The science of attraction – C1 listening

February is such a cold month associated with such a warm day! In this class, let’s talk about the truth behind physical attraction to another person while following the audio version of a TED-Ed video. The video talks about the science of attraction and explains all the fuzzy, gooey feelings we may get when meeting someone new.

So it happened. I fell into a rabbit hole of TED-Ed videos! After basing an A2+ lesson plan on the Chinese Zodiac, I started wondering if I can find something to show to my students on Valentine’s Day. Initially, I wanted to do a scientific class explaining how the heart works – a young learners lesson plan. But then I found a video called The science of attraction and got hooked almost right away.

This year my main focus is on C1 Cambridge exam preparation. That’s why I thought I should turn this TED-Ed video into a CAE listening part 2 task. Scroll to the end of this post to get the lesson plan and the presentation (with answers) for free!

Start the class by writing in the middle of the board – Why are we attracted to certain people and not others? Give a minute to think about different reasons and take five answers from different students. Write them around the question, so that it resembles the speaking part 3 exam task. Divide students into pairs and give them 2 minutes to discuss and decide which of these options is the most probable and why. If you teach 1:1 or have a bit weaker group, you can present them with the diagram below to discuss. Collect answers and provide feedback.

Divide students into groups or pairs and ask them to think about the five main components of attraction. If you want to make it a bit easier or ensure that the answers don’t repeat from the lead-in, you can say that they are all related to the human body. Once everyone has their predicted answers, play the audio of the TED-Ed video. I would recommend NOT showing the video, as it contains a lot of visuals that will give away the answers right away and may be more distracting rather than useful. Play the whole video and check the answers. The answers are eyes (sight), nose (smell), ears (hearing), touch and taste.

Now would be the best time to go over any new words that students heard while listening for gist. If you think that none of the words should impede the understanding of listening for detail, you can move on to the next part.

If it’s the first time doing this type of exercise, you can explain that it is based on CAE – listening part 2, in which students need to listen to a longer recording and fill out the gaps with the missing words. Tell them that they should write between one to three words, and any misspelt words will not count to their point count. They should write what they hear – not synonyms!

Proceed by reading a short text with nine gaps. Give students about 40 seconds to read the text and then play the recording one more time. Students write down the answer and compare them with each other. In case of any issues, play the recording one last time, just like in the exam. Alternatively, you can show the video with the transcript for better understanding.

Follow up the video/recording with a short discussion. Do your students agree with the notion that attraction is purely biological? What about people falling in love over the internet? What does love mean to them?

Click the links below to download the files for free.

Valentine’s Day-themed C1 speaking

There are only a few days left until Valentine’s Day. Why not take a breather from exam preparation, and talk about something that all teens and young adults love – love. If you want to talk about romance and everything related, have a look at this no preparation Cambridge C1 exam speaking practice.

One of my favourite things to do is themed speaking exams. In my continuously growing series, you can find Halloween – B2 and Christmas – B1Finally, the time has come to give some fun to advanced students.

Just like any other Cambridge speaking exam, the one for CAE students is made of four parts – talking about personal details, picture comparison, discussion on a random topic and opinion-based questions. This lesson consists of the examiner’s speaking guide (I followed the steps given in the C1 Sample Papers 1) and a presentation that can be used in online and hybrid lessons.

I like to follow the steps of the speaking exam, but at the same time, keep it quite relaxed. If you want to keep it more formal, you can start this exam by asking students about their names and where they live. Even though in the actual exam students don’t need to spell anything, I normally start this task by giving them eight new advanced words. It’s a good way to introduce topic related words while refreshing the alphabet. The new words are: betrothed, courtship, devotion, embrace, heartthrob, smitten, yearning and woo. Students should be familiar with some of them. Finish this part by asking about Valentine’s Day experience and how people normally celebrate this day in their countries.

In part 2, candidates need to compare two out of three pictures and answer two questions in one minute. Of course, since it’s a special day, you may want to allow them to practise their fluency and natural speaking, instead of focusing on the time limit. The first set of pictures shows people celebrating Valentine’s Day in three different ways, having a romantic dinner, going hiking and going to a couple’s massage (a SPA day). Candidate A discusses why the people might be celebrating Valentine’s Day in these ways and how they might be feeling. The second set of pictures shows people receiving Valentine’s Day gifts, an engagement ring, flowers and chocolates, and breakfast in bed. Candidate B talks about why the people might choose to give such presents and how they may bring happiness to the gift receivers.

Now it’s time for students to talk to each other. Ask a question why do people may choose to decide not to celebrate Valentine’s Day, surrounded by five prompt answers: public display of affection (PDA), celebrating love every day, religion, consumerism, too expensive. Give two minutes to discuss the option and then ask students to decide which of these reasons is the most significant to them.

Finish speaking exam with opinion-based questions on Valentine’s Day. I tried to keep the questions as light-hearted as possible. After all, you want to have fun and not stress your students or create any conflict!

