B2 lesson 9

Read the text and answer the following questions:

1.Cleaning out the freezer
2. In a box of bananas
3. He photographed the spider
4. Seldom; venomous

Model Summary of the text:

The text is about a man in England called Michael, who found the world's most
dangerous spider in his kitchen, which arrived in a box of bananas he had bought. The
spider bit him twice and, after trapping it in a glass, he started to feel very ill. He went to
hospital and they couldn't identify what spider had bitten him until they asked someone
at Bristol zoo, who worked out it was a Brazilian Wandering spider. Michael received
treatment but it took him a week to feel better. Inspectors came to collect the spider
from his house, but his flatmate had released it into the garden because they hadn't
realised it wasn't a native species. Inspectors said that there's no danger to the public
as the spider would have died after being exposed to the English cold weather.

Feedback questions if ss need prompting:

1. Where was the spider from? (Brazilian/ South America)
2. Why is it dangerous? (it's speed and aggression)
3. How did it get to the UK? (in a box of bananas)
4. What did Michael do when he was bitten? (he trapped the spider in the freezer and
then put it in a jar)
5. Why did Michael go to hospital? (he started to feel dizzy, had shortness of breath and
his hand swelled up)
6. How did the hospital work out what type of spider it was? (They showed a photo
Michael had taken to someone at Bristol Zoo)
7. What happened to the spider? (Michael's flatmate released it into the garden and it
died from the cold weather)

Discussion:
1. Put the students into small groups.
2. Ask them to discuss the questions (You can give a model for questions 2 + 3).
3. Monitor and encourage the students to extend and upgrade their answers, ask follow-
up questions. Note down any common errors being made. 4. Nominate students to give
their answers.

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Possible extension Activity
Get students to brainstorm as many different types of poisonous/venomous animals
they can. Which ones have they seen in real life?
Get students to think about the difference between poisonous and venomous (venom
can be injected into the body, poison requires direct contact or ingestion). Match the
different animals to the correct category (they may not know the specific names, which
is okay as examples have been provided below). Are animals usually poisonous or
venomous? (venomous)

Example answers:
Poisonous - poison dart frog, puffer fish, blue-ringed octopus
Venomous - wasp, black widow spider, scorpion, rattlesnake, platypus,
Teacher's Notes
1. Tell your students they are going to watch a short video about global warming.
2. Before watching, direct students' attention to the questions. Tell them to discuss possible
answers in pairs.
3. Play the video and tell students to make notes on the answers to the questions.
4. Put students in pairs or small groups, tell them to compare their notes and use them to write a
summary of the video.
5. When finished, swap the pairs/groups and have students compare their summaries. Do they
contain the same information and/or similar language?

Talk through the answers the students have given. They should be in line with these:
1. The temperature has risen due to human activity.
NB Global warming is also correct.
2. Human started burning fossil fuels in the Industrial Revolution. They release a lot of
carbon monoxide into the atmosphere.
1. The sun sends heat to the Earth, some is absorbed and some is radiated back into
space. Greenhouse gases like carbon dioxide and methane trap some of the heat and
reflect it back, causing the Earth to heat up.
2. The evidence for global warming is warmer temperatures each year, CO2 and methane
have hit their highest levels, melting polar ice caps.
3. Average global temperatures will have increased by 2 - 10 degrees by the end of the 21st
century.
4. The predicted effect are rising sea levels and floods, extreme weather such as
hurricanes and droughts, mass extinctions.
5. Saving energy around the house, switching to low energy bulbs, driving less, etc.
Teacher's Notes
1. Tell students they are going to listen to a model summary and direct them to the questions.
Tell them they should write down as many words as they can, but don't worry if they don't get
everything.
2. Play the summary and allow students to compare with their partners (play more than once if
necessary).
3. Board the vocabulary students mention hearing, and ask them if they used the same
vocabulary in their summaries.
4. Give out the handout of the model summary. Give students time to read the summary.

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5. Tell them to underline any vocabulary in the text they used as well.
6. Tell them to circle any vocabulary they didn't use but would like to remember.
7. Nominate students to summarise the video from memory, correcting and boarding any
relevant/common errors made.

Model summary
Since the industrial revolution, humans have been burning fossils fuels like oil and coal, which
produces greenhouse gases such as CO2 and methane. These greenhouse gases prevent the
sun's heat from escaping the earth, causing the Earth's temperature to rise slowly over time.
This is called the Greenhouse Effect. Scientists say that the planet is getting hotter every year
(2008 was the hottest year on record), CO2 and methane have reached their highest levels and
the polar ice caps are melting. At the end of the century, it is predicted that average
temperatures will have increased between 2 and 10 degrees, which could cause sea level to
rise, lead to increased hurricanes and many animals could become extinct. Consumers can help
by reducing their energy consumption at home or driving less in their cars
Teacher's Notes
1. Teacher boards the below sentence from the summary and underlines the future
perfect simple will have increased.

