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ENGLISH FOR TEENAGERS · GENERAL ISSUES · UPPER-INTERMEDIATE (B2-C1)

YOUNGISM

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1 Warm up

In pairs, discuss the following questions.

1. Discuss the meaning of the words racism, sexism and ageism and describe some examples.
2. Can you now guess the meaning of the word youngism?
3. Have you experienced youngism in your life? What happened?
4. What is the word stereotype? How does it fit in with ‘isms’?

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2 Discussion: stereotypes

Part A: What are some stereotypical things that you think these people might like or dislike doing and
some positive or negative characteristics they might have? Write them below.

Picture A Picture B

Picture A Picture B

Likes/dislikes (eg: baking, knitting): Likes/dislikes (eg: playing computer games):

1. 1.

2. 2.

3. 3.

Characteristics (eg: kind, forgetful): Characteristics (eg: crazy, lazy):

4. 4.

5. 5.

6. 6.

Part B: Discuss questions below with your partner.

1. Do you agree with these stereotypes? Why/why not?

2. Do you know any old or young people who contradict these stereotypes? eg: Do you know older
people who don’t like baking? Do you know teenagers who are hard-working?
3. Why do we stereotype people?
4. Are you a ‘stereotypical’ teenager? Do you share any of the likes/dislikes and characteristics
described above?

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3 Vocabulary
Part A: Here are some adjectives that can be used to describe people’s characters. Sort them into
positive and negative:

conscientious / messy / impulsive / reckless / immature / moody / rude / cantankerous /

thoughtful / resourceful / spontaneous / disorganised / ignorant

positive negative

Part B: In pairs, look back at the characteristics you noted for Pictures A and B in Part 2. Can you find
any words which are similar to these?

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4 Video: Snack Attack

Part A: You are going to watch a short animated film called Snack Attack. Firstly, in pairs discuss
questions below.

These are the main characters.

1. Where are they?
2. Do they know each other or are they strangers?
3. The name of the film is Snack Attack. What might this mean?
4. What style of writing do they use for the title? Why?

Part B: Watch the video – Part 1. Watch the first part of the video (00:00 - 02:50) and answer the
questions below.

1. Do you think any of the words from Exercise 3. above (the positive/negative vocabulary list) could
be used to describe these characters?
2. How do you think this story will end?

Part C: Watch the video – Part 2. Now watch the rest of the video (02:50 - 04:10) and in pairs discuss
the questions below.

1. Would you use any different words to describe the characters now?
2. Has your opinion of the characters changed? If so, how?
3. What is the main message of the film?
4. Have you ever made assumptions about someone? Or has someone made assumptions about
you?

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5 Grammar: third conditional

Part A: Read the information and complete the exercise.

When something happens in the past you cannot change it. But we can imagine how it
could have been different. We can use the third conditional to discuss this.

eg: If she had checked her bag, she would have realised that the cookies on the bench
belonged to the teenager.

The basic structure is:

If clause Result clause

If + subject + had + past participle subject + would have + past participle

If she had checked her bag, she would have realised that the cookies on the
bench belonged to the teenager.

We can also use other modal verbs in the result clause, for example ‘may’, ‘could’ and ‘might’:
eg: If the old lady had asked the teenager for a cookie, he might have given her one.

Create third conditional sentences using the sentences below.

Example: I missed the bus because I woke up late.

Answers: If I hadn’t woken up late, I wouldn’t have missed the bus. / If I’d woken up early, I would have
made the bus.

1. We missed the train because we didn’t run fast enough.

2. I ate the whole pizza, and it made me vomit.

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3. Because he didn’t ask for help soon enough, he failed the exam.

4. I would have been on time if I hadn’t slept through my alarm.

5. He didn’t become a doctor because he didn’t study science.

6. You fell asleep in class because you played computer games all night.

Part B: Pronunciation of contractions. Read the information below.

Note that we very commonly use contractions in the third conditional, eg: ‘I had’
becomes ‘I’d’ and ‘would have’ becomes ‘would’ve’:

eg: If she’d checked her bag, she would’ve realised that the cookies on the bench belonged to
the teenager.

If I’d known it was your birthday, I would’ve given you a present.

He would’ve said hello if he’d seen you.

Other examples of contractions:

• might have → might’ve

• could have → could’ve
• must have → must’ve

Note there are some contractions which we use in speech but we do not write. For
example, with the following sentences, it is acceptable to write a. and b. It is usually not
acceptable to write c. Usually, a double contraction is used in speech but not writing.

a. I would not have done that. (aI wUd n6t hæv d2n ðæt)

b. I wouldn’t have done that. (aI "wUdnt@f d2n ðæt)

c. I wouldn’t’ve done that. (aI "wUdnt@f d2n ðæt)

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Other examples of contractions which are pronounced but usually not written:

• couldn’t’ve (could not have)

• shouldn’tve (should not have)
• won’t’ve (will not have)
• may’ve (may have)

Now, apply what you’ve just learnt to the sentences you created in Part A.

6 Pronunciation practice

Practise reading the following sentences with the natural pronunciation of the contractions.

1. He mustn’t have seen what happened.

2. I wouldn’t have met him if we hadn’t gone to the same school.
3. They’d have passed the exam if they’d studied more.
4. We could’ve gone skiing if it’d snowed.
5. If he’d saved his money he might’ve been able to buy a house by now.
6. It’d be great if we could meet up tomorrow.

7 Video: youngism

You are going to watch a video about youngism. As you listen, put the following points the narrator
makes into the right order.

Many people believe that 16 and 17-year-olds should have the right to vote.

The minimum wage for young people is lower than adults.

Young people are going to have to solve the biggest issues we face today.

Young people often aren’t treated with respect or taken seriously at school.

Young people are treated unfairly in the workplace.

They aren’t given the same political rights and opportunities as adults.

If young people go to university they are going to leave with tens of thousands of pounds of
debt and without any guaranteed job.
Schools aren’t designed to empower young people.

1 Young people are treated differently because of their age.

Young people get no real say over their curriculum.

Young people today are growing up knowing that climate change is going to threaten our world.

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Young people are likely to never buy their own home.

Young people are given little practical advice to prepare them for adulthood.

Young people get paid less for doing the exact same job.

8 Discussion

Look at the list from the previous part and in pairs discuss the following questions.

1. In your opinion, which ones do you think are true?

2. Are there any that you disagree with? Why?
3. Would you add anything to this list?

9 Writing exercise

Now that you have discussed your opinions of the video, decide if you want to give it a thumbs up (a
like) or a thumbs down (dislike) on YouTube. Circle the thumbs up or thumbs down and then write a
short comment of up to 100 words as a comment on the video. Try to summarise your key thoughts.

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10 Extension/homework

The film Snack Attack doesn’t have any dialogue. But what if it did? Write some lines of dialogue for
the film – you can choose to focus on one scene or you can write dialogue for the whole film. You
can follow the story of the film or can decide to use the dialogue to change the story. It’s up to you.
Then if you want to, you can act out the dialogue with a partner.

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