁrst month?

a. 60,000,000

b. 106,000,000

c. 6,000,000

6. Who received death threats as a result of online speculation?

a. Donny Dunn

b. Fiona Harvey and others

c. not given

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BABY REINDEER SUES NETFLIX

7. What is Fiona Harvey seeking from Netﬂix?

a. a role in the sequel to Baby Reindeer

b. compensatory and punitive damages

c. a job in the Netﬂix compliance department

8. Who did Netﬂix state that they intend to stand by?

a. their shareholders

b. Fiona Harvey

c. Richard Gadd

Part B: Look at the phrase in bold in the sentence below. What do you think it means? Can you think
of an example of a legal case that had a knock-on eﬀect on future legal cases? Discuss in pairs.

After the plane crash, the resulting legal case had a knock-on eﬀect for the aviation industry.

5 Pre-reading: general vocabulary

Part A: You are going to read an article in which three individuals discuss their experiences with
stalkers. Scan the text on page six and ﬁnd words that match the synonyms and deﬁnitions below in
each paragraph.

1. (adj. para. A): anxious

2. (n, para. A): a person employed in a hotel, private club, or similar place to help
guests with anything they need
3. (adj. para. A): upsetting

4. (adj. para. B): not happening often or regularly

5. (v. para. B): got involved

6. (adj., paragraph C): personal

7. (n, para. C): the belief that other people dislike or want to harm you, when
there is no evidence or reason for this
8. (n, para. C): a television system that works within a limited area, eg. a public
building, especially to protect it from crime

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Is stalking taken seriously by law enforcement?

Three individuals discuss their experiences

A. Marina, 27

I first met my stalker on a night out in London. I was waiting at a bar for my friend, who was late, and a stranger
sat down next to me. We began chatting, although I felt somewhat uneasy, and tried to end the conversation
as soon as possible. I made the mistake of giving him my name – just my first name – and telling him that I
worked in television. That was enough. A week later, I received a call while at work. He had found my phone
number, somehow, and wanted to get a drink. When I declined, he started sending me emails, which became
more and more aggressive over time. I contacted the police and the case went to court. My stalker was issued
with a restraining order, which seemed to help at first. Then he turned up at my apartment building. Luckily,
the concierge stopped him from entering, and he was arrested. In the end, he was sentenced to two years in
prison. It turns out he had been stalking other women, which was a deciding factor in the conviction. Apparently,
during the investigation, police showed up at his flat with a search warrant and found hundreds of photographs
of me. Although the experience could have been much more traumatic, I don’t feel safe at home anymore, and
I’m considering moving to another city.

B. Nell, 42

It began five years ago. My stalker – let’s call him Brian – first started interacting with some of my posts online,
liking or reposting them. He would send me the occasional message, which I ignored. Something about his profile
seemed off. I don’t have a public-facing job; in fact, I’m a computer programmer, and my workplace is dominated
by men. Brian somehow found out where I worked and started asking me questions about my colleagues. Was
I seeing any of them? Did we get on? I blocked his account on Twitter, but he made a new one. After a while,
he started threatening me, saying that he would send my family pictures of me that he had edited if I didn’t meet
him. I went to the police, and their reaction was poor, to say the least. They told me to delete my Twitter account,
change my phone number, the usual. This seemed to help at first, but half a year later I was out with friends when
I became aware of somebody standing behind me. I knew it was Brian straight away. He started shouting at me in
the street, then pushed me. My friends intervened and managed to detain him until the police arrived. This time,
they took it more seriously, but the judge didn’t. Brian received a suspended sentence and community service –
a slap on the wrist.

C. Max, 35

Nobody took it seriously. It’s true that the majority of stalking victims are women, but it can happen to men too,
and, although I reported it promptly, the police shrugged the whole thing off. They even asked if I had encouraged
the woman in question. I started doubting myself – was it my fault? We had met at a party, and nobody was
talking to her. I felt bad, so I introduced myself. A few weeks later she was calling me twenty times a day, sending
me intimate messages and even contacting my family. I did a bit of research and discovered that she had a criminal
record in her home country, and had stalked several men before. I don’t know why she chose me: although I’m
a writer, I wouldn’t say I’m famous, and I don’t consider myself to be attractive. When I went back to the police,
they told me that, in this country, stalking has been effectively decriminalised. There was nothing I could do. In
a fit of paranoia, I installed CCTV cameras outside my house, and encouraged my parents to change their phone
number. Despite the steps I’ve taken, the harassment continues.

sources: bbc.com, rollingstone.com, theguardian.com

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BABY REINDEER SUES NETFLIX

Part B: Look at the phrases in bold in the sentences below. What do you think they mean? Can you
think of an example of a legal case, real or imaginary, which resulted in a slap on the wrist for the
accused? What other types of crime do you think police might be tempted to shrug oﬀ? Discuss in
pairs.

• After stealing millions from his employees, the bank manager received a slap on the wrist.
• My son told his teachers that he was being bullied, but they shrugged it oﬀ.

6 Reading comprehension
Part A: Read the article again and match statements with the correct speakers. Some statements
can be matched to more than one speaker. One of the statements cannot be matched to any of the
speakers and should be marked ‘Not given’.

1. The stalking began online. →

2. Their stalker is still harassing them. →

3. They decided not to contact the police. →

4. Their stalker sent them aggressive messages. →

5. They are thinking of moving house because of the experience. →

Part B: For each question, choose the answer you believe best suits the speaker.

1. What does Marina think was a deciding factor in her stalker’s conviction?

a. the fact that she worked in television

b. the fact that he had been stalking other women before

c. the aggressive emails he had sent to her

2. What did Nell’s stalker say he would do to her family?

a. tell them that he was in a relationship with Nell

b. attack them

c. send them edited photographs of Nell

3. What did Max discover about his stalker?

a. that she had attacked another man

b. that she was somebody he used to know in school

c. that she had a criminal record in another country

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7 Reading: legal English

Part A: Using the text on page six for reference, select the most accurate deﬁnition for each word or
phrase.

