Lesson 11

Lesson 11
Teacher's Notes
Warmer Activity.
1. Reviewing the pre-class text:
a. Elicit from the class if they read the pre-class text.
b. Put ss in pairs. If any ss did not read the pre-class text, pair them with a student who did read
it.
c. Tell ss to explain everything they remember about the pre-class text to each other. With pairs
where only one s. read the text, encourage the other ss to ask questions for more information
about the text.
*If necessary, model an example answer yourself.
d. Monitor discussions. Encourage ss to extend answers and give reasons, examples, etc. and
encourage their partners to ask follow-up questions for more information. Note down any
frequently occurring errors.
e. Nominate ss for feedback on the pre-class text. Encourage peer correction if ss provide
incorrect or incomplete answers.
Model summary of pre-class text:

'Ian Usher decided to sell his whole life via the internet after his marriage broke down; not just
his possessions but his job and friends too. Originally from England, Ian had been living in
Australia for six years before the separation, and decided that an auction would give him the
opportunity to begin a completely new life. So far the auction - which includes the sale of his
house, car, motorbike, jet ski and other prized possessions - has reached a high bid of 1.7
million Australian dollars, from seventy bidders. Ian is also offering a two week trial at his old job
in a carpet shop, and introductions to his circle of friends. Two years after the divorce, Ian says
he is ready to move on and will return to England before going travelling using the money he
makes from the sale of his old life.'
2. Discussion
a. Now draw ss attention to the discussion questions. Put them into different pairs and give
them time to discuss the answers. Get feedback from a different s. for each answer. Encourage
other ss to help correct any spoken errors and put corrections on the board.
Model answers to the discussion questions:

1. No, I think it is a ridiculous way to deal with a marriage break up! Just because a person sells
everything they own doesn't change the way they feel inside. Even when Ian goes travelling
around the world, he can't escape his own thoughts and feelings. Running away doesn't solve
anything. On the other hand, getting a fresh start is a good idea once you are ready to move on
after a relationship ends.
2. If a person feels lonely they could try joining a class (like dancing or sports), join a society or
a book group, something like that! Even just having one or two friends can really make a person
feel less lonely.
I think to be a good befriender you need to be warm, approachable and kind-hearted with a
good sense of humour. You probably need to be considerate and open-minded, because you
might be befriending people from a different generation or with additional mental health needs
or something like that. I would love to do it. I think I'd have to be careful and make sure I set
good boundaries if I was befriending a vulnerable person, but it would warm my heart and
hopefully make a big difference to someone's life.
1
Teacher's Notes
Task
1. Tell ss they are going to watch a video about an ex-military man who uses services provided
by the British charity Age UK.
2. Encourage ss to get familiar with the questions before playing the clip and give them the
opportunity to check any new vocabulary. Note that there are two further questions on the next
screen.
Optional: Nominate a different student to read out each of the questions before playing the clip.
3. Play the video in full.
4. Set ss up in pairs to check their answers together.
5. Nominate ss to give the answers to each question.
Watch the video about Dick and his experiences with British charity Age UK.
With a partner discuss:
1. b) You can't interact with it, which can cause low moods.
2. a) It gives his day purpose.
Teacher's Notes
1. Draw ss attention to the image.
2. Explain that they are going to come up with ideas to reduce loneliness for older people.
3. Put them into pairs to discuss the task.
4. Encourage ss to use full sentences. Example: 'We came up with the idea of hosting a quiz
night for the over 75's in local community centres.' Not just: 'Quiz night.'
5. Monitor and correct any errors.
6. Nominate ss to share their ideas and board some good ones. Again encourage and remind
ss to use full sentences.
Teacher's Notes
1. Tell ss they are going to watch a video about a befriending service organised by the British
charity Age UK.
2. Nominate a different student to read out each of the three questions before playing the clip.
3. Play the video up until 2:13.
4. Encourage ss to talk in pairs about their answers.
Optional:
Tell ss 'to get choked up' is to find it difficult to speak because you are emotional or about to cry.
Extension:
1. Encourage ss to discuss the possible benefits and challenges of the befriending group:
a) For the elderly person
b) For the volunteer
2
Watch the video about the UK charity Age UK. Answer the questions with a partner:
1) C. Loss of a partner. (A partner's death is not mentioned. One woman talks

about her son living too far away which is not included as an option in the
question).
2) He finds it quite moving, it touches his heart and makes him feel emotional.
3) She means she might go a bit crazy and feel a bit trapped.
Teacher's Notes
1. Give out the reading handouts and draw ss attention to the two volunteering opportunities.
Optional: Nominate ss to read each description out loud for the class.
2. Put ss into pairs and encourage them to discuss the two questions. Tell them they can
choose the same project twice if they like.
Model answers
1) I think the dance class is more beneficial for the elderly person as the social element benefits
their mental health while the physical aspect is great for their physical health, so a combination
of the two will be really uplifting. Also, they will be mixing with people their own age as well as
younger people, and I think mixing with a range of age groups might also have some benefits, in
terms of how stimulated they feel and how they relate to the people around them.
2) I think the second volunteer opportunity might be more advantageous to the volunteer
themselves because they will probably develop a really positive relationship with the elderly
person. It will be a rewarding experience, they'll learn a lot by talking to someone of a different
generation.
Choose the correct option to complete the phrases from the Silver Movers flyer.
1) At Silver Movers, anyone over the age of 70 can come along and enjoy a
gentle blend of dance and aerobics
2) Driving elderly people to Silver Movers classes.
3) (Volunteers must have their own vehicle to transport elderly people safely.)
4) Are willing to join in with the dance class.
Choose the correct option to complete the phrases from the Age UK flyer.
3
1) We are looking for volunteers who would like to act as befrienders
2) Age UK does recommend other activities such as walking to the local park
Let's review the language and vocabulary you need to create an effective job advert or
flyer.
With your partner discuss:
1. The key information to include is:
- Who, what, where, when, why etc.
- How will this benefit the community?
- How will it benefit individuals?
2. The sort of vocabulary and grammar to use includes: clear, concise

language, brief bullet points, tasks, working hours and activities, relevant
qualities and skills, gerunds and infinitives.
3. Before you start writing your flyer think about what the project involves and
who it benefits, where and when it will take place. Also include how it will
benefit the people who use the service, the volunteers and the community as
a whole.

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Lesson 11

Model summary of pre-class text:

Model answers to the discussion questions:

With a partner discuss:

2. a) It gives his day purpose.

1) C. Loss of a partner. (A partner's death is not mentioned. One woman talks

2) Driving elderly people to Silver Movers classes.

4) Are willing to join in with the dance class.

With your partner discuss:

1. The key information to include is:

- Who, what, where, when, why etc.

- How will this benefit the community?

- How will it benefit individuals?

2. The sort of vocabulary and grammar to use includes: clear, concise

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