Since the topic of love and relationships can be quite controversial and intrusive, I think that choosing to do this class will depend on the country and its culture. I teach in Spain where discussing relationships isn’t problematic. Another thing is to keep it age-appropriate. I would suggest this lesson for teenagers and young adults – minimum 15 years old. Younger students may find it annoying, not relevant and intrusive. Remember that the main objective of this class is for students to have a day off, so if they choose not to answer a question (especially from Part 1), should be understood.

Click below to download the examiner’s notes and the C1 speaking presentation.

What fills your heart?

The day of love is swiftly coming our way and there’s no way but celebrate it – especially with the young students! The trick is that young learners don’t think about love romantically, and I think that there is no better day to show them that there are so many different types of love. All need to be celebrated equally.

A year ago, I entered my Movers class and asked them if they were excited about the upcoming Valentine’s Day. To my surprise, they couldn’t care less and were almost disgusted by it. That’s because they thought about it as a holiday you celebrate with your boyfriend/girlfriend. I couldn’t disagree more! I started researching activities that we could do to celebrate this occasion and take some rest from the coursebook. Let me show you a few of the activities that we did that day, and let’s hope that they’ll serve as inspiration for your classes this year.

The mystery sentence

This activity can be done in person, online, or hybrid. Show students a mystery picture covered by fifteen numbered boxes. Each box has a Valentine’s Day vocabulary definition attached to it. If students answer correctly, click on the box to remove it. You can make it into a game by dividing students into pairs or small groups. The first group to decipher the mystery sentence hiding behind the picture wins!

If you want to make this game a bit more random, you can put the numbers on a wheel of fortune (Wheel of names is an excellent and free online tool to do that), or cut them out and put the numbers in a box, so the students have no way of choosing the number they want! You can also keep a tally of correct answers and determine the winner in this way.

You can follow up this activity with a short discussion on Valentine’s Day. Ask about the date when we celebrate this day and what we normally do (give presents or flowers, say I love you to people we love, spend this day with people we care about). Ensure that students understand that this is the day to show our appreciation for everyone and everything we love.

Match the halves of broken hearts

You can do this activity after the first one, or it can be a stand-alone exercise. Print out the worksheet with pictures of broken hearts on it. Each piece has a part of a word that needs to be matched with the other half. Cut them out and give them to each student or pair. Students put the words together and glue them in an appropriate order. If they love arts and crafts, they can also colour and decorate their hearts. Additionally, you can ask them to put them in alphabetical order before sticking them onto the paper.

Reinforce the meanings of the words by filling the gaps in the sentences with these words. Students work individually and write down the words. Practise reading and pronunciation while checking the answers. Optionally, ask your students to write two or three other sentences if you feel that they need some more writing practice.

What fills your heart?

As I said before, I wanted to prove to my students that Valentine’s Day isn’t only about a romantic type of love. After endless research for the perfect activity, I found a Heart Map Writing Activity by Elisabeth Montgomery. Click the link to download the worksheet for free! You can approach this activity in a few ways, depending on how much time you’ve got on your hands.

  1. Print out My Heart Maps and in each piece write things that they love (people, things, animals, activities, places, etc.) Anything that comes to their minds! Students draw the things and decorate the hearts.
  2. Print out My Heart Maps and cut out the pieces. Each student receives nine pieces of the heart and writes down in each one the things they love. Once everyone completes the writing part, ask them to put the puzzle together in the shape of the heart. Students put the puzzle and glue it onto a separate piece of paper. Complete the project by drawing the things they love and decorating their hearts.
  3. If you work online, you can create a google drive document, or a jamboard and put the name of each student on top of each slide. Students write the things they love and decorate their hearts by drawing them or finding appropriate pictures on the internet and pasting them onto their hearts.

The PDF by Elisabeth Montgomery also gives a short follow-up idea for a writing activity. Students write a few sentences describing people, things, places and activities they drew in their Heart Maps. Monitor the activity and help with any grammar problems. You can finish the class by displaying their Map Hearts and writings.

Last year, I was teaching a hybrid class, so I had to approach it a bit differently. Firstly, I drew a big heart on the board and asked students what fills their hearts. I collected their answers and wrote them inside of the heart. Then I asked them to personalize their projects. My in-class students got a printed out version of the heart, pencils, crayons and markers to write down their words and decorate the hearts. My online students (I had two at the time), were shown a presentation split into two parts. Each part had a heart on one side and their names on top to avoid confusion. They used an annotation tool on Zoom to write the things and then drew and coloured each part.

All the activities can be downloaded directly from this post or the Teachers pay teachers store – Valentine’s Day – a set of three activities and Valentine’s Day – A mystery sentence PPT.

Here are some ideas that you can use in your young learners class! Your kids will definitely appreciate a much-needed break from using their textbooks and thinking about what they truly love and enjoy in their lives. How are you going to celebrate Valentine’s Day in your class?