1. If a person has a conviction for a crime, they:

a. have been found guilty and sentenced for the crime

b. are likely to commit a crime

c. have been found innocent of a particular crime in a court of law

2. If police obtain a search warrant, they are able to:

a. begin searching for a missing person

b. search a suspect’s home or place of work

c. stop an individual from hiding evidence

3. If police detain a suspect, they:

a. keep the suspect in a police station for a period of time

b. release a suspect from prison

c. ask a suspect a series of questions

4. If someone has a criminal record, they:

a. record themselves with a video camera when committing crimes

b. have made a record of all the crimes they have committed

c. have committed crimes in the past

5. If something is decriminalised, it:

a. used to be legal but is now illegal

b. used to be illegal but is now legal

c. is in the process of becoming illegal

6. If you receive a suspended sentence, you:

a. will be sent to prison if you commit another crime within a particular period of time

b. will be sent to prison after a period of time

c. have to pay a certain amount of money or you will be sent to prison

7. If you are given a restrainingorder against somebody else, you:

a. cannot see or contact that person for a period of time

b. must pay a ﬁxed amount of money to somebody else

c. have to notify the police if you want to contact the other person

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Part B: Complete the sentences with the missing vocabulary items from Part A. You may need to
change the form of the word or phrase.

1. Patrick received a for the crime. If he stays out of trouble, he won’t

have to go to prison.

2. Some drugs have been in our country in an eﬀort to reduce drug-related crime.

3. Many companies reject job applicants who have a .

4. Mary had to get a against her ex-husband because he wouldn’t

leave her alone.

5. Police are hoping that the arrest will lead to a for the crime.

6. Several protesters were by police before being released.

7. Two police oﬃcers showed up at my oﬃce claiming they had a ,

but when I asked to see the document, they left.

8 Talking point

In pairs or small groups, discuss the following questions.

1. Do you think films and television series about real-life crimes do more harm than good?
2. Should Gadd and Netflix have made Baby Reindeer? Why/why not?
3. How could the creators of Baby Reindeer have avoided legal troubles?
4. Will Fiona Harvey’s lawsuit against Netflix result in changes to future films and television shows?
If so, how?
5. Should Gadd have taken more steps to conceal the identity of his stalker?
6. Why do you think the majority of stalking victims are women?
7. What do you think is the appropriate punishment for somebody who is convicted of stalking an
individual for several years?

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BABY REINDEER SUES NETFLIX

9 Optional extension: essay and letter

Write a letter or an opinion essay on one of the topics below. Your essay or letter should agree with
or disagree with the statement, and should be between 260 – 320 words long.

Opinion essay

1. Even if somebody has committed a crime, their story shouldn’t be used for entertainment purposes
without their permission.
2. If somebody is found guilty of stalking another person, they should be sentenced to a minimum
of ten years in prison.

Letter

You are a lawyer who has just taken on a new client. Your client is unhappy because a film has
been made in which they appear as a character. Your client wasn’t contacted about the film
in advance, and since the release of the film, they have received online abuse. In agreement
with your client, you are writing a letter to the film production company detailing your client’s
complaints. You may wish to threaten the film company with legal action, or to encourage
them to reach a settlement to avoid a court battle.

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BABY REINDEER SUES NETFLIX

Transcripts

3. Listening for speciﬁc information

Newsreader: Fiona Harvey, the woman who claims to be the inspiration behind Baby Reindeer
character Martha Scott, is suing Netﬂix for $170 million. Harvey is accusing the
streaming corporation of defamation, emotional distress, negligence and violations of
her rights of publicity.

Newsreader: In the series Baby Reindeer, the character Martha Scott stalks the protagonist, Donny
Dunn, harassing him over eight episodes. The title is taken from the nickname Martha
gives Donny. The series was created by Richard Gadd, a Scottish writer and actor who
also appears in the role of Dunn. A message at the beginning of the show states that
it is “a true story”.

Newsreader: Harvey denies that she sent Gadd forty-one thousand emails, one hundred and six
letters and countless voice messages, saying that she sent him only a few emails,
a single letter and eighteen messages on Twitter/X. The Netﬂix series has been a
critically-acclaimed hit, with over sixty million viewers in its ﬁrst month, winning
awards and inspiring some viewers to act as detectives. Online speculation about the
real identities of Martha and a character that abuses Donny in the series resulted in
accusations and even death threats towards Harvey and others.

Newsreader: Aside from the irony of those watching a programme about the dangers of stalking
and engaging in harassment themselves, the resulting legal case may have knock-on
effects on the entertainment industry. Some have questioned whether Netflix has a
compliance department, pointing out that the series wouldn’t have been made in the
same way on broadcast television. Harvey, who is seeking compensatory and punitive
damages, has claimed that Netflix and Gadd have destroyed her “reputation, character
and her life”.

Newsreader: In response, Netﬂix stated that they intend to “stand by Richard Gadd’s right to tell his
story.”

BABY REINDEER SUES NETFLIX

Key

1. Warm up

5 mins.
Tell the students they will be listening to a report about the woman who claims to be the inspiration behind a
character in the series Baby Reindeer suing Netﬂix, and reading an article in which three members of the public
share their experiences with stalking. The discussion activity is suitable for pairs or small groups.

2. Pre-listening: legal and general vocabulary

10 mins.
Part A
Ask students to match the words with the correct deﬁnitions.
Group 1

1. defamation (n) 2. stalk (v) 3. negligence (n)

4. emotional distress (n) 5. punitive damages (n)
Group 2

1. compensatory (adj.) 2. compliance department (n) 3. critically-acclaimed (adj.)

4. stalking (n) 5. protagonist (n)
Part B
For the second part, students discuss the questions in pairs.

3. Listening for speciﬁc information

4. ✓ ﬁlm 8. ✓ director
10. ✓ comedian

4. Listening for comprehension

10 mins.
Part A
Individually or in pairs, ask students to select the answer that best ﬁts each question, before listening again to
check.

