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GENERAL ENGLISH · ENGLISH IN VIDEO · ADVANCED (C1-C2)

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1 Warm up

Answer the following questions.

1. Do you have a dog or would you like to have a dog?

2. What do you know about the history of dogs?
3. How would you describe these different types of dogs and their relationships with people?

1. 2.

3. 4.

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2 Watch for main idea

You are going to watch a video - A Brief History of Dogs. Read this list of key words from the video.
Then watch the video and put the items in the order that you hear them. One item is extra.

a. 300 different breeds ___ f. going for a walk ___

b. big sharp teeth ___ g. hunting ___

c. difficulty breathing ___ h. lions ___

d. dog shows ___ i. rescue organisations ___

e. DNA ___ j. war dogs ___

Can you remember what was said about each item?

3 Watch for detail

Read the sentences from the report and remember/predict the missing words. The words you write
will have the same or similar meaning as the words in bold. The first letters of the missing words have
been given. Watch the report again to check. Is there any information in the video that was new or
surprising to you?

1. ...the transformation from wolf to dog began some twenty to forty thousand years ago when
people and wolves were living and hunting together / in c p ...

2. Over many generations, they became more friendly and less wild / t and lost some
of their dangerous hunting / p qualities such as big sharp teeth.

3. What resulted was the dog - the very first d animal / that was under human control.

4. Selective breeding eventually gave rise to many different-looking dogs or special types of animals
with a specific name / p .

5. ...dogs were becoming more of something people could use to show off their money or position
/as s among wealthy households.

6. By the 19th century, the crossbreeding popular trend / c was underway resulting
/c in the first dog shows by mid-century.

7. Humans were mixing and matching dogs no longer just for their usefulness / u ,
but also for their appearance.

8. But by breeding offspring that exhibit only the most obvious characteristics /
p t , some say we’ve gone too far.

9. Yet, for all the problems we’ve introduced into our relating to dogs / c companions,
we’ve also found ways to bring dogs into our lives more than ever before.

10. ... that once lived only among their own social groups / p tens of thousands of
years ago have come to depend on us as much as we depend on them.

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4 Language point

Look at these sentences from the video which all include present participles (verb + -ing forms). Match
the examples of the underlined words with the grammar types.

1. ...people and wolves were living and hunting in close proximity.

2. ...humans began to play a more active role in the breeding of dogs.

3. Selective breeding eventually gave rise to many different-looking dogs or purebreds.

4. Today we have over 300 different breeds, making dogs the most diverse species on earth.

a. adjective

b. participle clause showing an active meaning and giving extra information about the main sentence

c. part of a continuous verb form

d. noun (gerund)

Find and underline/highlight more examples of each of these uses of the present participle in the
transcript, and explain the grammar for each example.

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5 Practice

Now read about choosing the right breed of dog and correct twelve mistakes related to the use of
present participles. Explain the grammar.

Which dog is for you?

1. To have a pet dog has been shown to make people healthier, but there are so many breeds to

2. choose from, vary in size, appearance and personality. When you choosing a breed of

3. dog, consider these tips:

4. The famous black and white Dalmatian needs a lot of exercise, so it’s suitable for active owners

5. who enjoy spend lots of time outdoors.

6. The tiny Chihuahua needs less exercise, so it’s a good choice if you are out at work every day.

7. Retrievers and Labradors are fun-love and outgo, are making them suitable pets for families

8. with young children.

9. Some breeds like Afghans or Poodles, have fur which needs regular groom, required regular

10. trips to the dog salon. This is time-consume and expensive.

11. If someone in the family is allergic to dogs, a Xoloitzcuintli might work out. This Mexican breed

12. is almost hairless - so they’re not always lost their fur and you’re not sneeze all the time!

6 Discuss

Talk about these questions in pairs or small groups, giving a range of reasons and examples.

1. Why do some people want to have a specific breed of dog?

2. Do you think it’s right for people to breed and sell those types of dogs which tend to suffer from
genetic disorders?
3. What are some alternatives to buying dogs?
4. What are some of the responsibilities of dog owners?
5. How do children benefit from having a dog?

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Transcripts

2. Watch for main idea

Narrator: Long before we raised livestock and grew crops, humans lived side by side with dogs. It’s
widely accepted among scientists that dogs are descendants of wolves - in fact, their DNA
is virtually identical. But how exactly did a fierce wild animal become our loyal companion?

Narrator: According to DNA analysis, the transformation from wolf to dog began some twenty
to forty thousand years ago, when people and wolves were living and hunting in close
proximity. By about fifteen thousand years ago, dogs were found virtually everywhere
people were.

Narrator: But humans may not be able to take all the credit for domestication - some wolves were
already less fearful of approaching people. Those individuals became favoured by people
for their tame-ability. Over many generations, they became tamer and lost some of their
predatory qualities such as big sharp teeth. What resulted was the dog - the very first
domesticated animal.

Narrator: Thousands of years later, humans began to play a more active role in the breeding of
dogs. The ancient Egyptians may have been the first to breed dogs for specific uses such
as hunting, guarding and war. In ancient China, dogs were bred to look like lions - an
important symbol of the Buddhist faith.

Narrator: Selective breeding eventually gave rise to many different-looking dogs or purebreds. In
the 18th century, purebred dogs were becoming more of a status symbol among wealthy
households. By the 19th century, the crossbreeding craze was underway, culminating in
the first dog shows by midcentury.

