TAKING RISKS VOCABULARY

Nouns

· safety
· top priority
· athletes
· sportsmen/women
· a risk taker
· setbacks
· achievements
· fear
· fitness
· strength
· endurance
· dangerous stunts
· to have /achieve your long-term/main goal

Adjectives

· extreme sports
· tough competition/marathon
· overconfident
· irresponsible
· adventurous
· self-confident
· sporty
Verbs
· to accept/avoid risks
· to suffer an injury
· to need treatment
· to perform stunts
· to aim higher
· to train hard
· to ban
· to get/keep fit

Phrasal verbs

· to take up
· to give up
· to work out

Expressions

· to face danger
· to be under (a lot of) pressure
· to find a balance
· to raise your standard of achievement
· to follow a strict routine
· to run wild
· to be willing to try new things
· to overcome your fears
· to take risks
· to get a thrill out of ...
· to have a rush of adrenalin
· to look for excitement
· to win respect
· to meet new challenges
· to test your limits

Online session, May 27th / 28th

LESSON PLANS

LEVEL: C1.2

GROUPS: A, B, C

DATE:    May 27^th, 28^th     

CHECKING ACTIVITIES FROM PREVIOUS CLASS:

CONVERSATION (oral coproduction)

Deadline: May 28^th, 12 noon.

VOCABULARY:

Answer key to page 146, activity 2.

1 peril                   6 menace

2 threat        7 risk

3 hazard       8 danger

4 menace      9 risk

5 threat        10 danger

LISTENING:

Answer key to page 146, activity 7

1 kids addicted at eight years old, 40% of world population online

2 Students have lost their ability to construct an essay and just cut and paste, basically engaging in plagiarism.

3 He is one himself. They are people who have grown up with the Internet.

4 His main concern is with young people ‘oversharing’ and the danger of online profiles causing problems for young people in the future.

5 He’d arrest anyone caught looking at banned websites.

6 It would require a huge online policing presence, and most offenders are probably pretty harmless.

7 He’d make an example of one or two people to put others off.

8 The possibility of ending up involved in a legal dispute about appropriate punishments.

 Answer key to page 147, activity 9.

1 ’s, set to get        6 verge

2 ’s to work            7 chances

3 ’m due to stop      8 likelihood

4 are likely to get    9 odds

5 bound to cause     10 possibility

READING:

Answer key to the reading comprehension tasks about the text “Understanding Risk”.

Activity 3

A2, B3, C1, D4

Activity 4

1. Why might choosing to drive make things worse?

Because driving is less safe than flying.

2. What sort of evidence do you think supports the claim about transport safety?

statistics about injuries and deaths in both kinds of transport

3. What is the usual result of visiting the doctor frequently, and why does Gigerenzer think they are problems?

The result is more treatment, medication and worry. These things don't seem to result in a longer life, statistically, and they probably make people less comfortable or happy.

4. How did Gigerenzer choose good investments?

He asked people in the street to choose the names of companies they'd heard of.

5. What are two signs that a person is likely to make good choices based on feelings?

experience and a history of making good decisions

6. In 2011, what did the news media incorrectly report as having increased?

Depression

7. What factors work together in our minds to calculate risk – even if we aren't aware that we're doing it?

ability to learn, memory and ability to reason

Activity 5

1. (line 4) make matters worse

create problems

2. (line 8) get behind the wheel of a car

drive

3. (line 9) statistically

considered according to numbers and/or measured data

4. (line 29) medication

drug, medical treatment

5. (line 45) intuition

a feeling of what is true or right, not based on reason

6. (line 45) gut instinct

a feeling of what is true or right, not based on reason

7. (line 59) following your heart

doing what feels right according to your feelings or emotions

8. (line 64) antidepressant

a medicine that helps you stop feeling sad all of the time

Activity 6

Statements 2, 4 and 6 are supported by the article.

Activity 8

1.  Increasing sugar consumption poses a threat to public health.

2.  Regular exercise reduces the odds of developing heart disease.

3.  There is a one-in-11.5 million chance of being attacked by a shark in the USA.

4.  Regularly eating fresh produce increases the likelihood of a long and healthy life.

5.  The chances of recovering from many types of cancer are high.

6.  People who collect honey run the risk of bee stings.

Activity 9

1.  What do you think are the best ways to reduce the odds of becoming ill later in life?

2.  What's something unexpected that has happened to you that felt like it was a one-in-a-million chance?

3.  What do you think poses a threat to global public health?

4.  What medical developments have made the chances of recovering from many diseases high?

5.  Do you ever break the rules and run the risk of getting caught or do you prefer be careful and stay safe?

6.  What's the best way to increase the likelihood of success in your work or studies?

SESSION ON MICROSOFT TEAMS

SPEAKING (oral production)

Page 146, activity 1. Individually, you will explain the meaning of those collocations with the adjective “digital” and then you will explain why you think they are current issues for society.