1. b. 2. a. 3. b. 4. c. 5. a. 6. b. 7. b. 8. c.
Part B
For part B, students should discuss the meaning of the phrase in bold in pairs.
Deﬁnition of knock-on eﬀect: causing other events to happen

BABY REINDEER SUES NETFLIX

5. Pre-reading: general vocabulary

15 mins.
Ask students to skim through the text on page six quickly and match the synonyms and deﬁnitions to the key
vocabulary in each paragraph.
Note that CCTV is an abbreviation for closed-circuit television.

1. uneasy 2. concierge
3. traumatic 4. occasional
5. intervened 6. intimate
7. paranoia 8. CCTV
Part B
Students look at the phrases in bold in the sentences and discuss the questions.
Definition of a slap on the wrist - a warning or mild punishment
Definition of shrug something off - treat something as if it is not important
Article sources:
https://www.bbc.com/news/articles/c6ppe84jq6do
https://www.rollingstone.com/tv-movies/tv-movie-features/baby-reindeer-controversy-richard-gadd-bad-art-friend-
1235040185/
https://www.theguardian.com/tv-and-radio/article/2024/jun/06/baby-reindeer-netflix-lawsuit
https://www.theguardian.com/tv-and-radio/article/2024/jun/07/fiona-harvey-martha-baby-reindeer-in-court-the-
two-words-that-might-have-saved-netflix-170m-worth-of-grief

6. Reading comprehension

10 mins.
Students should complete the task individually or in pairs.
Part A
Encourage students to closely read the text and match the statements to the correct speakers.

1. Nell 2. Max 3. Not given

4. Marina, Nell 5. Marina
Part B
Ask students to choose the answer that most accurately reﬂects the question.

1. b. 2. c. 3. c.

7. Reading: legal English

10 mins.
Part A
Ask students to select the correct deﬁnition for each idiom or expression using the text on page six for reference.

1. a. 2. b. 3. a. 4. c. 5. b. 6. a. 7. a.
Part B
Students complete the sentences with the missing expressions and idioms.

BABY REINDEER SUES NETFLIX

1. suspended sentence 2. decriminalised

3. criminal record 4. restraining order
5. conviction 6. detained
7. search warrant

8. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups.

9. Optional extension: essay and letter

At least 40 mins.
For the ﬁrst option, students should write an opinion essay based on one of the given topics. Encourage students
to choose a side and argue in favour of that position. For the second option, students should imagine that they
are a lawyer defending a client who has been portrayed in a ﬁlm without their consent. Encourage students to
use legal English terms from the lesson. You could also do this task as a class discussion. Essays and letters should
be between 260 – 320 words long.

NELLIE BLY:
THE TERRIFIC
TRAILBLAZER
QrrkoD Scan to review worksheet

Expemo code:
1FRM-S1L4-53C

1 Warm up

In pairs, discuss the following questions.

1. What springs to mind when you see the word journalism?

2. Do you think that being a journalist is a worthwhile profession?
3. Have you ever read anything that could be classed as investigative journalism?
4. Do you think investigative journalism plays an important role in modern society?

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

2 Focus on vocabulary 1

Match the underlined words to the deﬁnitions below.

1. The helicopter had to circumnavigate around the lake to avoid the storm.

2. Last week I dissuaded my best friend from drinking too many beers.

3. She called herself a seasoned traveller because she had visited over 100 countries.

4. The newspaper published an exposé of violence within public schools.

5. His openness and honesty were just a pretence and he was not to be trusted.

6. After a long period of mental issues, it was best for him to be admitted to the hospital for better
care.

7. Sally was scared that if she had to go to the asylum she would never get out.

8. The way the students acted was deplorable and the school had no choice but to expel them.

a. (v) sail or travel all the way around something

b. (n) acts of behaving in a way to make people believe something that is not true

c. (adj.) very bad and unacceptable

d. (n) an account of the facts of a situation usually with the intent to shock

e. (n) a hospital where people who are mentally ill are given care, often for a long period of time

f. (adj.) having a lot of experience in a speciﬁc activity

g. (v) persuaded somebody not to do something

h. (v) take somebody to a hospital or institution where they can receive special care

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

3 Listening for predictions

Part 1: Look at the numbers in the box below and think how they might refer to Nellie Bly’s life. With
your partner, discuss what the numbers refer to. Then listen to Bly’s story and see if you were correct.

relation to Nellie Bly

1
1864

2
50

3
1889

4
72

5
6

6
11

7
1895

Part 2: Read the sentences taken from the script below and think about which words or phrases could
go in the gaps. Only four are needed. Then listen to the audio and check your predictions.

1. ...“It’s impossible for you to do it” her editor cried but Bly was not to be ...

2. ...Bly exposed the conditions that were present...

3. ...Despite becoming a traveller...

4. ...what really brought Bly into the public eye was her attempt to the globe...

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

4 Listening for details

Listen to the story of Nellie Bly again and answer the following questions.

1. How old was the ﬁeld of investigative journalism when Bly worked in it?

2. What made Bly want to circumnavigate the globe?

3. Who did Bly meet in Amiens?

4. Why was her journey home delayed?

5. What did Bly discover about many of the patients in the insane asylum?

6. What did Bly manage when her husband died?

5 Vocabulary for conversation 1

Look at the examples of natural language from the story. With your partner, guess the meaning
of each one. Then, to help you remember the expressions, have a discussion together. Use the
expressions to talk about your life.

• "...Told by many men that it could never be done Bly turned a blind eye..."
• "...and in 1889 she pitched the idea to her editor..."
• "...Bly’s bread and butter was her hard-hitting investigative journalism..."

Discuss the following questions.

1. Are there any things in your life that you feel people turn a blind eye to?
2. What idea would you like to pitch to Netﬂix or a TV channel?
3. What is your bread and butter these days?

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

6 Focus on vocabulary 2

Part A: Match the following vocabulary to the deﬁnitions.

haphazard (adj.) oppressive (adj.) outrageous (adj.)

susceptibility (n) destitute (adj.) eye-opening (adj.)
ﬂedgling (adj.) mouldy (adj.) subsequently (adv.)