Narrator: Humans were mixing and matching dogs no longer just for their utility, but also for their
appearance. Today we have over 300 different breeds, making dogs the most diverse
species on earth.

Narrator: But by breeding offspring that exhibit only the most pronounced traits, some say we’ve
gone too far. In some cases, dogs are the ones that suffer, with genetic disorders in certain
breeds that can lead to problems such as difficulty breathing, hip dysplasia and increased
risk of cancer.

Narrator: Yet, for all the problems we’ve introduced into our canine companions, we’ve also found
ways to bring dogs into our lives more than ever before. Dogs today live among us, not
just as our pets but also as therapy dogs, search-and-rescue dogs and even war dogs.

Narrator: Humans have also found ways to give back to our furry friends with advancements in
veterinary medicine and establishing rescue organisations to help dogs find good homes.
In many ways, the canines that once lived only among their own packs tens of thousands
of years ago have come to depend on us as much as we depend on them.

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Key

1. Warm up

5 mins.
This stage introduces the topic of the lesson and personalises it for students. Do the first question with the whole
class, and then, in pairs students can discuss the four pictures. Go over the answers and invite the whole class to
answer question 2. Tell students they are going to find out more about the history of dogs and humans.

1. therapy dog - visits people in hospitals or care homes

2. police dog - helps the police to carry out their duties
3. pet dog - like a member of the family
4. search and rescue dog - finds missing people

2. Watch for main idea

10 mins.
In this stage, students become familiar with the key content and then listen for the main idea, including how
the information is organised. Go over items A-J (students at this level should understand the meanings of most
of these items BUT you should elicit or explain that here the word "breed" is a noun, meaning a type of dog).
Students then watch the video to establish the order. Tell students they should focus on watching and numbering
the items (one item is extra) and should not make any notes at this stage, or they will miss watching the visual
information contained in the video. Check answers with the whole class and ask students to elaborate on the
significance of each item from memory.
ALTERNATIVE APPROACH: Ask students to additionally predict what will be said about each of the items. Using
A as an example, elicit some predictions about the significance of the item. Students can continue in pairs - they
may have some ideas from their previous knowledge of the topic, but even if they don’t, they will still benefit from
considering the items. Students watch the video to check their ideas as well as number the items.
1. e; 2. g; 3. b; 4. h; 5. d; 6. a; 7. c; 8. j; 9. i
extra - f
Can you remember what was said about each item? Going for a walk.

3. Watch for detail

10 mins.
In this stage, students will listen for detailed information - in this case, lexical items that will be a useful addition
to the working vocabulary of students at advanced levels.

Go over the instructions and perhaps demonstrate the first exercise (without confirming or denying the answer).
Remind students that it can be helpful to think about parts of speech for the missing word, eg in question 1, the
two words follow a preposition and thus are likely to be adjective + noun. Then allow students time in pairs to
look through the exercise so they can remember or predict the missing words, using all the clues to help.

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If they don’t know an item, they should just move on to the next one. You may need to elicit or explain that in
number 8, "breeding" is a verb which means putting a male and female animal together so they have babies and
increase in number. Students then listen to the report a second time before checking answers in pairs.

Often students at this level can hear all the phonemes of the word but need support in converting this to plausible
spellings. After you check answers with the class, they may want to listen one final time to focus on the relationship
between sound and spelling.

You might want to drill any words, phrases or sentences that were problematic for students. Then set the final
questions, so students can make a personalised response to the content of the talk.

1. close ≀ proximity 2. tamer ≀ predatory

3. domesticated 4. purebreds
5. status ≀ symbol 6. craze ≀ culminating
7. utility 8. pronounced ≀ traits
9. canine 10. packs

4. Language point

10 mins.
This stage of the lesson focuses on four different uses of the present principle (verb + -ing). At this level, students
will have examined each of these uses separately, and it is now helpful for them to consider them together
to improve reading comprehension and writing abilities. Working with the whole class, complete the matching
exercise. Then ask students to find and analyse further examples in the transcript - they can do this in pairs.

1. → c. 2. → d. 3. → a. 4. → b.
Examples from the transcript: adjectives = the crossbreeding craze; continuous verbs forms = were mixing and
matching; noun - hunting, guarding / But by breeding offspring / such as difficulty breathing/establishing rescue
organisations; participle clause - culminating in the first dog shows by mid-century / making dogs the most diverse
species on earth.

5. Practice

10 mins.
In this stage, students can practise the language point. Error correction exercises can be challenging - remind
students that the exercise focuses on the use of present participles. If they need support, you can tell them that
there are three errors in each of the four types of verb + -ing grammar. Some lines have no mistakes and some
have more than one mistake.

1. Having a pet dog - noun

2. varying in size - participle clause; when you are choosing - continuous verb form
3. enjoy spending lots of time outdoors - noun
4. fun-loving and outgoing - adjectives; making them suitable - participle clause
5. needs regular grooming - noun; requiring regular trips - participle clause
6. time-consuming - adjective
7. they’re not always losing and you’re not sneezing all the time - continuous verb form

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6. Discuss

15 mins.
Students can now respond to some of the issues raised in the talk. Encourage them to give a range of reasons and
examples for each question and to agree or disagree with each other as necessary, as they would on a Cambridge
speaking exam discussion task. Remind them to use language from the lesson as well. If your classroom setting
allows, you could ask students to stand up and make new pairs/groups to discuss each question in turn. Monitor
students and aim to round off the discussion with some comments on the content of their interactions and/or
with some error correction, including pronunciation where appropriate.

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