At the end of the century, it is predicted that average temperatures will have
increased between 2 and 10 degrees.
2. Teacher asks students to identify the tense, and elicits/provides the answer
(future perfect simple).
3. Teacher asks students 'will average temperatures increase before or after the
21st century?' and elicits the response before.
4. Teacher goes over grammar points in future perfect grammar box on board.
4. Teacher plays the video (twice if necessary).
5. Teacher puts students in pairs and asks them to complete the exercises on the
right of the page.
6. Feedback as a class.
In their answers note that whether students use might/could or will depends on
their level of certainty, so ask them to justify why they have used that verb if
necessary.

Can you use the future perfect to complete the following sentences?

1. The rainforest could/might/will have disappeared by 2100.

2. Will you have finished by 9pm?

3. I'll have been living for three years by tomorrow.

4. This time next year, I'll have been studying English for five years.

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5. In ten years, tigers could/might have gone extinct.

6. By November, he'll have had that car for ten years.

Extension Idea 1:
One person offers a future event using by the time and the simple present, and the
second person expresses a second event in the future perfect that will happen before
the other event.
The sentences can be personal:
Student A: 'By the time I finish my English program ...'
Student B: '...I will have become fluent in English'.
The sentences can be general:
Student A: 'By the time I have my next birthday...'
Student B: '... Coronavirus will have disappeared!'

Extension Idea 2:
Students image what the world will be like in 100 years.
E.g. A: We could have found a solution to climate change.
B: I think we'll have run out of fossil fuels and be using solar energy.

Extension Idea 3:
Students write predictions down about themselves on pieces of paper (but they do not
write their names!).
The teacher collects the predictions from the students.
The teacher reads the predictions aloud and the class have to guess who the prediction
is about and say why.
E.g. T: the one says 'I will have started my own company by 2025'.
S1: I think that's Ezgi because she's so good at business.
S2: I think it's Bilge because she told me she wants to start her own company next year.

Watch the debate about whether uniforms are good for students. Tick the
phrases you hear used in the video.

The phrases used were:

a.) 'I think'.

e.) 'That doesn't make sense.'
d.) 'I admit that but'

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g.) 'That's not always true.'
j.) 'That's beside the point.'
Next, match the phrases to the correct function:
1. The giving opinion phrases are: a) 'I think' h) 'As I see it' i)'It seems clear
to me that'
Extra Ideas: I believe, in my opinion, as far as I'm concerned'

2. The agreeing phrases are: b) 'You've got a point there.' c) 'I see your
point.'
Extra Ideas - that's true, you're absolutely right, I couldn't agree more.

3. The disagreeing phrases are: d) 'I admit that... but...' J) 'That's besides
the point.' g) 'That's not always true.' e) 'That doesn't make sense.'
Extra Ideas - I understand what you mean but'; that's true but' Extra Ideas -
I can't agree, That's not the way I see it.

Teacher's Notes
Teacher's Notes
1. Teacher puts students in pairs and they discuss the problems and what
solutions they can think of.
2. Teacher monitors and notes down any common errors and boards them.
3. Students join with another pair and compare ideas.
4. Teacher collects feedback on student ideas and draws students attention to
errors noted on the board.

Optional Extension!
If students cannot think of solutions, the teacher can provide them with this
list. Students can be asked to match the solutions to the correct problem.
a) Companies need to be forced to replant any trees they cut down. (The
rainforests will have disappeared by 2100.)
b) Governments should invest in more animal conservation projects. (Many
animal species will be extinct in 100 years.)
c) People should try to reduce how much food they buy. (People produce too
much waste on a daily basis.)
d) Governments should introduce a congestion charge to reduce vehicle
emissions in the city centre. (Air pollution will have reached critical levels in
ten years.)
e) We need to increase funding to renewable energy. (We are running out of
fossil fuels.)
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f) Dumping or polluting water sources should be banned. (Water pollution is
increasing.)
Talk with your partner about the issues discussed in today's lesson.
1. Research, plan arguments and examples, think about what your partner will say.
2. Opinion language, agree/disagree phrases, future tenses to talk about future
predictions.
3. At least one for each argument.
Teacher's Notes
1. Teacher draws ss attention to the task.
2. Teacher tells ss they are going to debate the question in pairs, and so they must
choose a side (highlight they don't have to agree with the side they choose - not
agreeing could even make it more enjoyable/challenging!).
3. After each pair has agreed to what side they will choose, the students start
researching the topic individually and creating their arguments and examples.
4. Teacher monitors and helps students with any difficult vocabulary/hard to explain
arguments.
5. Students go back to their pairs and begin their debates (the teacher can impose a
time-limit if they think it is appropriate). Teacher reminds students to use the language
from the lesson.
6. Teacher monitors the debates and notes down any common/interesting errors and
boards them.
7. Teacher draws students attention to the errors on the board and asks students to
correct them.

Optional variation.
1. The class is divided into two groups. Each group comes up with opposing ideas.
2. Students are paired with someone from the opposing group.
3. The pairs debate the subject, then the pairs are changed so that each student talks to
another person (from the opposing group).
4. This can be done once OR it can be continued so that students practise their
arguments multiple times.

Optional Extension.
1. Three pairs can perform their debate for the class.
2. Students note down what they liked/didn't like from the performance and then the
teacher gets feedback on what worked and didn't work for each pair.