1. : young, new or inexperienced

2. : very unusual with an intent to shock

3. : covered with our containing mould

4. : the state of being very likely to be harmed, inﬂuenced by something

5. : treating people in a cruel or unfair way

6. : organised very badly

7. : making you feel surprised at something you were unaware of previously

8. : without the basics needed for life

9. : after something else has happened

7 Skimming for general reading

Read the following titles and match them to the correct paragraph in the article on page six. Note
that one title is extra.

1. A dramatic discovery

2. Overcrowding issues

3. The impact of the investigation

4. A promotion strategy

5. Working undercover

6. Horrible conditions

7. Shocking stories

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

Smuggled into a madhouse

A deeper dive into Bly’s hazardous trip into an asylum

A. In 1887, at the age of just 23, Nellie wasn’t helped by the way they were treated by the
Bly was a fledgling journalist working in the offices oppressive hospital staff. Some of the patients were
of New York World - a national newspaper which literally treated like animals: they were roped up and
relied on outrageous stories to attract its readers. ordered to pull carts around as if they were donkeys.
This strategy to bring more readers to the paper is A rope was also used to tie the most dangerous
what prompted managing editor, John Cockerill, to patients together in some kind of haphazard group.
propose the idea of stunt journalism to Bly. Many of the ill-treated victims were forced to have
ice-cold baths and then stay in their soaking clothes
B. Cockerill’s idea was for Bly to go
for hours, while most of the other patients were made
undercover and get herself admitted as a patient
to sit on cold benches while the hospital rats scurried
to New York’s notorious lunatic asylum, Blackwell’s
around their feet.
Island. Cockerill gave her only three instructions that
she had to follow: change her name to Nellie Brown, E. One of the most eye-opening
tell her story honestly and stop smiling. Bly set her things that Bly discovered was that many of the
backstory as one of a Cuban immigrant who was patients were not mad at all, in fact, they were
suffering from amnesia and then booked herself into completely sane just like her. It seemed that some
a women’s boarding house. After a period of acting were committed only due to the fact that they
strangely and alienating herself from other guests, could not get their point across in English, some
Bly was sent to Blackwell Island’s Insane Asylum for were suffering from physical exhaustion due to
Women. periods of hard labour and some had just found
C. Upon entering the asylum, themselves trapped in circumstances that could only
Bly immediately snapped back into her original be described as destitute. After around a week and
personality but surprisingly this didn’t arouse the a half, Bly was helped to escape by people working
attention of the hospital staff who just put it at her newspaper and the report she subsequently
down as being a further symptom of her illness. published was going to do exactly what Cockerill had
Unsurprisingly, Bly was in complete shock at what hoped - it was to cause a sensation.
she witnessed at Blackwell. At the time of her stay, F. While intriguing the general reading
the hospital housed 1600 patients when it was public, Bly’s investigation also had a more long-
originally only built for 1000 and strict budget cuts lasting effect on the people staying in Blackwell’s and
meant it only had 16 doctors serving there. similar facilities. The grand jury ordered for there
D. The most basic conditions at to be an increase of $850,000 in budget for the
Blackwell were truly horrific. The meat provided was Department of Public Charities and Corrections and
often rotten, the bread was mouldy, and the drinking it was ordered that future examinations into possible
water was rarely clean. These conditions increased patients for this type of hospital were to be much
the patients’ susceptibility to disease which also more comprehensive.

sources: pbs.org, nyhistory.org, biography.com

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

8 Reading comprehension

Read the following statements and decide if they are true (T) or false (F).

1. John Cockerill had a plan to increase the amount of people reading his newspaper.

2. Before the assignment, Cockerill didn’t give Bly any instructions.

3. When Bly got into the hospital, she continued acting strangely.

4. The hospital was receiving additional funding to hire more doctors.

5. Despite being unfriendly, the hospital personnel provided good treatment for the patients.

6. Some patients’ physical labour had left them extremely fatigued.

7. The patients residing at the hospital were unaﬀected by Bly’s work.

9 Vocabulary for conversation 2

Look at the examples of natural language from the article. With your partner, guess the meaning
of each one. Then, to help you remember the expressions, have a discussion together. Use the
expressions to talk about your life.

• "...Bly immediately snapped back into her original personality..."

• "...were made to sit on cold benches while the hospital rats scurried around their feet..."
• "...due to the fact that they could not get their point across in English..."

1. Do you ﬁnd it easy to snap back into your own personality when you leave your workplace?
2. Can you think of any animals that scurry around? Do you like those animals?
3. Do you ﬁnd it easy to get your point across in English these days?

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

10 Talking point

Look at the questions and discuss them with your partner.

1. What did you think of the article? What was the most shocking thing?
2. Do you think that the patients in the hospital were treated fairly?
3. Would you like to be smuggled into a hospital like this? Why/ Why not?
4. Do you admire what Nellie Bly did? Why do you think she did it?

11 Optional extension / homework

Read the sentences below and ﬁll in the gaps with the correct form of the word given.

1. Most of us have a greater to ﬂu in the winter. SUSCEPTIBLE

2. After a strong speech, Jess became the class president. SUBSEQUENT

3. He had made a lot of mistakes in his career as a politician. FLEDGE

4. Without government funding, that part of town had become . DESTITUTION

5. The country had been living under an regime for more than thirty years.
OPPRESSION

6. We forgot to put the butter back in the fridge and now it is all . MOULD

7. After dinner, there was a pile of dishes left in the sink. HAZARD

8. The controversial singer was greatly popular with teens and was known for her
behaviour. OUTRAGE

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NELLIE BLY: THE TERRIFIC TRAILBLAZER

Transcripts

3. Listening for predictions

Speaker: The life of Nellie Bly. A woman ahead of her time.

Speaker: It is a worry of many of us that we live life unfulfilled, but Nellie Bly was not like the rest of
us. She proudly stated that she wanted to “do something no girl has done before”. Bly was
born in 1864 and over the 50 or so years she walked on this planet she was to achieve so
much and inspire so many. Primarily working in investigative journalism, which as a field
was in its infancy, it was to be her ambition to beat a fictional character that was really to
get her remembered.

