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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

Key

1. Warm up

5 mins.
This gets students to define the term and consider the pros and cons ahead of the main exercises.
Encourage pair work and elicit possible answers from the whole class.

2. Listening comprehension

5 mins.
Ask students to read through the statements before listening. This gets them to focus on the main details of the
conversation.

1. False. ‘Now I’ve put them to bed, I’m great!’

2. True. ‘Every night, I tell myself I’m going to do that, and every morning when the alarm goes off, I tell myself I
need just a few more minutes sleep.’
3. True. ‘...I don’t think anyone even noticed the screaming child while I was presenting...’
4. False. ‘I love not having to commute every day.’
5. False. ‘I’m just leading the meeting, but the CEO is going to be there.’
6. True. ‘I’ll take them to the park.’
7. True. ‘I had to tell him several times to get off it (the phone) and do his homework. But then of course, I’m on
my phone texting Jeff about work.’

3. Listening discussion

5 mins.
This allows students to talk about some of the language used and think about some of the issues raised.

1. It means I feel everything is going well and I’m able to do everything I need to do.’
2. A night owl is someone who functions better at night, an early bird does the opposite, and is generally better
in the morning.

4. Focus on vocabulary

5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to do the task unaided I the first
instance, but allow them to use a reference if needed later.

1. → a. 2. → g. 3. → e. 4. → h. 5. → c. 6. → d. 7. → f. 8. → b.
Part B
10 mins.
Allow the students to use a dictionary to look up other parts of speech connected to the target word in brackets.
Ask them to decide which part of speech can fill the gaps beforehand. When they have finished, ask them to
discuss the questions to practise using the vocabulary. Circulate and help as needed.

1. detriment 2. minimal 3. distressing 4. mitigating

5. bound 6. unexpectedly 7. reassurance 8. internally

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 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

5. Skimming for gist

1. b 2. e 3. a 4. not used
5. f 6. not used 7. d 8. c

6. Reading comprehension

10 mins.
Ask the students to read the text more carefully and complete the sentences so that they are grammatically
correct.

1. Our working lives 2. pick up signals 3. anxiety 4. specific work space

5. Setting limits 6. at ease 7. split their time 8. Family time

7. Scanning for vocabulary

5 mins.
This gives students additional support with vocabulary and can be completed before or after the main comprehension.

1. self-employed 2. convenience 3. irritated 4. significance

5. devoting 6. not all doom and gloom 7. fulfilling

8. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups. Circulate and help as needed.

9. Extended activity/Homework

40 mins. +
Ask students to plan, write and edit their letters. Be sure to give students feedback on their work.

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