CONVERSATION (oral coproduction)

Page 146, activity 2. In pairs, you will discuss how far you agree with the statements in this activity. Do you share the same opinion? Why (not)?

CONVERSATION (oral coproduction)

Page 146, activity 8. As a group, we will discuss six questions related to cyber security. Try to use as many expressions related to risk as you can.

GRAMMAR

Talking about the future. First, revise the information about different ways of talking about the future. This mind map could be useful for you to revise it. Click here. After that, go to page 184, read the grammatical information explaining other verb structures and noun phrases that are used to convey ideas about the future and do exercises 1, 2 and 3.

CONVERSATION (oral coproduction)

Three students will be involved in a debate about one of these four topics.  Two of you will be the panelists. A third student will be the host. The host must think about how s/he is going to introduce the topic and summarise today’s talking point. The host may want to mention recent incidents that s/he feels are connected to the topic. Also, the host may think of two or three more related questions s/he might put to callers. The panelists should try to mention what they think may happen in the future.

The topics for discussion are:

1.    Today, we’ll be asking if governments in the world are taking the risk of this global pandemic seriously enough.

2.    Today, we’ll be considering whether airport security will become too expensive to maintain with the new situation after the Coronavirus crisis.

3.    Are we doing enough to combat the threat of global warming?

4.    Today’s question is: given the increasing risks of foreign travel under the current circumstances, why not just holiday at home?

That’s all for now.

Online session, May 25th / 26th

LESSON PLANS

LEVEL: C1.2

GROUPS: A, B, C

DATE:    May 25^th, 26^th     

CHECKING ACTIVITIES FROM PREVIOUS CLASS:

CONVERSATION (oral coproduction)

Remember the oral production task that I told you to do last week. In pairs, you should record a conversation, choosing your topic among one of these: Click here to download the oral coproduction cards June 2019

You must hold a conversation for 4 minutes-4:30 minutes. Set your alarm for 4 minutes and don't keep talking for much longer. There are 10 topics, so each one should be used only once. Specify your names and topics on your Padlet post. You can record an audio or video, up to you. Do it preferably in MP3 or MP4 to avoid problems reading the format of the file. When you finish, you will upload it or share the link (if you have it on Google drive or dropbox) in our padlet board.

Deadline: May 28^th, 12 noon.

LISTENING:

Answer key to the TED talk activity "5 dangerous things you should let your kids do".

The video is here.

The task is here.

1.      Gever warns parents that if they send their kids to Tinkering School, they’ll come back bruised, scraped and bloody.

2.      The speaker said that as the boundaries of what we determine as the safety zone grow ever smaller, we cut off our children from valuable opportunities to learn how to interact with the world around them.

3.      Learning the control of one of the most elemental forces in nature is a pivotal moment in any child’s personal history.

4.      The three working elements for a good controlled fire that he mentions are intake, combustion and exhaust.

5.      Grever said that a penknife is at the same time a spatula, a pry bar, a screwdriver and a blade and that’s why it’s a powerful and empowering tool.

6.      Our brains are wired for throwing things. If you don’t exercise, they atrophy.

7.      Even if they don’t know what the parts of an appliance are, puzzling out what they might be for is a good practice for the kids.

8.       Driving a car with your child happens about the same time as they get latched onto things like dinosaurs. A car is a similar object. They can get in a car and drive it.

SIOBHAN: 

These are the moments that our language assistant has available for conversation practice with C1.2 students. Write her an email in advance if you are interested:

Mondays from 1 pm to 2 pm

Mondays from 7 pm to 8 pm

Wednesday from 5 pm to 6 pm

VOCABULARY:

Page 146, activity 2. This activity presents six words that are synonyms, but they are used in different collocations. In each sentence, you have to choose the right word in the collocation.

LISTENING:

Page 146, activity 7 /page 147, activity 9. Track 57.

You will listen to a phone-in programme in which the risks of using the Internet are mentioned. After listening, answer 8 open questions (activity 7) and then, fill in the gaps in sentences in activity 9.

READING:

Understanding Risk. Click here to download the text and the activities.

Read the article and do activities 3, 4, 5, 6, 8, 9.

That’s all for now.