Speaker: Inspired by the Jules Verne novel, what really brought Bly into the public eye was her
attempt to circumnavigate the globe. Told by many men that it could never be done Bly
turned a blind eye and in 1889 she pitched the idea to her editor. “It’s impossible for you
to do it” her editor cried but Bly was not to be dissuaded and she set sail from New Jersey
on a steamboat heading for England.

Speaker: Bly spent most of her time travelling by steamship and railroad and took in some amazing
places and had brilliant experiences which included meeting Verne in Amiens and visiting
a leper colony in China. Her journey home was delayed by rough conditions in the Paciﬁc,
but she ﬁnally arrived back where she had started 72 days, 6 hours and 11 minutes after
she’d left.

Speaker: Despite becoming a seasoned traveller, Bly’s bread and butter was her hard hitting
investigative journalism. Her most renowned exposé was when under false pretences she
got admitted to an insane asylum. In her book “Ten days in a mad house” Bly exposed
the deplorable conditions that were present and found that many of the patients trapped
inside were just as sane as her.

Speaker: In 1895 Bly got married and retired from journalism, and when sadly her husband passed
away, she took control of his iron-clad manufacturing company. She tried to apply some of
her worker support measures to the company - things like healthcare, gyms, and libraries.
Like in much of her life these modern policies proved that Bly really was a “girl” who was
ahead of her time.

NELLIE BLY: THE TERRIFIC TRAILBLAZER

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to share their previous
knowledge and their opinions in relation to journalism and speciﬁcally investigative journalism. Monitor and provide
on-the-spot feedback when appropriate.

2. Focus on vocabulary 1

5 mins.
Make sure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare answers with a partner.

1. → a. 2. → g. 3. → f. 4. → d.
5. → b. 6. → h. 7. → e. 8. → c.

3. Listening for predictions

10 mins.
Part 1
Put the students in pairs and ask them to ﬁll in the table with the information in the box. They listen to the podcast
to check and then share their answers with the class.

1. ...Bly was born in 1864..."

2. "...over the 50 or so years she walked on this planet..."
3. "...in 1889 she pitched the idea (to circumnavigate the globe) to her editor..."
4. number of days it took to circumnavigate the globe
5. hours (plus 72 days) it took to circumnavigate the globe
6. minutes (plus 72 days and 6 hours) it took to circumnavigate the globe
7. "...In 1895 Bly got married and retired from journalism..."
Part 2
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the audio and ask the students to check their predictions.

1. dissuaded 2. deplorable
3. seasoned 4. circumnavigate
Audio sources:
https://www.nps.gov/people
https://www.britannica.com/biography/Nellie-Bly
https://en.wikipedia.org/wiki/Nellie_Bly
https://www.historyextra.com/period/victorian/who-was-nellie-bly-race-around-world-80-days-real-phileas-fogg-
jules-verne/
https://en.wikipedia.org/wiki/Around_the_World_in_Seventy-Two_Days
https://www.rmg.co.uk/stories/topics/nellie-bly-investigative-journalist

NELLIE BLY: THE TERRIFIC TRAILBLAZER

https://digital.library.upenn.edu/women/bly/madhouse/madhouse.html
https://www.biography.com/authors-writers/nellie-bly

4. Listening for details

5 mins.
Tell students that they are going to listen to the podcast again. Ask them to answer the questions and then
compare their answers with their partner.

1. "...which as a ﬁeld was in its infancy, ..." 2. "...Inspired by the Jules Verne novel..."
3. "... which included meeting Verne in Amiens..." 4. "...by rough conditions in the Paciﬁc..."
5. "...many of the patients trapped inside were just as 6. "...she took control of his iron-clad manufacturing
sane as her..." company..."

5. Vocabulary for conversation 1

5 mins.
Ask students to look through the sentences together and try to guess the meaning. Monitor to support and then
allow them to personalise the vocabulary with a quick discussion.
turn a blind eye - pretend not to notice
pitch the idea - present an idea to a superior at work or in another company
bread and butter – the main source of income

6. Focus on vocabulary 2

Part A
5 mins.
Students match the vocabulary to their correct deﬁnitions. Ensure they can correctly pronounce the target
vocabulary. Ask them to complete the task by themselves ﬁrst, and then compare answers with a partner.

1. ﬂedgling (adj.) 2. outrageous (adj.) 3. mouldy (adj.)

4. susceptibility (n) 5. oppressive (adj.) 6. haphazard (adj.)
7. eye-opening (adj.) 8. destitute (adj.) 9. subsequently (adv.)

7. Skimming for general reading

5 mins.
Students read the paragraph titles and match them to the correct paragraph in the article. You may want to set a
time limit and highlight the diﬀerences between skimming and scanning at this point. Note that one title is extra
(7. Shocking stories).

A. 4. A promotion strategy B. 5. Working undercover

C. 2. Overcrowding issues D. 6. Horrible conditions
E. 1. A dramatic discovery F. 3. The impact of the investigation
Article sources:
https://www.pbs.org/wgbh/americanexperience/features/world-nellies-madhouse-memoir
https://en.wikipedia.org/wiki/New_York_World
https://www.nyhistory.org/blogs/nellie-blys-ten-days-in-a-mad-house-and-the-rise-of-girl-stunt-reporting
https://www.mylifetime.com/movies/escaping-the-madhouse-the-nellie-bly-story

NELLIE BLY: THE TERRIFIC TRAILBLAZER

https://www.biography.com/authors-writers/inside-nelly-bly-10-days-madhouse

8. Reading comprehension

10 mins.
Ask students to read in more detail and complete the exercise. Ask them to underline where they ﬁnd the answer,
and then compare it with their partner.

1. True. "...This strategy to bring more readers to the paper..."

2. False. "...Cockerill gave her only three instructions that she had to follow..."
3. False. "...Upon entering the asylum Bly immediately snapped back into her original personality..."
4. False. "...and strict budget cuts meant it only had 16 doctors serving there..."
5. False. "...wasn’t helped by the way they were treated by the oppressive hospital staff. ..."
6. True. "...some were suffering from physical exhaustion due to periods of hard labour..."
7. False. "...Bly’s investigation also had a more long-lasting effect on the people staying in Blackwell’s..."

9. Vocabulary for conversation 2

5 - 10 mins.
Ask students to look through the sentences together and try to guess the meaning. Monitor to support and then
allow them to personalise the vocabulary with a quick discussion.
snap back - change quickly and easily into a previous state
scurry - move hurriedly with short steps
get their point across – make someone understand or believe something

10. Talking point

5 mins.
Students discuss talking points from the article and share their opinions with each other related to some bigger
issues.

11. Optional extension / homework

5 mins.
This task can be done as an optional extension or homework. Ask the students to read the sentences and ﬁll in
the gaps with the correct form of the word given. Ask them to identify which parts of speech could ﬁll the gaps
before completing the exercise. Circulate and help as needed.

1. susceptibility 2. subsequently
3. ﬂedgling 4. destitute
5. oppressive 6. mouldy
7. haphazard 8. outrageous

THE WIND
THAT SHAKES
THE PHONES
QrrkoD Scan to review worksheet

Expemo code:
1FRM-R1LC-858

1 Warm up

In pairs, discuss the following questions.

1. Have you ever seen a ghost? What happened?

2. Why do you think there have been so many ﬁlms made about ghosts?

3. Do most people in your country believe that something happens after we die?

4. Do you think that the culture you are from inﬂuences how much you believe in life after death?

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THE WIND THAT SHAKES THE PHONES

2 Focus on vocabulary
Match the underlined words to the deﬁnitions below.

1. She felt inclined to go with his friends to the party.

2. As soon as I met the medium, I got a feeling there was something diﬀerent about her.

3. We tried to take part in a séance, but we were too drunk to take it seriously.

4. The news report about the disaster was really disturbing.

5. He tried to summon them through the use of magic and special potions.

6. The pendulum didn’t work like it used to, so the clock didn’t keep accurate time anymore.

7. There was a person down the street who said they could cure the sick with psychic healing.

a. (n) a meeting in which people try to contact and talk to spirits

b. (adj.) wanting to do something

c. (adj.) making you feel anxious or shocked

d. (v) call or try to obtain someone or something

e. (adj.) connected with strange powers and not easily explained by natural laws

f. (n) a person who claims to be able to talk to the dead

g. (n) a long straight part with a weight at the end that moves evenly from side to side

3 Listening for predictions

Part A: Look at the diﬀerent methods used to try and contact the spirits or ghosts. With your partner
try to predict how the given information matches each method, then listen and check your predictions.

a) ... ability to contact the deceased...

b) ...often has letters and numbers printed on...
c) ...The process involves emptying your mind...
d) ...person who has passed away will then guide the counter...
e) ...choose the room in your house that is thought to be the heart...
f) ...be able to summon ghosts by staring...
g) ...a pendulum and it will swing over the word yes or the word no...
h) ...rates going as high as $200 per session...

1. Ouija board :

2. Séance :

3. A medium :

4. Mirror gazing :

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THE WIND THAT SHAKES THE PHONES

Part B: Read the sentences from the script and think about which words from the vocabulary section
could go in the gaps, only four are needed. Afterwards, listen to the audio and check your predictions.

1. "... They are said to have the ability to contact ..."

2. "... You should then be able to ghosts by staring into the mirror..."

3. "...but it helps if your friends are spiritually ..."

4. "... For some, the thought of talking to ghosts or spirits is seriously

..."

4 Listening for details

Listen one more time and try to answer the following questions.

1. Which two languages is the word Ouija created from?

2. Where and when was the Ouija board ﬁrst put on sale?

3. What type of friends is it better to have for a séance?

4. What should you have done before the séance begins?

5. What do Mediums function as?

6. Who ﬁrst came up with the idea for mirror gazing?

5 Vocabulary for conversation

Look at the examples of natural language from the podcast, with your partner and from the context,
try to guess the meaning of each one. To help you remember the expressions, have a discussion with
your partner and use them to talk about your life.

• "... No matter what side of the fence you ﬁnd yourself on you can’t deny that there is a mountain of
ways..."
• "... So, if you are looking to establish communication with the dearly departed..."
• "... The process involves emptying your mind..."

Let’s chat

1. When it comes to the debate on nature versus nurture, what side of the fence do you ﬁnd yourself
on?

2. What is the diﬀerence in tone between the dearly departed and the dead?

3. In which situations might it be a good idea to empty your mind?

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THE WIND THAT SHAKES THE PHONES

6 Focus on vocabulary

Part A: Match the following vocabulary to the deﬁnitions.

1. grief (n) a. being found, especially by chance

2. obsolete (adj.) b. a very sad feeling especially when somebody dies

3. turning up (phr. v) c. not looking at something carefully or in depth

4. set up (phr. v) d. small stones often used to make paths

5. Reverend (n) e. the title of a member of the church

6. gravel (n) f. no longer used because something has taken its place

7. craggy (adj.) g. create or start something

8. superﬁcial (adj.) h. being made of sharp, steep rocks

Part B: Put the vocabulary from Part A into the correct gaps in the following sentences.

craggy gravel grief obsolete Reverend set up superﬁcial turning up

1. Pieces of ancient treasure suddenly started on the local beach.

2. The new has moved up here from London.

3. They became close because they were both going through a period of .

4. If you walk down the alleyway you will ﬁnd the school at the end
of it.

5. The documentary presented only a view of a complicated topic.

6. The coastline was very dangerous for nearby ships.

7. We decided it would be a good idea to a ghost-contacting business.

8. I used to love my DVD player but now it has become completely .

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THE WIND THAT SHAKES THE PHONES

7 Skimming for general understanding

Read the following paragraph titles for the article titled "The wind that shakes the phones" and match
them to the correct paragraph.

A) Opening the door for tragedy E) Mystery for Mr Brown

B) Soften the hurt F) The spread of the phone

C) Talking but not connected G) A chance to process

D) Phone on a post

The wind that shakes the phones

Contacting those that we have lost
1
I.

Our relationship with grief is a complicated one, and trying to come to terms with that can be impossible to achieve.
Over the years, kind-hearted souls have come up with all matters of ways in which those who are grieving can
ease their pain, and one of these ideas is the wind phone.
2
II.

The concept of the wind phone came from Itaru Sasaki, a garden designer living in Japan. Sasaki had lost a cousin
to cancer and was looking for a way to maintain a connection with them. For this, he installed an old-fashioned
phone in his garden, but he did not connect it to any wires. Sasaki discovered that the whole process of talking
into an obsolete phone comforted him during the dark days.
3
III.

The tragedy was to strike the same area on a gigantic scale in 2011 when over 15,000 people lost their lives to a
gigantic earthquake and tsunami. This event pushed Sasaki to open his wind phone to the public and ever since
this generous act, his phone has received over 30,000 visitors. After this, the concept of the wind phone started
to become more attractive to those dealing with loss.
4
IV.

The chance to say things that couldn’t be said proved to be attractive to many, and wind phones started turning
up in diﬀerent locations all over the planet. Worldwide there are believed to be over 200 locations in which you
can come across a wind phone, and people travel from miles around to speak into one.
5
V.

A special wind phone has been set up beside an old church in the state of Connecticut in America. The Reverend
of the church has said that the phone has become really popular. The phone itself is connected to a simple wooden
post beside a gravel path and next to it is a sign that says- "This phone will never ring. It is connected by love to
nowhere and everywhere."

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THE WIND THAT SHAKES THE PHONES

6
VI.

In the UK, wind phones have been gradually catching on and you can now find them in a number of diverse
locations. From a cliffside in Anglesey to a hospice in Stourbridge, the idea seems to appeal to so many different
people. The phone in Anglesey is particularly gorgeous as it looks out over the Irish Sea and is hidden among
some craggy rocks. It is unclear who set up this particular phone, but it has a dedication to someone called "Paul
Brown" and states that it is for "everyone who has lost a loved one".
7
VII.

The death of someone close to us is undoubtedly one of the most difficult times of our lives, and while the wind
phone may seem superficial to some, to others it offers them an opportunity to process the multitude of emotions
that come along with grief.

Sources: BBC, Daily Post, Wikipedia

8 Reading comprehension
Part A: Read the following statements and decide if they are True or False.

1. Itaru Sasaki was an interior designer from Japan.

2. Talking into the phone helped Sasaki.

3. Since 2011, over 30,000 people have used Sasaki’s phone.

4. According to the article, there are now over 200 wind phones in Japan.

5. The phone in Connecticut is connected to a metal post.

6. One of the wind phones in the UK has a view of the English Channel.

7. The phone on Anglesey was set up by Paul Brown.

8. In the ﬁnal paragraph, the article suggests that the phone will be liked by all.

Part B: Look at the questions and discuss them with your partner.

1. What did you think of the article? What is your initial opinion in relation to wind phones?

2. Why do you think windphones are now popular all over the world?

3. Where in your city/ country would be the best location for a wind phone?

4. If you were given the opportunity would you like to use a wind phone? Why/ Why not?

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THE WIND THAT SHAKES THE PHONES

9 Optional extension: vocabulary for conversation

Look at the examples of natural language from the audio report and the article with your partner and
from the context, try to guess the meaning of each one. To help you remember the expressions, have
a discussion with your partner and use them to talk about your life.

• ... and trying to come to terms with that can be impossible to achieve...

• ... . In the UK, wind phones have been gradually catching on and...

• ... there are believed to be over 200 locations in which you can come across a wind phone...

Let’s chat

1. How do you try to come to terms with things in life that you think are unfair?

2. Are there any new styles that are catching on in your country at the moment?

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THE WIND THAT SHAKES THE PHONES

Transcripts

3. Listening for predictions

Speaker: Talking to the dead

Speaker: For some, the thought of talking to ghosts or spirits is seriously disturbing while for others
it oﬀers them a chance to prove that there is life after death. No matter what side of the
fence you ﬁnd yourself on you can’t deny that there is a mountain of ways in which you
can try contacting the dead. So, if you are looking to establish communication with the
dearly departed, we are going to present to you a few of the most popular ways on today’s
podcast and help you on your way.

Speaker: Often taking centre stage in popular teen-horror ﬂicks an Ouija board is something that
anybody can try at home with their friends. Quite surprisingly the word “Ouija” was crafted
from the French and German words for “yes” and was originally seen up for sale in Baltimore
in 1891.

Speaker: The board often has letters and numbers printed on it with a movable counter placed in
the middle. People around the board will place one of their hands on top of the counter
(often a glass), and then ask a question to someone in the spirit world. The theory is that
the person who has passed away will then guide the counter to the letters or numbers and
answer their questions.

Speaker: In many ways, a séance is similar to a Ouija board, but in others, it is quite diﬀerent. You
can also set this one up at home, but it helps if your friends are spiritually inclined. What
you are often asked to do is to choose the room in your house that is thought to be the
heart of the home, then sit down together and hold hands.

Speaker: Before the ceremony begins every participant should’ve prepared some basic questions for
the spectre to answer e.g. Are you okay? Am I doing the right thing by getting married?
Should I buy a new car? It is easier to ask yes or no questions because the ritual often
involves a pendulum and it will swing over the word yes or the word no that you’ll have
already written on the ﬂoor.

Speaker: If you don’t trust your friends to get in touch with the dead then you will need a real expert,
a medium as they are known in the ghost business. Mediums have been described as
functioning as a “voicebox” for the dead. They are said to have the psychic ability to contact
the deceased which they do through their so called “extrasensory perception”. Hiring this
type of person doesn’t come cheap though with rates going as high as $200 per session.

THE WIND THAT SHAKES THE PHONES

Speaker: On the cheaper side of the scale, we have mirror gazing. It all comes from an American
named Raymond Moody who after a near death experience created something called a
“psychomanteum”. In simple terms, a “pyschomanteum” is created by putting a mirror into
a dimly lit room. You should then be able to summon ghosts by staring into the mirror. The
process involves emptying your mind and thinking about the person you want to see again.
You slowly look into the mirror, ask your questions and then be patient and wait for your
answers.

THE WIND THAT SHAKES THE PHONES

Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to share their previous
knowledge and their opinions in relation to ghosts, spirits, and people’s interest in such subjects. Monitor and
provide on-the-spot feedback when appropriate.

2. Focus on vocabulary

5 mins.
Make sure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare answers with a partner.

1. → b. 2. → f. 3. → a. 4. → c. 5. → d. 6. → g. 7. → e.

3. Listening for predictions

Part A:
5 mins.
Students compare their answers with their partners.

1. OUIJA BOARD : b) ...often has letters and numbers printed on... ≀ d) ...person who has passed away will then
guide the counter...
2. SÉANCE : e) ...choose the room in your house that is thought to be the heart... ≀ g) ...a pendulum and it will
swing over the word yes or the word no...
3. A MEDIUM : a) ... ability to contact the deceased... ≀ h) ...rates going as high as $200 per session...
4. MIRROR GAZING : f) ...be able to summon ghosts by staring... ≀ c) ...The process involves emptying your
mind...

Part B:
5 mins.
Ask students to read the sentences from the transcript and discuss with their partner where they think each word
from the vocabulary section goes. Play the audio and ask the students to check their predictions.

1. psychic 2. summon 3. inclined 4. disturbing

4. Listening for details

5 mins.
Tell students that they are going to listen again, ask them to answer the questions and then compare their answers
with their partner.

1. French, German 2. Baltimore in 1891 3. spiritually inclined

4. basic questions 5. as a "voicebox" for the dead 6. Raymond Moody

THE WIND THAT SHAKES THE PHONES

5. Vocabulary for conversation

5 mins.
Ask students to look through the extracts together and try to guess the meaning, monitor to support and then
allow them to personalise the vocabulary with a quick discussion.
what side of the fence you ﬁnd yourself on - used to show what side of a debate or an argument you favour
dearly departed - a respective way to address people who have recently passed away
emptying your mind – clearing your mind of any thoughts
Sources:
https://www.britannica.com/topic/Ouija-board
https://www.smithsonianmag.com/history/the-strange-and-mysterious-history-of-the-ouija-board-5860627/
https://www.brown.edu/Departments/Joukowsky_Institute/courses/13things/9781
https://www.wikihow.com/Perform-a-S%C3%A9ance
https://www.wmagazine.com/story/seance-how-to-conduct-at-home-guide
https://www.enmaybe.com/talking-to-the-dead-with-a-spiritual-medium
https://www.centreofexcellence.com/becoming-a-medium
https://www.gaia.com/article/psychomanteum-mirror-gazing
https://emmawilkin.com/words-of-the-week-2/2022/11/8/psychomanteum
https://www.orlandosentinel.com/1993/11/23/mirror-gazing-contact-with-dead-is-new-grief-therapy/

6. Focus on vocabulary

Part A:
5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
ﬁrst, and then compare answers with a partner.

1. → b. 2. → f. 3. → a. 4. → g. 5. → e. 6. → d. 7. → h. 8. → c.
Part B:
5 mins.
Ask students to identify which parts of speech could ﬁll the gaps before completing the exercise. Circulate and
help as needed.

1. turning up 2. Reverend 3. grief 4. gravel

5. superﬁcial 6. craggy 7. set up 8. obsolete

7. Skimming for general understanding

5 mins.
You may want to set a time limit and highlight the diﬀerences between skimming and scanning at this point.

1. B) Soften the hurt 2. C) Talking but not connected

3. A) Opening the door for tragedy 4. F) The spread of the phone
5. D) Phone on a post 6. E) Mystery for Mr Brown
7. G) A chance to process

THE WIND THAT SHAKES THE PHONES

Sources:
https://en.wikipedia.org/wiki/Wind_phone
https://www.mywindphone.com/
https://paw.princeton.edu/article/essay-how-wind-phone-can-help-grieving-community
https://www.npr.org/2023/11/22/1214962946/this-wind-phone-helps-grievers-feel-connected-to-their-lost-loved-
ones
https://lithub.com/how-japans-wind-phone-became-a-bridge-between-life-and-death/
https://www.funeralguide.co.uk/blog/phone-of-the-wind
https://www.bbc.co.uk/programmes/p0j4yyqj
https://www.dailypost.co.uk/news/north-wales-news/poignant-wind-phone-nestled-anglesey-26524125

8. Reading comprehension

Part A:
5 mins.
Ask students to read in more detail and complete the exercise. Ask them to underline where they ﬁnd the answer,
and then compare it with their partner.

1. False 2. True 3. True 4. False

5. False 6. False 7. False 8. False
1) (...of Itaru Sasaki a garden designer from Japan...)
2) (...Sasaki discovered that the whole process of talking into an obsolete phone comforted him during the dark
days...)
3) (...since this generous act his phone has received over 30,000 visitors...)
4) (...Worldwide there are believed to be over 200 locations in which you can come across a wind phone ...)
5) (...The phone itself is connected to a simple wooden post beside a gravel path ...)
6) (...is particularly gorgeous as it looks out over the Irish Sea...)
7) (...It is unclear who set up this particular phone...)
8) (...while the wind phone may seem superﬁcial to some ...)
Part B:
5 mins
Students discuss talking points from the article and share their opinions with each other about windphones

9. Optional extension: vocabulary for conversation

5 mins.
Ask students to look through the sentences together and try to guess the meaning, monitor to support and then
allow them to personalise the vocabulary with a quick discussion.
trying to come to terms with - the process of trying to understand or accepting an idea or an emotion
catching on - becoming more popular
come across – ﬁnd something by chance

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